Using reflective essays as part of a mixed method approach for evaluating a freshman living-learning community for engineering and science students

Abstract

Researchers at a large Northwest research university developed a living-learning community (LLC) program in 2004 to increase retention of freshmen engineering and science students, improve academic abilities, and increase college engagement. A mixed-method approach for program evaluation was employed providing a more holistic evaluation of the program's effectiveness. The evaluation included qualitative measures for grades, retention, and surveys, along with qualitative measures for focus groups, observations and content analysis of reflective essays. Of these components, the content analysis of reflective essays was particularly insightful. Reflective essays are not often used for assessing and evaluating programs, however, their use in this study provided a unique opportunity for understanding the college experience from the students' perspective and for explaining quantitative results from grades, retention, and engagement surveys. Essay analysis revealed differences between engineering and science students, indications of their intellectual development, and how they were transitioning to college life. This paper presents a methodology for content analysis of reflective essays, describes how the results were used to triangulate and explain other the other measures, and identifies areas for improvement in the LLC program.