Conference Session

Tricks of the Trade - Reflections and Advice on the Educational Process

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian E Faulkner, University of Illinois, Urbana-Champaign

Tagged Divisions

Student

Paper ID #16862Leading Team Learning: Reflections of a Teaching AssistantMr. Brian E Faulkner, University of Illinois, Urbana-Champaign Brian Faulkner is a graduate student at the University of Illinois at Urbana Champaign. His interests include teaching of modeling, engineering mathematics, textbook design, and engineering epistemology. c American Society for Engineering Education, 2016 Leading team learning: Reflections of a Teaching Assistant   Abstract   Active learning models have been propagating through engineering education. As this process occurs, many graduate students must lead new forms

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kacie Caple D'Alessandro, Virginia Tech

Tagged Divisions

Graduate Studies, Student

AC 2012-4541: LESSONS LEARNED ON PREPARATION, MOTIVATION,EXPECTATION, AND REFLECTION WHILE TEACHING AND MENTOR-ING AS A GRADUATE STUDENTKacie Caple D’Alessandro, Virginia Tech Kacie C. D’Alessandro is currently a Ph.D. candidate in the Structural Engineering and Materials Pro- gram of Civil Engineering at Virginia Tech (Blacksburg, Va.). She received both her B.S. and M.S. from Clemson University. Once completing the Ph.D. program at Virginia Tech, D’Alessandro plans to pursue a career in academia to teach and to continue research on concrete structures. She also plans to pursue opportunities with engineering education research and K-12 outreach programs

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ruth E. H. Wertz, Purdue University, West Lafayette

Tagged Divisions

Student

Paper ID #5861Theory to Practice: A Reflection on the Application of Engineering Educa-tion Coursework to New Course DevelopmentRuth E. H. Wertz, Purdue University, West Lafayette Ms. Wertz is a doctoral candidate in the School of Engineering Education at Purdue University. She holds a Master of Science degree in Civil Engineering from Purdue University and a Bachelor of Science degree in Civil Engineering from Trine University (formally Tri-State University). Ms. Wertz is a licensed Professional Engineering in the state of Indiana with over six years of field experience and eight years of classroom teaching experience

Conference Session

Tricks of the Trade - Reflections and Advice on the Educational Process

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Emmanuel Early, The University of Houston-Clear Lake; Jose Daniel Velazco, University of Houston-Clear Lake; Miguel Rosales, University of Houston-Clear Lake; Edgar Cantu, AutoSol Inc.

Tagged Topics

Diversity

Tagged Divisions

Student

way to let students knowabout upcoming activities and offer a way to get in touch with us, the mentors. This site is knownas the BSC CyberCenter, and has been entirely designed and developed by the mentors.At this point, the site has grown to include all of these functionalities and more. We continuallyupdate the site to reflect the activities that are coming up soon, and we also use the site as a wayfor students to register for our events. The CyberCenter includes registration/accountfunctionality, so that students who register for the site can receive regular email updates aboutupcoming events and activities. Additionally, members of the site are allowed to register for allof our events before the general registration is opened.In addition

Conference Session

Tricks of the Trade - Reflections and Advice on the Educational Process

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca M. Reck, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Student

Conference Session

Tricks of the Trade - Reflections and Advice on the Educational Process

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University, University Park; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Student

theoryduring the special session to support their reflection of their experience towards earning a PhD. Identity-trajectory was also used to help frame the analogy for the special session to support the analysis of theparticipant maps as well. Academic identity-trajectory consists of three major strands: intellectual,network, and institutional3,4. The intellectual strand refers to how a student becomes part of andcontributes to their overall academic field3. In this study, the intellectual element explores the role of theoverall disciplinary field with respect to the PhD process. The institutional strand refers to the morespecific elements of the student’s department or university3. In this study, the institutional elements willbe represented by

Conference Session

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly H. Goldstein, Purdue University, West Lafayette

Tagged Divisions

Student

2016, Erie, PA. OBJECTIVESThe purpose of this poster presentation is to provide a R E F L E C T I V I T Y & U N D E R S TA N D I N Gbrief overview of my dissertation work to date on an NSF- Student reflectivity & their

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Purdue University, West Lafayette / Universidad EAFIT, Medellin, Colombia; Ruth A. Streveler, Virginia Polytechnic Institute and State University; Audeen W. Fentiman, Virginia Polytechnic Institute and State University; Harsh Wardhan Aggarwal, Purdue University; Sayan Biswas, School of Aeronautics and Astronautics, Purdue University; Brandon S Coventry, Weldon School of Biomedical Engineering, Purdue University; Institute for Integrative Neuroscience, Purdue University; Abdel-Rahman Hassan, Virginia Polytechnic Institute and State University; Margaret L McNamara, Purdue University; Smirti Nandan Paul, Purdue University

Tagged Divisions

Student

the task9 .The willingness to engage in a task can be further classified into what Eccles has defined as subjectivetask values (STV). There are four categories of STV in Eccles’ theory: 1) attainment, 2) intrinsic, 3)utility, and 4) relative cost. Attainment value is defined as the reflection of one’s perception of a task onone’s self-concept. Intrinsic or interest value is related to the enjoyment one experiences when engagingin a task. Utility value is defined as a perception one has of the potential outcomes of future engagementin a particular task. Finally, the relative cost is the cost of engaging in a task in terms of time, effort orpsychological factors associated with it9,12 .Participants and data collectionThe participants in this

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa Capobianco, The College of New Jersey; Courtney June Faber, University of Tennessee

Tagged Divisions

Student

teachers, because it helpsteachers think through all the necessary pieces of teaching an exemplary lesson. Knowing howpreservice teachers write lesson plans will inform the support that teacher preparation programsprovide. For this study, data was collected from a group of junior level STEM educationpreservice teachers to understand their lesson plan writing process. Specifically, we wanted toknow where preservice teachers struggled in the process. To accomplish this goal, we collectedthe preservice teachers’ lesson plans, reflections, log of their steps, and screen capture video.Because the data collection was coupled with the preservice teachers’ class and we did not wantto interfere with the course, we were not able to collect a full set of

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Thomas John Wallin, Cornell University; Marc James Murphy; Amanda Michelle Lorts Harding, Norfolk State University; Rabia Hussain, Norfolk State University; Sonny James Penterman, Cornell University; Vanessa Nicole Peters, Norfolk State University; Thejaswi U. Tumkur, Rice University; Quincy Leon Williams, Norfolk State University; Suely M. Black, Norfolk State University

Tagged Divisions

Student

. The Integrative GraduateEducation Research and Traineeship on Magnetic and Nanostructured Materials (IGERT-MNM)is a collaboration between Purdue University, Cornell University, and Norfolk State Universityto train interdisciplinary science and engineering doctoral students for future roles as leaders inthe materials science and engineering fields. As part of this socialization into future careers,students proceed through a variety of modules. This paper specifically covers student learning ina pedagogy module, which introduces students to best practices in teaching and learning.Graduate student reflections on the development of high-school level student and teacher scienceand engineering activities were analyzed via thematic coding methods in

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kalen Kahn, U.S. Military Academy; Brian J. Novoselich, U.S. Military Academy

Tagged Divisions

Student

Military Academy. The lead authorundertook this study during the summer between his second and third year of undergraduatemechanical engineering education. This study of student development arose midway through thecourse of the independent design project, during a meeting between the lead author and the advisor.The advisor suggested that the author’s rich expression of individual development should berecorded and reflected upon. Chief among this theme of individual development was the author’sfrustration with the gap between his performance, his ability, and his ambitions. His academicperformance had yielded a top 40% ranking among his peers, while his tested academic aptitudewas within the top 3%. Research in Engineering Education has

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette; Mel Chua, Purdue University; Linda Vanasupa, California Polytechnic State University; Roberta J Herter, California Polytechnic State University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Student

for and approaching social change and developed frames of reference forqualitative research particularly on ways to interpret interview data. Collaborative inquiry2,3 also Page 23.863.2known as co-operative inquiry4 is a framework that describes how people may set up anopportunity for comprehensive learning and change for themselves. Participants come togetherwith a goal of developing their own capacities while collaboratively addressing a compellingquestion through cycles of reflection and action. There are no hierarchies in these kinds ofcollaboration and so every individual’s view has an equal potential to play a role in theinterdependent

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Student

Experience(REEFE) during my graduate educational journey on “who I am” and “who I want to be” as anaspiring faculty member in the engineering education community. The autoethnographic studyincludes analysis of interviews conducted at the beginning, middle, and end of the professionaldevelopment experience and weekly reflective journals to identify significant interactions thatinfluenced my construction, negotiation, or rejection of professional identities. In addition, thepaper discusses how my identity development through this experience has informed mydissertation direction for degree completion. This study intends to highlight the benefits ofprofessional development opportunities through avenues beyond coursework and researchprojects to encourage

Conference Session

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erdogan Kaya, University of Nevada, Las Vegas; Anna Danielle Newley, Sonoran Schools; Hasan Deniz, University of Nevada, Las Vegas; Ezgi Yesilyurt, University of Nevada, Las Vegas

Tagged Divisions

Student

influence over knowledge. PSTs’ were enrolled in an elementary science teaching held informed NOE views increased at the end of the engineering unit.professional development programs and modification of existing science the perceptions of their students; and although they have a powerful methods course offered at a university located in the southwestern United According to the reflections, all PSTs

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Tobias Ortega-Knight, University of the Virgin Islands; Charles Huang Chen, Michigan State University; Danny Lynch, University of the Virgin Islands; Kathleen Anne Fitzsimons, Michigan State University; Crystal D Alton; Juan L. Mena Lapaix, Michigan State University; Joshua Drost, Michigan State University; Garrett Kohler

Tagged Divisions

Student

student participants to explore and record theirexperiences as undergraduate research assistants.Research Questions and Data CollectionThe self study described here was motivated by a desire to document students’ thoughts andexperiences in “real time” as they evolved during the course of an undergraduate researchexperience. To investigate the efficacy of this approach, the following research questions weredeveloped for this study: 1. Are conversational prompts effective in encouraging reflection and discussion? 2. Are students interested in initiating and responding to spontaneous conversations? 3. Do the conversations reflect changes in students’ understanding or experiences over time?The self-study involved two types of Facebook-mediated

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University

Tagged Divisions

Graduate Studies, Student

theunknown. I use the term ‘unknown’ to describe my situation at the start of my graduate studies.I was driven to make the most of my experience, but I did not know what I was looking for orwhat my path would look like. I present this autoethnography as an account of my experience inthe cultural phenomenon of navigating the unknown: searching to make the most out of mygraduate experience in a field that was unfamiliar to me.I define this work as autoethnography because I use myself as the primary data source, recallingmy memories and using my documented personal reflections, to explore how the culturalphenomenon of navigating the unknown has shaped who I am. As Chang1 states,“autoethnography is not about focusing on self alone, but about searching

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Student

education practices. In this paper, we will discuss the majorcomponents of these pivots, including (i) transitioning existing programming to the virtualenvironment, (ii) reassessing chapter direction and goals by expert elicitation to evaluate chapterniche, (iii) developing new strategies to increase participation and engagement, including theformation of an anti-racism multimedia learning club aimed at promoting awareness of systemicinequity and discussing strategies to combat anti-black racism in higher education, and(iv) continuously adjusting chapter goals and activities through iterative reflection. We will placethis discussion in the context of literature on mental health, well-being, and flourishing ofstudents and educators during this

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jaclyn K. Murray, University of Georgia; Barbara Ann Crawford

Tagged Divisions

Student

knowledge of reform-based teaching Interview, and Lesson Plan practices? To what extent do biomedical engineering fellows implement biomedical engineering research into Lesson Plan, Pre- and Post-Interview the classroom? How do biomedical engineering fellow lesson plans reflect the Next Generation Science Lesson Plan and Post-Interview Standards?MethodologyAn instrumental collective case study was chosen to examine the research question, “In whatways do biomedical engineering fellows incorporate reform-based practices into secondaryscience classrooms?” The objective of this instrumental approach was to gain insight andunderstanding as to how and

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Stephanie Cutler, Virginia Tech

Tagged Divisions

Student

) Expertise Area of Study Content and Context Area of Study Content and Context Learning Theories Learning Theories Personal Champion Supportive of Professional Success Reflective Reflective Supportive of Professional Success Optimistic Optimistic Open-minded to Research Paradigms Professional Invested in Engineering Education Invested in Engineering Education Access to funding Connection to relevant networks Familiar with navigating

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Student

framework to better understand empathyamong engineering educators. The framework is made up of three mutually dependentdimensions: skills, orientation, and being. The skills dimension includes empathic skills that canbe learned such as perspective taking, mode switching, and affective sharing. The orientationdimension concerns one’s proclivity for being empathetic and includes aspects such as anepistemological openness and reflective values awareness. The being dimension aligns withone’s values and morals as engineers and citizens and how these morals and values define andguide our actions and behaviors. Interviews were conducted with three assistant professors andone professor and these interview transcripts were thematically analyzed using in

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Walter Curtis Lee Jr., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies, Student

AC 2012-5183: EASING INTO ENGINEERING EDUCATION: AN ORIEN-TATION PROGRAM FOR GRADUATE STUDENTSStephanie Cutler, Virginia TechWalter Curtis Lee Jr., Virginia Tech Walter Lee is a Graduate Assistant and doctoral student in engineering education at Virginia Tech. His pri- mary research interests focus on diversity and student retention. He earned a B.S. in industrial engineering from Clemson University.Dr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech. Her research includes interdisciplinary collaboration, communication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include

Conference Session

Getting Into Graduate School

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies, Student

comparing sample student budgetsfrom different institutions, be certain to consider the following factors:  How many semesters or months are reflected in the sample budget? Does it cover school breaks and/or the summer months, or do I need to budget for those separately?  Is the tuition rate reflected in the sample budget an accurate reflection of what I would pay, based on my residency and program level (Master’s, PhD, etc.)?  Are there additional fees for students in the graduate program that I’m considering that are not included in the sample budget?  Does the sample budget include expenses for a vehicle?  Does the housing estimate in the sample budget accurately reflect the typical rents I can

Conference Session

Student Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Anu Tuladhar, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Divisions

Student

References for Study Studies literature. 3: Study Selection Define screening process. Eligible References Coding the literature and Literature Data for 4: Charting the Data record vital information. Analysis 5: Summarize & Report Condense & organize all Identify current literature Results information collected into a report. trends & potential gaps.During the initial phase of the literature review it is crucial to be critically reflective of the process,re-visiting prior stages to ensure that the final review meets the desired scope of

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilda Ho, University of Texas at Dallas; Maria Fernanda Valdez; Casey Hatfield; Jieun Kim; Taylor Carlile Beach

Tagged Divisions

Student

real-worldexamples ultimately used in the tool are reflective of the engineering concentrations of the capstoneteam. The biomedical track used an example of controlling the glucose level within a human body;and the mechanical track used an example of controlling car speed. Figure 1. Screen capture of the track selection page 4The material covered is identical between the two tracks, and students can also easily flip betweentracks for maximum flexibility and to understand the same topics with different examples.There were many other areas of flexibility that the capstone team wanted to ensure. The curriculumitself was divided into 6 main modules based on the most prominent

Conference Session

Student Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelsy Ecclesiastre, University of South Florida; Robert Hogan Jr, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Student

students to the technicaland design process aspects of their major through the use of group design projects. These groupprojects simulate the relationships between business partners, consumers, and design engineers.This course was implemented at the start of the 2017 Fall Semester and data collection for thisresearch document was initiated during the 2018 Fall Semester.ProjectsCurrently, the Foundations of Engineering Lab course houses several different project types:Robotics, Fuel Cell, Remote Sensing, Microscope, Speaker, App and Garden projects. Mostengineering disciplines are loosely reflected by at least one of these projects, with the exceptionof medical-related engineering majors. Students choose a project similar to their

Conference Session

Engineering Education Graduate Research Consortium (EEGRC) Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anna Newley, American College of Education; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada Las Vegas; Ezgi Yesilyurt, University of Nevada, Las Vegas

Tagged Divisions

Student

the concepts of engineering design process ○ Control Group (Implicit Learning) ○ Experimental Group (Explicit-Reflective Instruction)● Teachers can address Next Generation Science Standards (NGSS)● Engineering design process is defined as the process of “solving problems, designing systems, and understanding human behavior (NGSS Lead States, 2013)● The impact of integration of EDP in science classrooms is important to improve students’ understanding of Engineering (Newley et al., 2017).● Introducing video games in science classrooms is important to spark middle and high school students’ interest in Science, Technology, Engineering and Mathematics [STEM] and

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Pennsylvania; Julie Schafer McGurk, University of Pennsylvania; Emily R. Elliott, University of Pennsylvania; Ursula J. Williams, University of Pennsylvania; Leann Dourte Segan, University of Pennsylvania

Tagged Divisions

Student

thesegoals, 3) facilitating positive student group dynamics, 4) providing student feedback, and 5)reflection. It is important to note that this is a collaborative process between the courseinstructor and TA, so the steps in this system involve both parties.BackgroundThe “Active Learning in STEM Courses” mini-course is a series of four 2-hour sessions led bytwo staff members of the University of Pennsylvania’s CTL. The objective of this mini-course isto introduce graduate students and post-docs to active learning techniques and how to createactivities that reinforce and strengthen course goals. This objective is different from the “SAIL(Structured Active In-class Learning) TA Training” (also led by the same two staff members ofthe CTL), which aims to

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Alyssa Nicole Berg, University of Colorado Boulder

Tagged Divisions

Graduate Studies, Student

. During theirparticipation in the mentoring program, undergraduates are assessed via pre- and post- surveys togauge several dimensions of their engineering identity and confidence. Additionally,undergraduates respond to biweekly reflective questions to give researchers a qualitative flavorof their experiences in the mentoring program. Graduate mentors similarly respond to severalreflective questions about their experiences during their participation in the program andcomplete pre- and post- assessments.This paper presents the qualitative data collected from graduate student mentors during the firsttwo years of program implementation. Graduate student responses have been examined in thecontext of each individual mentoring partnership to understand

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marigold F. Bays-Muchmore, University of Illinois, Urbana-Champaign; Alexandra Chronopoulou, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Student

that of thestudents’ perceptions of engineering in regard to their own engineering identity and abilities. In a study by M. Besterfield-Sacre in 1997, incoming engineering students were surveyed ontheir perceptions of engineering as a field, their own abilities as engineers, and their confidencein their success [1]. The performance and retention of the students were then tracked for thefollowing three years and related back to their initial attitudes. Students who left engineering ingood academic standing had significantly different attitudes about themselves and engineeringcompared to students who stayed in engineering, or who left in poor academic standing. Theinitial attitudes of students who left in good standing reflected significantly