The Journal of College and University Student Housing - Volume 36, No. 2 - 72

Frank Shushok, Jr. • Rishi Sriram

In addition to strengthening faculty engagement, studies suggest that living-learning communities also enhance peer-to-peer academic engagement. Inkelas and Weisman (2003), for example, found that living-learning community participants studied more often in groups of peers and felt greater support in their living environments. Their study supported the findings of previous research (Pike, 1999). An out-of-class environment where students can see professors as mentors in the learning process, as well as engage with peers in academic matters, is one positive benefit of a learning community (Smith et al., 2004; Zhao & Kuh, 2004). But creating such a community is a commitment, and the level of commitment furthers the need for assessment. While prior research findings are promising, these findings do not relate specifically to engineering and computer science students.

With less than 1% of the typical undergraduate student population enrolling in engineering and the physical sciences . . .and more than 50% of these students no longer enrolled in this course of study a year later, researchers have called for special efforts to retain engineering and computer science students .

ENGINEERING AND COMPUTER SCIENCE STUDENTS
With less than 1% of the typical undergraduate student population enrolling in engineering and the physical sciences (U.S. Department of Education, 2002) and more than 50% of these students no longer enrolled in this course of study a year later (Chang, 2002; Daempfle, 2003; Light, 2001; Seymour & Hewitt, 1997), researchers have called for special efforts to retain engineering and computer science students (Light, 2005; Wadhwa, Gereffi, Rissing, & Ong, 2007). Research suggests that livinglearning communities may be effective in enhancing the learning experience for engineering students by increasing student-faculty personal interaction and fostering collaborative learning (Daempfle, 2003; Light, 2005;
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Wankat & Oreovicz, 2005). However, a recent national study of living-learning programs found that programs with an emphasis on engineering and computer science were among those with the lowest student-faculty interaction (Inkelas et al., 2004).

METHODS
For the purpose of this study, two groups of similarly credentialed engineering and computer science students were selected in August 2004 and surveyed in May 2005. Half of these students (76) applied to and were selected to be in the first cohort of Engineering and Computer Science Living-Learning Center (ECSLLC) participants. These students lived in a new residential community with facilities and programs designed to integrate academic and social activities, such as meals with faculty, group discussions, guest lectures, and social gatherings with faculty present. The other half

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The Journal of College and University Student Housing - Volume 36, No. 2

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