Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

David Wanless, Michigan Technological University

Tagged Divisions

Cooperative & Experiential Education

experience is not newconcept. However, due to accreditation and the desires of employers the number of internshipand co-op opportunities has increased substantially. National Association of Colleges andEmployers indicate that the number of internship and co-op opportunities has increased at anaverage rate of 8% annually, 7% for internship and 9% for co-op opportunities 1. The purpose ofthis paper is to gain a better understanding of the outcomes and takeaways of co-op andinternship experience by examining the perspectives from three points of view. The threeperspectives represented in this paper come directly from students after having had a co-op orinternship, from individuals within the organizations that sponsors co-op and internships, andfaculty

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Rawson, University of California, Riverside; Tom Stahovich, University of California, Riverside

Tagged Divisions

Educational Research and Methods

identify students at risk of performing poorly in a course.1 IntroductionHomework exercises are a cornerstone of modern instruction, especially in engineering. In thiswork, we seek to understand how student homework habits correlate with course performance.This work is a first step toward building automated tools to identify students at risk for poorperformance in a course so that interventions can be employed.We provided LivescribeTM smartpens to an undergraduate statics class of over 140 students toobserve how the students solve statics problems. The students were given the smartpens at thebeginning of the course, and completed most of their homework, quizzes, and exams using them.These pens record each pen stroke of the work with a time stamp

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe C. Guarino, Boise State University; James R Ferguson P.E., Boise State University; V Krishna C Pakala, Boise State University

Tagged Divisions

Educational Research and Methods

providing details on using results from the Fundamentals ofEngineering (FE) exam as metrics for meeting ABET program outcomes1. However,implementing an FE-based set of metrics poses challenges not limited to assessing validity ofresults. Programs using FE-based metrics must also determine the position of the metrics in theoverall assessment process. We present a method for using FE-based metrics as an integral partof the ABET program assessment process. The principle issues we address are: (1) The validityof using FE metrics for a group of graduating students when not all of them take the exam; (2)Establishing and quantifying levels of performance; and (3) Creating a trigger mechanism fortaking action based upon longitudinal results.The Department

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Don Ploger, Florida Atlantic University; Agnes Nemeth, Florida Atlantic University; Steven Alan Hecht Ph.D., Nova Southeastern University

Tagged Divisions

Mathematics

planned efforts to integrate robotics intohigh school math curriculum. We are driven by two fundamental objectives: (1) Build low costrobots that can be purchased or built incrementally to manage budgetary restrictions. Theserobots should be re liable, robust, and most important of all, be customizable for the specificneeds of the teacher and the student teams; and (2) adapt the approach of “Understanding byDesign” by Wiggins and McTighe1 in integrating robots into math lessons. They recommend athree-stage process: define objectives; determine assessments, and develop tasks (in our case,robotics based exercises).For the first objective, we will provide details of our on-going work on building low cost robotsthat every K-12 school can afford. It

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Kathryn Thompson, Technical University of Denmark; Line H Clemmensen, Technical University of Denmark; Harvey Rosas, Valparaiso University

Tagged Divisions

Design in Engineering Education

selection criteria, a more sophisticated statistical approach was chosen instead.Description of the Outlier Detection AlgorithmThe outlier detection algorithm developed for ED100 has one base rule: scores are flagged aspotential outliers if they fall outside of 1.5 times the standard deviation of the jury members’scores. µ - 1.5σ < Typical Scores < µ + 1.5σ (1)Outlier detection based on standard deviation is possible because the distributions of the scoresproduced by most of the design juries in ED100 are normally distributed. For example, aShapiro-Wilk’s test for normality with a 5% significance level revealed that the null hypothesiswas rejected for only 46 out of 564 sets of scores

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

achievement for all students and equalize assessment for disadvantagedstudents if research can offer insight into efficient use in classrooms.Research QuestionsThe research questions were: 1. In what ways do rising high school seniors interact with each other and their design problem? 2. What symbols could be applied to themes or communication behaviors?Methods Page 23.1182.4Context and courseThe course where the video was captured is one course in a four-week college preparationsummer program. Twenty-two high school students (14 girls, 8 boys) of various immigrant andminority backgrounds applied as eighth graders and were accepted into a

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

William A Kline, Rose-Hulman Institute of Technology; Cory A. Hixson, Virginia Tech; Thomas W. Mason, Rose-Hulman Institute of Technology; Patricia Brackin, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

engineering concept24 overlaps engineering and business stepsthroughout the development process to both accelerate and improve the quality of results. Theinterconnections between design process steps are noted in Ford and Coulston26 where a webmodel for the design process is presented which denotes all the possible connections and loopsbetween the design steps. In a study of student performance in design projects55, Figure 1 belowshows the design paths taken by freshman students in a design exercise. The charts show avariety of paths taken and significant iteration and looping in certain steps. In another study offreshmen and senior design students, the number of transitions (or iterations) between phases ofthe design process was positively

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

sets1,6. The benefitof such approaches is that alternatives are evaluated systematically and a single best option canbe determined. Thus decisions can be considered comprehensive, objective, and rigorous6.Rational approaches, however, have been criticized because (1) not all design alternatives can beaccurately evaluated on all criteria1 and (2) they do not reflect the way people make decisions inauthentic settings6.Professional and student designers employ some elements of rational decision-making, but in alargely haphazard manner. During both field observations and protocols, designers have beenfound to employ only a small number of criteria1,5, thus neglecting many relevant criteria.Dwarakanath and Wallace5 also observed that designers often

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

American Society for Engineering Education, 2013 Training Future Designers: A Study on the Role of Physical ModelsDesign fixation is a major factor that hinders design innovation. When designers fixate, theyreplicate example features and the ideas from the their past experiences in their designs, creatingmore redundant designs. Building and testing designs is one potential approach for reducingdesign fixation. The study presented in this paper investigates the role of building workingprototypes and warnings about negative example features in mitigating design fixation infreshmen. Two hypotheses are investigated here: (1) The fixation to undesirable examplefeatures can be mitigated by building and testing physical models of the designs; (2

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adam R Carberry, Arizona State University; Morgan M Hynes, Arizona State University; Ethan E Danahy, Tufts University

Tagged Divisions

Design in Engineering Education

problems, synthesizing knowledge, and evaluating results to makeinformed decisions in the pursuit of high quality solutions.8,9 Since engineering problems areoften ill-defined or sometimes “wicked”,10,11 the engineering design process assists engineersin: (1) recognizing that there may be a “multitude of satisfactory solutions”,9 (2) consideringmultiple perspectives (by information gathering) through which to frame the problem,12 (3)producing myriad alternative solutions,13 and (4) iterating solutions through testing and Page 23.1310.2redesign as they optimize solutions to ensure they have not missed critical details as theyoptimize solutions to meet

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Herold, University of California, Riverside; Thomas Stahovich, University of California, Riverside; Kevin Rawson, University of California, Riverside

Tagged Divisions

Educational Research and Methods

which theyused to complete their coursework. In this way, we collected a digital, time-stamped record of sixhomework assignments, seven quizzes, two midterms, and the final exam. Most homeworkassignments comprised eight problems, each of which would take approximately 30 minutes tosolve. An example of a typical problem is provided in Figure 1. Assignments were typically dueone week after they were assigned. Our present analysis excludes data from the first twohomework assignment and quizzes as they concerned basic math skills, rather than equilibriumanalysis, which is the primary focus of the course.Computing an Estimation of Student Effort Page

Conference Session

Aerospace Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Flaten, MN Space Grant / Univ. of Minnesota

Tagged Divisions

Aerospace

used and computers builtevolved somewhat from year to year.) Unique experiment(s) needed to be done using this samehardware, or other hardware students provided and/or received permission to buy. 1. One Flip (video) camera or one Canon Powershot A570 IS (programmable, still) camera. 2. Solder one electrical resistive heater (with a switch; powered by a 9-volt 3-battery pack). 3. One HOBO U12-013 data logger with internal temperature and relative humidity sensors plus 2 channels for external sensors (e.g. external temperature probe, raw voltage cable to monitor a solar panel, etc.). 4. Solder one BalloonSat Easy flight computer with 3 channels to monitor external sensors (e.g. weather station). Has relays to

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

Mathematics

I course, the department has long observed that students who attendclass have a higher probability of succeeding. The use of paper-based, daily, in-class problemsto help learning and attendance has been used for many years. A small amount of credit onweekly exams was given for completion of in-class problems. Work on in-class problems wasnot graded for accuracy since the problem was always worked by the instructor during class priorto the students submitting the problem. Since 2007, all incoming freshmen have been required topurchase a Tablet PC. Initial efforts to incorporate Tablet PC technology into the classroomwere focused on the use of DyKnow™ 1, including these in-class problems. Electronic collectionof students’ digital work on the

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas

Tagged Divisions

First-Year Programs

. Page 23.708.1 c American Society for Engineering Education, 2013 Implementing First-Year Design Projects with the Power of ChoiceAbstract: This paper presents the re-design of an introduction to engineering lab course at aprivate urban institution in the Midwest. In the lab portion of the course students were providedwith a menu of three design projects, asked to rate their interest in the three projects, and splitinto small teams according to these ratings. In a given semester the three projects centered on atheme such as water balloon launching technology or small vehicle technology. The averageinterest rating for all projects was rated as 3.58-3.65 on a 1-5 Likert scale while the averageinterest rating of

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

clearly a different approach must betaken.This paper describes the methods used to implement a digital logic design project in the first-year honors engineering curriculum and presents the quantitative and qualitative results obtainedfrom the assessment of project objectives through project grades, exam results, and studentsurvey responses.Literature ReviewHistorical Location of Boolean Algebra and Karnaugh Maps in Engineering CurriculumDigital logic concepts have historically been taught to electrical and computer engineeringstudents deep in the engineering curriculum. For example, the introductory logic design course atSanta Clara University has been taught at the end of the sophomore year or beginning of thejunior year 1. At Bucknell

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Danielle Marie Dowling, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Divisions

Computers in Education

centrally located screen for subsequent discussion and collaborative attainment of a deeperunderstanding. This paper examines in-class-use cases involving three teachers of diversebackgrounds who participated in our project; the goal of which is to answer the followingquestions: 1) How did our tool change the way the way the teacher engages with studentthinking? 2) How did our technology support the teacher as he interacted with student ideas?3) What are the factors that enable the teacher to or prevent him from capitalizing onopportunities afforded by the tool to probe student reasoning? 4) How does this engagement, aswell as other aspects, affect the student discussions that result from using the tool? In so doing,we hope to inform future

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University; Robin A.M Hensel, West Virginia University

Tagged Divisions

First-Year Programs

students had highermedian and mean exam scores as compared with students who took the conventional course,with significantly more students earning 100% on the final exam. Student feedback was alsovery favorable, with high marks given in all categories. Written student feedback indicated thatthe hands-on approach was highly valued. Many indicated that making the programmingtangible made the concepts more clear.Introduction and BackgroundWest Virginia University uses a common first year program for its Engineering curriculum,which includes two consecutive introductory courses. The second course is primarily dedicatedto teaching fundamental Matlab programming as an engineering tool. Such programs arecustomary in common first year curricula.1-4 The

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kellie Grasman, Missouri University of Science & Technology; Dan Cernusca, Missouri University of Science & Technology; Suzanna Long, Missouri University of Science & Technology

Tagged Divisions

Computers in Education

theredesigned undergraduate engineering economics course that was part of the eFellows program.Instructional ContextTwo large sections of an undergraduate Engineering Economics course were delivered inhybrid/buffet mode during the Fall 2012 semester, following a successful pilot and fullimplementation in earlier semesters. A thorough discussion of the course structure, components,and preliminary implementation results may be found in Grasman et al.13 As previouslydescribed, a variety of course components were utilized. The course components may becategorized as: 1. Online Resources a. WileyPLUS, the online learning environment associated with Principles of Engineering Economic Analysis 5e by White, Case and Pratt3, consisting of a

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Janet L Yowell, University of Colorado Boulder; Samantha Maierhofer, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

has become an integral component in engineering education.Senior capstone courses and first-year engineering design courses are becoming ubiquitouswithin an undergraduate engineering education. It has been suggested that attention be paid tothe formation of teams and that training in how to work as a team occurs early and often inengineering education.1 Effective teams can provide many benefits to students, including anincrease in knowledge and skills, such as communication, from working with people unlikethemselves. Furthermore, such skills undoubtedly transition into myriad facets of life aftercollege—rendering the skills an invaluable asset for engineering students.Formation of Teams and Team Dynamics in Engineering EducationTeams and

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob P. Moore, Virginia Tech; Michel Paul Pascale; Christopher B. Williams, Virginia Tech; Chris North, Virginia Tech

Tagged Divisions

Computers in Education

framework for an information visualization arealso presented.1. Background and MotivationTechnology has the potential to aid instruction, but the simple act of using technology to deliverinstruction does not improve the instruction being delivered [1]. In order to have a positiveimpact on student learning, instructional technology developers must draw on what is knownabout how people learn and then use technology to improve the quality of the instructionalmaterials. This often involves collaboration between researchers with backgrounds in educationand those with backgrounds in software, or other technologies. This paper serves as a case studyof one such instructional software development process, the development of the Adaptive Mapdigital textbook

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Glenn W Ellis, Smith College; Yanning Yu, Northwestern University

Tagged Divisions

Computers in Education

, watching on-line videos of the tornadoand taking a field trip to neighborhoods impacted by the tornado (see Figure 1). During the fieldtrip they took pictures of the damage (see Figure 2) and recorded their observations andquestions.After the field trip and a short introduction to knowledge building theory, students spent oneweek collaboratively developing knowledge building questions on Knowledge Forum. They didthis by posting their observations (with pictures from the site and other pictures and videos theyfound on the Internet), as well as their initial theories and questions about their own and theirclassmates’ observations. Figure 3 shows part of the Knowledge Forum workspace developedduring the first week and shows how students built upon

Conference Session

Programs in Support of Systems Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Saeed D. Foroudastan, Middle Tennessee State University; brigette elizabeth prater thompson, Middle Tennessee State University

Tagged Divisions

Systems Engineering

Foroudastan’s teaching experi- ence, he also has performed extensive research and published numerous technical papers. He has secured more than $1 million in the form of both internal and external grants and research funding. Foroudastan is the faculty advisor, coordinator, and primary fundraiser for EVP teams entering national research project competitions such as the Formula SAE Collegiate Competition, the Baja SAE Race, the SolarBike Rayce, the Great Moonbuggy Race, and the Solar Boat Collegiate Competition. For his concern for and ded- ication to his students, Foroudastan received MTSU awards such as the 2002-03 Outstanding Teaching Award, the 2005-06 Outstanding Public Service Award, and the 2007 Faculty Advisor of the

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

related activities using digital fabrication impacted (1) preservice elementaryteachers' efficacy beliefs about teaching science, and (2) their attitudes and understandingof effective approaches to integrating technology and digital fabrication into teachingscience. The research compared two intervention sections integrating digital fabricationactivities, with a third section without digital fabrication activities. Data collected foranalysis included the Science Teaching Efficacy Belief Instrument and the preserviceelementary teachers' answers to open-response questions about technologies they plan touse in their subsequent teaching. The results indicated the importance of: (1) additionalcollaboration from educators interested in creating more

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza

Tagged Divisions

K-12 & Pre-College Engineering

taught engineering in his classroomprior to this research project. During both iterations, the science classroom had 24 fourth gradestudents. The instruction was tailored to the widely used BSCS 5E model of instruction (whichtailors instruction to the following phases: engage, explore, explain, elaborate, and evaluate) toaccommodate the school district’s request to teach engineering design and modeling within thisframe13.Iteration 1 In Spring 2012, a solar engineering design challenge was introduced in the fourth gradeclassroom. A researcher from the Quantum Energy and Sustainable Solar Technologies (QESST)worked alongside the fourth grade educator to provide in-classroom professional development toteach the engineering design challenge

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Catherine F Pieronek, University of Notre Dame; Leo H McWilliams, University of Notre Dame

Tagged Divisions

Women in Engineering

engineering students ratedthemselves lowest in terms of personal and social development, as well as in regard to reflectiveand integrative learning, when compared to their peers in other majors. The authors speculatethat “the engineering experience may focus narrowly on content, excluding broader personaldevelopment that is necessary for life-long learning” (p. 275).1 Smith and associates agree thatall engineering students throughout their undergraduate education require professional skill Page 23.519.2development in terms of talking through and listening to ideas with peers, knowing how to buildtrust in a working relationship, and leadership of

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Glen DePalma, Purdue University; Pouneh Eftekhari

Tagged Divisions

Engineering Leadership Development Division

what they might do to improve on their weaknesses.Results indicate that there is a discrepancy between peer mentors’ self-assessments on mentoring, leadership skills and instruction performance andtheir peers’ evaluation of mentors strengths and weaknesses. Our exploratorystudy also supported the linkages between the five dimensions of personalitytraits and leadership qualities. To help improve the course and mentorsexperience recommendations for further research are provided. 1. INTRODUCTION The National Academy of Engineering (2005) suggested in Educating theEngineer of 2020 that: The future engineers have to be technically proficient engineerswho are broadly educated, see themselves as global citizens, can be leaders in

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

John C. Chen, California Polytechnic State University; Susan M Lord, University of San Diego; Karen J McGaughey, Cal Poly State University

Tagged Divisions

Educational Research and Methods

modern teaching practices.The instruments under study are appealing in that both are based on educational psychologyresearch, psychometrically sound, and brief, taking less than 10 minutes to complete both.Macaskill and Taylor’s 12-item instrument2 aims to measure two subscales – independence oflearning and study habits – that characterize an autonomous learner, which arguably forms theact of being a lifelong learner. Kirby et al.1 claims to directly measure lifelong learning asconceptualized through five traits: goal setting, applying appropriate knowledge and skills,engaging in self-direction and self-evaluation, locating information, and adapting learningstrategies to different conditions. This instrument contains 14 questions. We

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rui Pan, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

aims to explorestudents’ perceptions of workplace problems solving.As previous research points out that educational programs such as co-op and internshipsprovide opportunities for students to experience engineering in the workplace and prepare themwith workplace competencies, we believe students who have participated in such experientiallearning programs should have a better understanding of workplace problems. As an initial stepto explore students’ perceptions of real world problem solving, we decided to focus this studyon students who have participated in the Co-Op program.The research questions guiding this study are: 1) To what extent are students prepared for theCo-Op program and real world engineering? 2) How do students perceive the

Conference Session

General Topics in Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

A. Mark Doggett, Western Kentucky University

Tagged Divisions

Graduate Studies

Package (ESP), aninstitutionally supported on-line software package. Twenty-five responded for a response rate of55%.The quantitative findings were compiled and are shown following. In the first question, subjectswere asked to check the online or web-based items where they had the most experience. Of theresponses, 100% has experience with online discussion boards or forums and 76% used socialmedia such as Facebook or My Space. A majority utilized online presentations, U-tube videos,and Google docs. Almost half of the respondents had experience with blogs and online projects.See Table 1. Page 23.523.3Table 1.Question 1: Of the following, check the

Conference Session

Two-Year College Division Transfer Topics Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Department of Sociology and Anthropology, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants

Tagged Divisions

Two Year College Division

strategies (National Academic Advising Association MonographSeries No. 12, pp. 123-132). Seattle, WA: NACADA.13 Wickert, J. E. (2009). The socialization of transfer students: A phenomenological inquiry. Master’s Thesis,University of Wisconsin-- Stevens Point, Stevens Point, Wisconsin.14 Jacobs, B. C., Busby, R., & Leath, R. (1992). Assessing the orientation needs of transfer students. CollegeStudent Affairs Journal, 12(1): 91-98.15 Marling, J. L., & Jacobs, B.C. (2011). Establishing pathways for transfer student success through orientation. Pp.71-87 in Transfer students in higher education: Building foundations for policies, programs and services that fosterstudent success (Monograph 54), edited by M. A. Poisel and S. Joseph