In the past, the author has occasionally used the WebCT course delivery system to administer quizzes to encourage students to read the text before lecture. These quizzes have focused on the highlights of the material and were intended to encourage the student to come to class prepared for the lecture. During the Spring 2004 offering of Engineering Economics at the University of San Diego this practice was modified to determine whether these pre-lecture quizzes affected student learning. One half of the class completed the quizzes before hearing the lecture on the material. The other half of the class completed the quizzes after hearing the lecture. Students also completed brief surveys assessing how well they understood each lecture immediately after the lecture. In this paper, the relationship between the timing of the quizzes and student perceptions of their understanding of the lectures is explored. The effects of quiz timing and lecture comprehension on homework and exam grades are also examined. The results of this work show that the students who read the text before the lecture tended to understand the lecture better than students who did not complete the reading assignments, and that they also performed better on exams and in the course.

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To improve retention and student success, freshmen at the University of San Diego participate in a preceptorial program. Through this program students are ensured to have one regular academic class having fewer than 20 students taught by a professor having particular interest in helping first-year students succeed. All freshmen students expressing an interest in engineering enroll in a preceptorial section of ENGR 101: Introduction to Engineering. Recently, an optional Passport to Success program has been added as an enhancement to the preceptorial program offering informal sessions on topics ranging from test-taking strategies, to developing personal relationships, to an introduction to cultural opportunities in San Diego.During the Fall 2004 semester three ENGR 101 sections addressed the Passport program in different ways. One section required students to participate in specific sessions primarily centered on academic success. A second session required students to participate, but placed no restrictions on which sessions should be attended. The third section did not incorporate the Passport program. At the end of the semester students were asked to assess the degree to which they feel prepared for academic success and other personal challenges during their college careers. This paper will introduce the Passport to Success program and how it is implemented across the University. Details regarding adoption in ENGR 101 will be presented. The effect of the Passport program on engineering student perceptions of their preparation for a successful collegiate career will be discussed.