Collection

1999 Annual Conference

Authors

Mary E. Besterfield-Sacre; Larry J. Shuman; Jack McGourty

includes these outcome elements. Yet, for our purposes, each of these elements –cognitive, attitudinal, and behavioral has substantial value and must be explored further.How do we define cognitive-related outcomes? Krotseng and Pike [12] note that mostuniversities relate cognitive outcomes to what the student learns in general; i.e., the “core”education courses in their academic major as well as such basic skills as writing or oralcommunications. With the exception of basic skills, cognitive outcomes are commonly relatedto knowledge acquisition. In addition, researchers acknowledge that there is increasing attentionin higher education to such higher-order cognitive skills as critical thinking [13]. The elevenlearning outcomes, as specified by ABET

Collection

1999 Annual Conference

Authors

Mary Anderson-Rowland

overall retention rate ofunderrepresented minority students enrolled as FFF in the CEAS in Falls 93 and 94 wasapproximately 63% at the University level and only 50.5% in the CEAS. The last two years,after the addition of the Minority Bridge Program, there has been a significant improvement intheir retention at both at the university and the CEAS level. The Fall 97 engineering minoritystudents had a 80.7% retention rate at the university level and a 69.3% level at the college level.The Fall 98 engineering FFF were retained at 75.0% in the university and 66.9% in the CEAS.See Figure 1.Additional retention programs run by the OMEP include free tutoring, advising, workshops andseminars (such as time management, resume writing, and interviewing), and

Collection

1999 Annual Conference

Authors

Mary Anderson-Rowland

include free tutoring, advising, workshops andseminars (such as time management, resume writing, and interviewing), and support of thestudent organizations AISES, NSBE, and SHPE. The Office of Student Affairs providesfinancial support to these, as well as other, organizations to help support a trip by many of thestudent members to their National Convention and Career Fair. The student organizations repaythe support by volunteering at the rate of $8/hour to assist in recruitment events sponsored by thecollege.18 Page 4.518.5 CEAS ASU

Collection

1999 Annual Conference

Authors

Richard R. Schultz

teaching.• The projects provide hands-on experience, which is simply not attainable through writing a term paper or taking a final exam on the course material. This has long-term benefits to the students with respect to improving critical thinking abilities, unleashing their innate creativity, and appreciating the need for life-long learning.• Instructors who try to strike a balance between education and research will find that this teaching style is very satisfying, and although not all projects will be successful, some students wish to continue the research after the course. In this manner, education and research integration serves as a recruiting tool, enticing students to work on capstone design projects, independent

Collection

1999 Annual Conference

Authors

Emma Torbert; Eleanor Abrams; David Bourgeois; Carmela Amato-Wierda; Anneliese Mueller; Christopher F. Bauer

engineers, chemists, and physicists.Furthermore, from a pedagogical perspective, it is optimal if General Chemistry providesstudents with an experience in which they are enabled to function similarly to practicing teams ofscientists and engineers. Simply put, we want to produce students who have had practiceworking in interdisciplinary teams and solving interesting problems related to chemistry andtheir chosen discipline.One way to accomplish these goals is by a re-invented laboratory driven General Chemistrycourse. Such a course would have the following attributes: broad appeal across the disciplines,open-ended projects requiring students to apply General Chemistry concepts in order to solve theproblem, collaborative exercises with peers and

Collection

1999 Annual Conference

Authors

Donald V. Richardson

dense low altitude air. In addition to maintaining the flight planparameters the test pilot, Boone Guyton, also read and recorded 18 cylinder head and 18 cylinderbase temperatures along with a few others. He would check outside conditions, then duck hishead down to read the cylinder temperatures on three cylinders, come up and look around andthen write the data on his knee pad. This was dangerous business at best even, though he hadcarefully trimmed the controls. In this case he flew past East Hartford and never saw it. Next, hesaw only unfamiliar territory so he finally landed at the first airport he saw which was in Haver-hill, Mass., some 100 miles too far!As a result of this flight, and other inadequate measurement situations, we soon