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The objectives of our educational research are as follows: 1) Faculty from engineering and faculty from the social sciences and humanities shall develop strong working relationships and together implement and evaluate strategies for working across disciplines. 2) Students of engineering and their counterparts in the liberal arts and humanities shall engage in peer-to-peer learning and work together to solve problems. 3) Liberal arts and humanities content will be better integrated into the engineering curriculum. 4) Engineering students will understand the value and relevance of their General Education. 5) The engineering programs will be better positioned to assess their performances on the "soft skills" ABET outcomes (above) and improve these performances.We plan to accomplish the objectives of this initiative through the following strategies: 1) Establish Faculty Learning Communities (FLC) within each campus, comprising approximately 12 faculty in total taken from engineering and a number of different disciplines within the humanities. 2) Utilize and expand existing G.E. Paths to meet the needs of engineering students and the goals of this program. 3) Create new minor in Urban Sustainability/Citizenship/Engaged Citizen and incentivize engineering students to take it through advisement. 4) Identify engineering courses with potential for liberal arts integration and adopt a variety of strategies (team teaching, FLC development, online modules) for accomplishing this. 5) Develop new courses for engineers that integrate liberal arts using FLCs.

In producing quality continuing education courses, contracting with and establishing rapport with speakers is as important as marketing the course itself. Presented in this article are four phases of working with speakers: initial phase, midpoint phase, course presentation phase, and post-course phase. Not only do these phases assist the continuing education program staff in developing a highly organized and well-planned program, but also they offer numerous benefits to speakers so that they can feel comfortable with all arrangements. Thus, the learning atmosphere is one in which the speaker can relax and fully enjoy the continuing education experience.

Our aim was to provide a description of the self-reported health beliefs of a sample of Victorian public housing tenants, and to identify how gender, age and geographic location relate to these beliefs. Telephone interviews Factors related to health beliefs and behavioursThe importance of the relationship between health related beliefs and health behaviours on a conceptual level is demonstrated by the fact that health beliefs play a significant role in many theoretical models which explain health protective behaviours or changes in health-related behaviours in individuals (Rimer 1997;Weinstein 1993). People's exposure to health promotion activities, and their perception of the personal relevance of health promotion messages, are influenced by their own views or beliefs about health in general (Davison et al 1992). By obtaining information about such views it is possible to ascertain how previous health messages have been received by the community, and to inform future health promotion activities. People are presented with a large number of health messages from which to select those they will attend to and those they will ignore. It is important to examine what people believe to be important for their health, what they believe the major health problems are, and what they should do to maintain their health. Generally people recall messages they see as relevant or as consistent with their own beliefs and behaviours (Lingle et al 1980).When examining health beliefs and behaviours, it is essential to be aware of a range of factors which are known to be associated with health. There is evidence that socioeconomic status, gender, age, and geographic location are all relevant, but little is known about differences between these groups in the beliefs held about health. Socioeconomic StatusData derived from national statistics indicate that there are differences by socioeconomic status (SES) in mortality, morbidity and health behaviours which favour higher SES levels (Turrell and Mathers 2000). Information on any differences in health beliefs held by SES groups in Australia is less available.