Conference Session

Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs Inc.; Richard Felder, North Carolina State University; Sarah Rajala, North Carolina State University

Tagged Divisions

Educational Research and Methods

entirely correct) was that the things they needed toknow to be TAs in engineering were different from what TAs in humanities and social scienceand business and management courses needed. The college administration found merit in thisviewpoint and in 2001 initiated a series of workshops for all of its new teaching assistants ondifferent aspects of their responsibilities. All new TAs are now required to attend an introductory3-hour workshop called “Survival Skills for Engineering Teaching Assistants,” a 1-hour sessionon sexual harassment, and at least one of three 1.5-hour workshops on (a) grading homework and Page 11.1018.7tests, (b) assisting in

Conference Session

Student Misconceptions and Problem Solving Abiltiy

Collection

2006 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Monica Wright, Pennsylvania State University; Jonna Kulikowich, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

2006-374: A COGNITIVE STUDY OF MODELING DURING PROBLEM-SOLVINGThomas Litzinger, Pennsylvania State University Thomas A. Litzinger is currently Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He can be contacted at tal2@psu.edu.Peggy Van Meter, Pennsylvania State University Peggy Van Meter is currently the Professor in Charge of the Educational Psychology Program and an Associate Professor of Education at Penn State where she has

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Rick Covington, California State University-Northridge; G. Michael Barnes, California State University-Northridge

Tagged Divisions

Educational Research and Methods

was correct and complete on 3/24/04.30% 50% 80% 100%I expect the project to be graded as ____________________.I am ___________ confident that I know the material to be covered on the exam.30% 50% 80% 100%I expect to earn a grade of ______________________ on the midterm.Write a brief comment on how the class and project is going for you, if you want. Page 11.136.14Appendix B: Assessment Survey 6 from Study 1 Name: MW or W COMP 432 Assessment 6Circle or write the appropriate response. If the question is not applicable write "NA".I have

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Donald Elger, University of Idaho

Tagged Divisions

Educational Research and Methods

2006-187: CURRICULAR ELEMENTS THAT PROMOTE PROFESSIONALBEHAVIOR IN A DESIGN CLASSSteven Zemke, Gonzaga University Steven C. Zemke, an Assistant Professor of Mechanical Engineering at Gonzaga University in Spokane Washington teaches sophomore, junior, and senior level design courses. His research interests include enriched learning environments, non-traditional instructional methods, and design processes. Before changing careers to academia Steven was a design engineer and manager in industry for 20 years.Donald Elger, University of Idaho Donald F. Elger, a Professor of Mechanical Engineering at the University of Idaho in Moscow, has been actively involved with traditional research and

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Leslie Brunell, Stevens Institute of Technology; Gunnar Tamm, U.S. Military Academy; Ozer Arnas, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

2 0 0 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 IPRs: Good --> Not So Good IPRs: Good --> Not So GoodFigure 1: Standard deviations of (a) all student reviewer and instructor grades and (b) average student reviewer andinstructor grades for eleven IPR 2 reports (USMA, Fall 2005, Heat Transfer)Figure 1b takes the standard deviation of the instructor grade and average student reviewer gradefor each IPR. The average of these

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Wendy Harrison, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Arthur Sacks, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

Wendy J. Harrison, Ruth A. Streveler, Ronald L. Miller, and Arthur B. Sacks Colorado School of MinesAbstractThis paper describes the process by which the curriculum of the award-winning Guy T. McBrideHonors Program in Public Affairs of the Colorado School of Mines (CSM) is being redesigned.Best practices in curriculum development have been followed (e.g., developing a clear missionstatement with measurable outcomes; aligning course-level learning objectives with Programoutcomes and expected attributes of CSM graduates; establishing an implementation matrix toorganize topics and content into a logical course sequence; embedding assessment processesthroughout; and engaging the broad participation of Program faculty

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

K-Y Daisy Fan, Cornell University; Clare van den Blink, Cornell University

Tagged Divisions

Educational Research and Methods

register theresponses—a, b, c, etc.—transmitted from the students’ clickers. The countdown timer,shown in the bottom right hand corner of the slide on Figure 1, can be activated at anytime by the instructor. After the countdown, the receiver stops accepting answers and candisplay the student responses as a histogram or a pie chart, as shown in Figure 2. In thisstudy, the resulting histogram was always displayed after a clicker question. Morediscussion on the questions used will follow below in Section 3.2. % Given an nr-by-nc matrix M for r= 1: nr for c= 1: nc A(c,r)= M(r,c); end

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

James Hanson, Rose-Hulman Institute of Technology; Patrick Brophy, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

,” Current Directions in Psychological Science, Vol. 4, pp. 135-139. Page 11.97.8Bloom, B. S. and Krathwohl, D. R., 1984, “Taxonomy of Educational Objectives,” Handbook 1: Cognitive Domain¸Addison-Wesley, New York, NY.Chase, W. G. and Simon, H. A., 1973a, “Perception in Chess,” Cognitive Psychology, Vol. 4, pp. 55-81.Chase, W. G. and Simon, H. A., 1973b, “The Mind’s Eye in Chess,” in Visual Information Processing, W. G. Chase(Ed.), Academic Press, New York, NY.Chi, M. T. H., 1997, “Quantifying Qualitative Analyses of Verbal Data: A Practical Guide,” The Journal of theLearning Sciences, Vol. 6, No. 3, pp. 271-315.Chi, M. T. H., Glaser

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech; Ruth Streveler, Colorado School of Mines; Nancy Chism, Indiana University-Purdue University Indianapolis; Karl Smith, University of Minnesota-Twin Cities; Ronald Miller, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

this project.The authors also thank the RREE Executive Committee members who participated in therevisions of the 2005 RREE: Robin Adams, George B. Forsythe, Frank Huband, MarciaMentkowksi, and Marilla Svinicki. Additional thanks go to Robin Adams forconversations that led to the development of the participant poster activities.References[1] S. Fincher and R. Adams, presented at the ASEE/IEEE Frontiers in Education Conference, Savannah, GA, 2004.[2] O. H. Griffin Jr., A. Aning, V. K. Lohani et al., presented at the American Society for Engineering Education Annual Conference, Salt Lake City, UT, 2004.[3] R. Streveler, K. Smith, and R. Miller, presented at the American Society for Engineering Education Annual Conference, Portland, OR

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland-Baltimore County; Claudia Morrell, University of Maryland-Baltimore County; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

Educational Research and Methods

2006-1900: SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICSTALENT EXPANSION PROGRAM: AN ANALYSIS OF A PILOT PROGRAMTaryn Bayles, University of Maryland-Baltimore County Taryn Bayles, Ph.D. is a Professor the Practice of Chemical Engineering in the Chemical & Biochemical Engineering Department at UMBC. She has spent half of her career working in industry and the other half in academia, and has received over $3M of NSF funding in Engineering Education & Outreach over the last three years. She has been recognized with several teaching and mentoring awards and the USM Regents' Faculty Award for Collaboration in Public Service.Claudia Morrell, University of Maryland-Baltimore County

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Brad Kinsey, University of New Hampshire; Erick Towle, University of New Hampshire; Grace Hwang, University of New Hampshire; Edward J. O'Brien, University of New Hampshire; Christopher F. Bauer, University of New Hampshire

Tagged Divisions

Educational Research and Methods

Psychology, Vol. 24, No. 3, 1972, pp. 317-20.7. Sorby, S. and B. Baartmans, “The Development and Assessment of a Course for Enhancing the 3-D Spatial Visualization Skills of First Year Engineering Students”, Journal of Engineering Education, July, 2000, pp. 301-7.8. Devon, R., Engel, R., and Turner, G., “The Effects of Spatial Visualization Skill Training on Gender and Retention in Engineering”, Journal of Women and Minorities in Engineering, Vol. 4, 1998, pp. 371-80. Page 11.1279.119. Medina, A., H. Gerson, and S. Sorby, “Identifying Gender Differences in the 3-D Visualization Skills of Engineering Students in

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

Margherita Landucci, Liceo Artistico Statale; Fabio Garganego, Municipality of Venice

Tagged Divisions

Educational Research and Methods

2006-465: TEACHING CHEMISTRY AS A CROSS-CULTURAL SUBJECT: IT &LINGUISTICSMargherita Landucci, Liceo Artistico Statale Margherita Landucci is a graduate in Physical Chemistry of Pisa University. She has worked at CNR (the National Council for Research)in spectroscopy and electrochemistry and taught at Pisa University. She has published works in The Journal of Chemical Society. She is the Italian coordinator of the project "Science and Technology in Society" promoted by The Association for Science Education,UK, and is teaching Phisical Chemistry and Materials Tecnologies at the Liceo Artistico Statale of Venice, Venezia.Fabio Garganego, Municipality of Venice Fabio Garganego is a graduate

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Philip Bell, University of Washington; Cheryl Allendoerfer, University of Washington; Helen Chen, Stanford University; Larry Leifer, Stanford University; Lorraine Fleming, Howard University; Bayta Maring, University of Washington; Dawn Williams, Howard University

Tagged Divisions

Educational Research and Methods

2006-1740: A MODEL FOR BUILDING AND SUSTAINING COMMUNITIES OFENGINEERING EDUCATION RESEARCH SCHOLARSRobin Adams, Purdue University Robin S. Adams is an Assistant Professor in the Department of Engineering Education at Purdue University. She is also leads the Institute for Scholarship on Engineering Education (ISEE) as part of the Center for the Advancement of Engineering Education (CAEE). Dr. Adams received her PhD in Education, Leadership and Policy Studies from the University of Washington, an MS in Materials Science and Engineering from the University of Washington, and a BS in Mechanical Engineering from California Polytechnic State University, San Luis Obispo. Dr. Adams' research is

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Omolola Adedokun, Purdue University; Roger Tormoehlen, Purdue University

Tagged Divisions

Educational Research and Methods

2006-1738: EFFECT OF SUPPORTING COMPUTER-BASED INSTRUCTIONWITH A PAPER-BASED WORKSHEET ON THE PERFORMANCE OF 5THGRADERSOmolola Adedokun, Purdue UniversityRoger Tormoehlen, Purdue University Page 11.513.1© American Society for Engineering Education, 2006 Effect of Supporting Computer-based Instruction with a Paper- based Worksheet on the Performance of 5th GradersAbstractThe use of computer-based instructional technologies in educational settings has created adebate on the possibility of computer technology completely replacing traditional methods ofteaching and learning. While supporters of this notion have based their arguments on theeffectiveness of

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Nadia Kellam, University of South Carolina; Veronica Addison, University of South Carolina; Michelle Maher, University of South Carolina; Mann Llewellyn, University of Queensland; David Radcliffe, University of Queensland; Walter Peters, University of South Carolina

Tagged Divisions

Educational Research and Methods

a v e b e e n d i s

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Joanne Mathews, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Margaret Huyck, Illinois Institute of Technology; Abhinav Pamulaparthy, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

reliability of the Fall 2005 LO post-test was higher than that of Page 11.240.3the pre-test, due to the removal of the questions from the assessment. The removal of questionswas based on Item Analysis, which indicated how the internal stability of the section wouldchange with respect to the removal of that specific question. The following question was asample question that was confusing to most of the students and was therefore removed from theassessment tool:A project manager makes a narrative description of the work that must be done for his/herproject. This is called a: a. Project plan b. Control chart c. Statement of work d. Project

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Durward Sobek, Montana State University; Joshua Ruder, Montana State University

Tagged Divisions

Educational Research and Methods

. Figure 1: Overview of Proposed Design Method 1. Generate conceptual design alternatives a. Define the problem b. Generate alternatives c. Narrow the set of alternatives to a manageable size 2. Apply System-Level Morphological Analysis to one alternative a. Identify the key functions of the concept needed to realize the design objectives b. Generate 2 or more options to accomplish each function c. Identify which function options cannot be used with other options (exclusions) d. Identify which function options require inclusion of another option (dependencies

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

David Meyer, Purdue University

Tagged Divisions

Educational Research and Methods

the systematic pursuit of improvement in thequality of engineering education that satisfies the needs of constituencies in a dynamic andcompetitive environment. Although institutions may use different terminology, for purposes ofCriterion 3, program outcomes are statements that describe what students are expected to knowand be able to do by the time of graduation. These relate to the skills, knowledge, and behaviorsthat student acquire in their matriculation through the program. For the purpose of accreditation,engineering programs must demonstrate that their students attain:(a) an ability to apply knowledge of mathematics, science, and engineering;(b) an ability to design and conduct experiments, as well as to analyze and interpret data;(c

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Susan Mohammed, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Madara Ogot, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

overthe course of the semester. Because the first project was guided and straightforward, whereas thesecond was industry-sponsored and much more open-ended, it was expected that tolerance forambiguity would have a greater impact on the variables measured for the second project. In otherwords, the personality trait of tolerance for ambiguity was proposed to be more relevant whenthe project demands involved a higher degree of uncertainty and abstractness. Specifically, thefollowing hypotheses were proposed:(1). Individuals with higher tolerance for ambiguity will report higher levels of: a. self-efficacy, b. collective efficacy, c. satisfaction with the team, and d. conflict resolution.(2). Task ambiguity will impact the

Conference Session

Student Misconceptions and Problem Solving Abiltiy

Collection

2006 Annual Conference & Exposition

Authors

Ronald Miller, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Barbara Olds, National Science Foundation and Colorado School of Mines; Michelene Chi, University of Pittsburgh; Mary Nelson, University of Colorado; Monica Geist, University of Northern Colorado

Tagged Divisions

Educational Research and Methods

believe that carpet and tileare at different temperatures because of differences in the rate of convective heat transferoff the two surfaces rather than considering the amount of energy transferred into tile orcarpet from a bare human foot. These results were our first indication of the “rate vs.amount” misconception in students who beta-tested the TTCI instrument. Table I – Cross-Tabulation of Student Responses to MeltIce1, MeltIce2 and Carpet Questions1 Carpet responses Total a b c (correct) d MeltIce 1 responses a

Conference Session

Knowing Our Students II

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Steve Lappenbusch, University of Washington

Tagged Divisions

Educational Research and Methods

and to introduce the next activity. The activitiesin the cross-curricular program included: a) learning about portfolios in general, b) evaluatingother portfolios, c) writing a professional statement, d) finding artifacts, e) deciding whichartifacts to include in the portfolio, f) writing annotations for the artifacts, g) getting peer andprofessional feedback, and h) presenting the portfolio to others. The interaction amongst peersand the teaching faculty member provided ample opportunity to deeply explore the issuesstudents faced, the component activities, and how those issues and activities interacted during theportfolio creation.Six students participated in this study. These students included two seniors on the verge ofgraduating, two

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Trevor Harding, Kettering University; Cynthia Finelli, University of Michigan; Donald Carpenter, Lawrence Technological University; Matthew Mayhew, University of North Carolina-Wilmington

Tagged Divisions

Educational Research and Methods

public institution (School A), 208 attended a smallprivate Baccalaureate Specialty institution (School B), and 96 attended a mid-sized privateMasters I institution (School C). Students from two disciplines were included in the sample forcomparative purposes: engineering and humanities. Engineering students made up 78.5% of thesample, with humanities students accounting for the remainder. Unlike the engineering students,humanities students were recruited from School A only.The sample consisted of 32.5% females. However, among the engineering students included inthe sample, women constituted only 21.2% – a number similar to the 2004 national average forfemale enrollment in bachelor’s engineering programs14. Among the humanities students, 73.5%were

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Leilah Lyons, University of Michigan; Zbigniew Pasek, University of Windsor

Tagged Divisions

Educational Research and Methods

groups managed to perform very well at the tasks given themduring the game, scoring above 60%. In this first game, those tasks were to a) conductmarket research to discover people’s preferences in pens and then b) apply what waslearned in the selection of components for a pen to be manufactured. All groupsperformed much better than chance: were users to randomly select pen components, theexpected score would have been 43.8% (represented by the dotted line in Figure 9 andshaded region in Figure 12). This shows that the users were able to understand the criticalfeatures of the tasks and execute them, thus gaining an understanding of the presentedcareer field. From a game design perspective, this high performance across different agelevels and

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Faouzi Bouslama, Zayed University; Azzedine Lansari, Zayed University; Akram Al-Rawi, Zayed University

Tagged Divisions

Educational Research and Methods

CIS courses and ZULOs input-output spacesThe first step in implementing the fuzzy logic processor is to decide on the fuzzification of theinput space consisting of all CIS courses. The input interval representing the achieved grade foreach CIS course is represented by four linguistic variables4 as shown in Figure 3. Grades in theinterval [60, 100] are only used as there is no achievement of ZULOs in case a student fails acourse which means a grade less than 60. Four trapezoidal and triangular membership functionsD, C, B, and A are used for each course. µGrade D C B A 1.0 0.5 0.0 60 65

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Kathleen Gygi, University of Washington

Tagged Divisions

Educational Research and Methods

effectiveness by traditional definitions. Second, the approachwill need to fit into the complex schedules and contexts of educators since simply spending timelearning about teaching may not be possible. For example, given that engineering educators (andfuture educators in the form of graduate students) are busy, approaches may need to help themsolve actual problems they are encountering or be aligned with other requirements that theeducators must meet (e.g., preparing materials for annual merit review or tenure review, getting ajob). Such a framing suggests two questions that can be asked for any approach to helpeducators become better educators: a) to what extent does the approach lead to learning ofknowledge and skills related to teaching and b) what

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

Eileen Kowalski, U.S. Military Academy; Joe Manous, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

Engineering Education. 94:2, 207-213.14. Light, Richard J., Judith D. Singer, and John B. Willett (1990) By Design, Planning Research on Higher Education. Harvard University Press, Cambridge, 296p.15. Van de Ven (2000) “Professional Science for a Professional School: Action Science and Normal Science” Breaking the Code of Change, chapter 19, edited by Michael Beer and Nitin Nohria. Harvard Business School Press. Boston, 512p.16. van Someren, Maarten W., Yvonne F. Barnard, and Jacobijn A.C. Sandberg (1994) The Think Aloud Method: A Practical Guide to Modelling Cognitive Processes. Academic Press, London, 218p.17. Camacho, M., and Good, R. (1989) “Problem Solving and Chemical Equilibrium: Successful versus

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Guili Zhang, University of Florida; YoungKyoung Min, University of Florida; Matthew Ohland, Clemson University; Timothy Anderson, University of Florida

Tagged Divisions

Educational Research and Methods

2006-1336: THE ROLE OF ACADEMIC PERFORMANCE IN ENGINEERINGATTRITIONGuili Zhang, University of Florida Guili Zhang is research assistant professor in College of Engineering, University of Florida. She received a Ph.D. in Research and Evaluation Methodology at the University of Florida. She also received a B.A. in British and American Language and Literature at Shandong University, China, and a Master of Education degree at Georgia Southern University. Previously, she served as a staff development specialist and researcher at Jinan District Education Commission, China, and took part in the writing and revision of the National Unified Text Books and Teacher’s Reference Books. She

Conference Session

Climate Issues for Women Students

Collection

2006 Annual Conference & Exposition

Authors

Ashlyn Munson; Barbara Moskal, Colorado School of Mines; Wanda Dann, Ithaca College; Stephen Cooper, Saint Joseph's University

Tagged Divisions

Educational Research and Methods

Program Interactive 3D Graphics, http://www.alice.org (accessed December2004)3. Curricular Materials for Learning to Program with Alice: Please contact author.4. Cooper, S., Dann, W., & Pausch, R. (2005) Learning to Program with Alice Beta Version. PrenticeHall.5. Hutchinson, A., Moskal, B., Cooper, S., & Dann, W. Formative Assessment: An Illustrative ExampleUsing Alice. 2005 ASEE Annual Conference & Exposition.6. Gay, L.R. Educational Research: Competencies for Analysis and Application (3rd Ed.). New York:Macmillan Publishing Company, 1987.7. Kehoe, J. Practical Assessment, Research and Evaluation, Writing Multiple-Choice Test Items, 1995,Online:http://www.edresearch.org/scripts/seget2.asp?db=ericft&want=http://www.edresearch.org

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Amy Banzaert, Massachusetts Institute of Technology; John Duffy, University of Massachusetts-Lowell; David Wallace, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods

standardsviii,ix. Table 1: Relationship between ABET Criterion 3 and S-L PedagogyCriterion 3 standards How S-L can meet these(a) an ability to apply knowledge of mathematics, Well-chosen S-L projects provide studentsscience, and engineering with the opportunity to apply these knowledge sets directly to real, potentially ambiguous problems.(b) an ability to design and conduct experiments, S-L projects can fit this criterion exactly; foras well as to analyze and interpret data example, students might collect and then analyze data for an

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

Todd Johnson, Washington State University; Reid Miller, Washington State University

Tagged Divisions

Educational Research and Methods

: Josey-Bass.22. Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 599-623.23. Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1), 34-49.24. Bess, K., Fisher, A., Sonn, C., & Bishop, B. (2002). Psychological sense of community: Theory, research and application. In A.T. Fisher, C.C. Sonn, & B. J. Bishop (Eds.), Psychological sense of community: Research, applications and implications (pp. 3-22). New York: Kluwer Academic.25. Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.26