Work in Progress: A Pilot Project to Assess the Added Value of Engineering and Student Affairs Collaboration on Student Cognitive and Affective Development

被引：0

作者：

Place, Troy ^{[1
]}

Glick, Amanda ^{[1
]}

Tsang, Edmund ^{[2
]}

Aller, Betsy ^{[1
]}

Darrah, Laura ^{[3
]}

机构：

[1] Western Michigan Univ, Dept Ind & Mfg Engn, Kalamazoo, MI 49008 USA

[2] Western Michigan Univ, Coll Engn & Appl Sci, Kalamazoo, MI 49008 USA

[3] Western Michigan Univ, Off Residence Life, Kalamazoo, MI 49008 USA

来源：

2012 FRONTIERS IN EDUCATION CONFERENCE (FIE) | 2012年

关键词：

cognitive and affective development; academic and student affairs collaboration;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This Work-In-Progress paper describes a pilot project at Western Michigan University to assess the added value of academic and student affairs collaboration on student cognitive and affective development. The academic performance in first-year science, technology, engineering and mathematics (STEM) courses as well as retention to STEM are used as measures of cognitive development, and the students' experience in co-curricular activities as captured in their written summaries is used as a measure of their affective development. While there is no statistically significant difference in individual course performance, first-year Engineering House (EH) students have a statistically significant higher GPA than non-EH in fall 2010, and they have a statistically significant higher fall-to-spring retention to engineering and applied sciences than non-EH students.

引用

页数：2