Building Strong Communities: Exploring Qualitative Data on Virtual Learning Support Structures to Support Non-Traditional Groups in Foundational Engineering Courses.

This paper explores structural learning support systems that lead to the collaboration and professional development of non-traditional engineering students who serve as peer leaders in asynchronous, online engineering programs at Embry-Riddle Aeronautical University.The qualitative findings based on students' responses to open-ended questions in the pre-and postcourse surveys will be explored to better understand innovative practices that help strengthen undergraduate students' acclimation, advancement, and commitment in engineering pathways related to engineering and aerospace related fields.Findings show how peer mentoring and collaborative team learning have potential to increase the success and engineering career affiliation for non-traditional groups, specifically Veterans, active military and adult student learners in engineering.Peer leaders were identified from previous courses and shared similar characteristics as the adult learner, Veteran and active military student population that was currently enrolled in the course.Through a qualitative approach, the aggregated reflections of undergraduate students participating in peer led activities provide insight into ways to engage non-traditional learners in small groups through industry-vetted collaborative learning assignments.Specifically, the findings offer perspectives of students traditionally siloed in online learning activities to better understand how collaborative learning impacted their success in foundational engineering courses such as statics, aerodynamics, digital circuits, and fluid mechanics.