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This Work-In-Progress paper describes a pilot project at Western Michigan University to assess the added value of academic and student affairs collaboration on student cognitive and affective development. The academic performance in firstyear science, technology, engineering and mathematics (STEM) courses as well as retention to STEM are used as measures of cognitive development, and the students' experience in cocurricular activities as captured in their written summaries is used as a measure of their affective development. While there is no statistically significant difference in individual course performance, first-year Engineering House (EH) students have a statistically significant higher GPA than non-EH in fall 2010, and they have a statistically significant higher fall-to-spring retention to engineering and applied sciences than non-EH students.

(WMU). He continues in the classroom as he has since 1983. He has written over 50 technical papers, articles and a book chapter on plastics processing and tooling. For the past decade he has turned much of his attention to systemic enhancement of student success in engineering education. He holds his Bachelor's, Master's and Doctoral degrees from WMU.