Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emily L. Allen, San Jose State University; Francisco Castillo, College of Engineering, San Jose State University; Eva Schiorring

Tagged Divisions

Educational Research and Methods

students and advisors. Like a course syllabus, it is a sort ofcontract and spells out the roles and responsibilities of both advisor and student. It is meant to beupdated each semester and contains practical information such as resources, deadlines, andrelevant campus offices. It also should contain learning objectives or outcomes. Such a syllabuscan then provide a basis for assessment of an advising program or individual advisors.If the ideas of Lowenstein24 are applied to the syllabus, i.e. that the advisor’s job is to inculcatethe student with the entire curriculum, both formal and informal, then the advising syllabuswould be expected to differ for liberal arts degrees and professional degrees. In the case ofengineering degrees, we propose that

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Corey T Schimpf, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

this case course redesign techniques, are the critical elements in the proposedredesign of Principles. Where they are available from the predecessor course to Principles, artifacts that explainthe content selections, give substance to actual and proposed assessment practices, or describe orillustrate actual or potential student learning activities are provided in appendices. The attachedappendices include: 1. The prior course syllabus revised for the new course design. Page 23.857.5 2. An example of a guest speaker biography ( used in the prior course for the Tuesday night 9:00 pm free pizza talk). 3