Collection

2022 ASEE Annual Conference & Exposition

Authors

Ameerah Muhsinah, Iowa State University of Science and Technology; Lotfi Ben, University of North Texas

needed to design software architecture and learn how to apply the ADDmethod, which is a process-based approach to the design of software architecture 24,23 . Theobjectives are: 1. understand and explain the importance of software architecture, 2. understand the relationships between software quality attributes and software architecture, 3. Gain ability to elicit software architecture drivers, 4. Understand the roles of a set of architecture styles, patterns, and tactics in software architecture, 5. Apply the attribute-driven method to design and evaluate software architecture.The students work in groups on in-class activities. The activities include answeringquestions that need reflection, working on exercises, and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Idalis Villanueva, University of Florida

reflects content studied in an engineering mechanics statics course. Staticsis one of (if not the first) engineering courses students experience across all engineering majors.Statics is also perceived by many undergraduate students as a “weed out” course (Budhu, 2002),that is used by many institutions to restrict enrollment of unqualified engineering students intospecific engineering majors. Careful design and assessment of resources and tools for courses likethese are important in facilitating successful completion of the course for diverse populations ofengineering students. Hence, this work seeks to initiate steps towards learning how the design andmethod of serious game incorporation into an engineering mechanics statics course may result

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marian Kennedy, Clemson University; Christopher Kitchens, Clemson University; Joseph Santaniello; Spencer Davenport, Clemson University; Kaitlynn Conway, Clemson University; William Ferriell, Clemson University

engineering courses that directly transferred to the university, the fellowswere also integrated into the teaching communities within the main campus centered on thosegeneral engineering courses. These instructor communities shared topical outlines, assignments,best practices, and other materials that aided in the preparation of the fellows. By comparing theteaching materials, the fellows noted an evolution of course content from when the courses at themain campus and community colleges were initially approved for transfer.Lessons learned from fellow formative assessments and exit interviewsAt the close of their two-year position, the first graduate fellow was asked to reflect on thefollowing questions (Table 4) and then meet with the program

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Streiner, University of Pittsburgh; Daniel Burkey, University of Connecticut; Michael Young, University of Connecticut; Richard Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; Kevin Dahm, Rowan University

multi-phase research initiative aims to both measure and influence early-curriculumengineering students’ ethical awareness and reasoning through the use of game-based educationalinterventions with strongly situated social components. We believe that situating the explorationof engineering ethical challenges and reasoning in a game-based context is a novel way ofinfluencing how students perceive and react to ethical dilemmas. Giving students the opportunityduring their education to recognize the wider social and ethical impacts of the profession - throughmultimedia simulation, role-playing games, case-based learning, and review of other, fictionalizedcases - can give them opportunities to reflect on the need to identify complex situations in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Md Tanvir Ahad, University of Oklahoma; Wei Sun; Jiaze Gao, University of Oklahoma

hands-on and in-person activities.However, due to the pandemic, students had to attend the class remotely (online) for half of thesemester. Thus, it was difficult for the students to understand all the concepts clearly. Also, theinstructor needed time to manage the abrupt remote learning environment. Over time, as peopleadjusted to the situation, the negative impacts were reduced. Inclusion of the UAS module in theRobotics Lab on Spring 2020 assisted students to overcome the COVID-19 negative effects onFlight Controls project during Fall 2020. We hypothesize that the basic knowledge of UASsystem students received in the Robotics Lab is reflected in their Flight Controls project gradeswhen compared to the class taught in 2019. Fall 2019 and Fall

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

yongxin deng; Wei Shi, China University of Mining and Technology

analysisThe co-word analysis method was proposed by Callon et al in 1983, which is a form ofcontent analysis method. A combination of words and noun phrases can be counted ina single document or document to reflect the intimate relationship between thesubjects.[18] It is generally believed by scholars that the higher the frequency ofoccurrence of two pairs of words in the same paper, the closer the relationship betweenthe two pairs is. Therefore, a co-word network composed of these pairs can be formedby counting the frequency of the pairs of words, and then it can be visualized throughdata analysis.In this paper, UCINET social network analysis software is used to analyze the co-wordnetwork. UCINET(the University of California at Irvine NETwork) is a

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mostafa Batouli, The Citadel; Negin Shamsi, The Citadel; Nahid Vesali, The Citadel; Rebekah Burke, The Citadel

date.Third, courses are grouped based on the published course title and course descriptions. Nonetheless, the authorsacknowledge that actual course content may not be fully reflected in the course title or course description. Lastly,the allocation of elective courses is made based on the elective courses listed within the program content and maynot reflect the elective courses taken with advisor or department head permission or other electives that are not listedin the program content. Table 4: Typical ABET Accredited CONE Program Based on the Frequency of Course Titles Fre Freq Fre General Education Math/Science

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Damon Kirkpatrick; Michael Anderson, United States Air Force

and machines were removed from the syllabus to accommodate theadditional lessons and the final project.New Course ProjectsThe new course projects were designed to build upon each other, progressively requiring morefrom the students in terms of technical report writing and engineering analysis and followed thecourse curriculum as it progressed throughout the semester. They also aligned with and assessedseveral lesson objectives, especially the new engineering design lesson objectives. Mostsignificantly, the course projects gave students the opportunity to engage in meaningful designexperiences. The first of the graded assignments was a truncated report that gave the students anopportunity to reflect on the hands-on design exercise from the

Conference Session

CPDD Technical Session 2 - Trends in Student and Faculty Support

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Kimberle Kelly; Shannon Walton, Texas A&M University; Rasheedah Richardson, Texas A&M University; Karen Butler-Purry, Texas A&M University; Scott King, Texas A&M University - Corpus Christi

identification, and mutual regard to develop [8], [9].Membership in multiple communities of practice provides URM scholars a safety net of supportand can encourage the development of peer groups with scholars like themselves.Job Search and Preparation Activities Embedded in an Interdisciplinary AGEP AllianceThe goal of the TxARM interdisciplinary AGEP alliance is to develop, implement and study amodel of STEM doctoral degree completion and the transition to successful postdoctoralfellowships and faculty careers for groups historically underrepresented in STEM. Figure 1represents the TxARM AGEP alliance research model developed, revised, and used throughoutthe project that reflects the collaborations and activities undertaken under the alliance at TexasA

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Pirkey, West Virginia University

algebraically. For futurework, we also recommend that students need to be trained on what we expect from them whenanswering those types of prompts.When students are presented with metacognitive prompts during their solution of word problems,they are able to reflect on their understanding of the problem. The failure of students toadequately answer some of the prompts, as observed in this study, have also been documented byother investigators [15].In terms of limitations of the work, we noticed that students took a longer time solving wordproblems when prompts were added to a problem. This limits the amount of problems we coulduse in an assessment. We also learned that students need to be trained on how to answer promptsand on how to create appropriate

Conference Session

Ocean and Marine Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leigh McCue, George Mason University; Adrian Hagarty; Cameron Nowzari, George Mason University; Ali Raz; Jessica Rosenberg; Daigo Shishika; Cynthia Smith, George Mason University; Michael Riggi, George Mason University; Jill Nelson, George Mason University

to be largely complete prior to developmentof the supporting curriculum. In reality, we found that in order to develop the kit, we needed tosketch out the curricular modules in parallel to ensure the kit included the requisite components.As such, at the time of this writing, February 2022, the undergraduate engineers on the team,supported by one MS-level graduate student, are finalizing the kit components to reflect thecurriculum that was developed from October 2021 to January 2022. Next steps include scriptingand recording supporting videos, adding all content to the website, and conducting student andeducator kit testing with focus groups to solicit feedback with which to improve upon the kit andcurriculum. It is anticipated that the kit

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Mason; Margaret Bailey, Rochester Institute of Technology (CET); Carol Marchetti, Rochester Institute of Technology (CET); Elizabeth Dell, Rochester Institute of Technology (CET); Maureen Valentine, Rochester Institute of Technology (CET)

“striving” university. O’Meara [3] defines this as “the pursuit of prestigewithin the academic hierarchy.” At striving universities the expected research activity at tenureand promotion continues to increase. Thus faculty submit an increasing number of externalfunding proposals for grants, fellowships and awards. Reflecting University X’s increasedemphasis on research activities, in 2019 the university achieved the classification of “highresearch activity institution” or “R2” under the updated Carnegie Classification of Institutions ofHigher Learning. In 2021, the university achieved a new record in terms of the cumulative valueand number of proposals submitted [4]. Wolf-Wendel and Ward [5] noted that the nature of astriving university can be

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Becky Huang, The University of Texas at San Antonio; Mingxia Zhi; Joel Mejia, The University of Texas at San Antonio

between female and male students and mentors in theirresponses. Analysis of the open-ended responses also indicated that all stakeholders would liketo see more presentations, discussion, and speakers that integrate gender awareness and a higherrepresentation of females and diverse genders (e.g., LGBTQ+) in the program. Nonetheless,some participants expressed concerns with discussions on gender-related topics, believing thatthe discussions would make the “objective” STEM too political. These results highlighted theneed to improve pre-college programs by making conversations about gender explicit andnormative in order to challenge dominant discourses of engineering and help females seethemselves reflected in engineering careers.Keywords: PREP

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Tufts University; Harpreet Auby, Tufts University; John Galisky, University of California, Santa Barbara; Susan Nolen

supports for growth onlonger timescales, potentially helping instructors develop ways to participate more meaningfullyin that conversation, diversifying their use of the tool to better fit the needs of their students. Weargue that this form for professional development contrasts with the traditional workshop-basedmodel by allowing instructors to engage in the following: ● Multiple Sources of Information: expertise is not solely located with the workshop designer/presenter but across contexts with focus on reflection/sensemaking on practice. ● Longer Timescale: allows for ongoing development and new problems/ideas to emerge which allows for gradual development of dynamic decision-making practices. ● Adaptation: promotes the idea that

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zahrasadat Alavi, California State University, Chico

course in the Electrical and Computer Engineering Department of CSU Chico.In this study, the author, who has taught this course in four different modalities, looks closely atthe results of this class and compares the effect of different teaching modalities on the DFWrates. The author will also reflect on the effectiveness of each of the teaching modes, studentengagement, and student feedback on each mode. The results could be used for therecommendation of teaching modalities if the course is offered online again due to a pandemic orother need. Additionally, the lessons learned and the technology related features of onlineinstruction can be integrated with in-person instruction to increase the effectiveness of teaching.IntroductionThe Linear

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michele Grimm, Michigan State University; Ron Averill, Michigan State University; Sara Roccabianca, Michigan State University; Geoffrey Recktenwald, Michigan State University

Materials course. This model used a modified masteryapproach that stresses formative assessment, guidance in the problem-solving process, andstructured student reflection. We now refer to this new approach as SMART Assessment - shortfor Supported Mastery Assessment using Repeated Testing. The effects of this model have beenvery positive, and results on overall student success in Mechanics of Materials have beenpresented in full at prior ASEE conferences.In this paper, we focus on the effects of this new assessment model on the performance ofstudents who may be at greater risk due to their first-generation status or economic disadvantage,while accounting for other measures such as incoming GPA and performance in the prerequisitecourse, Statics. The

Conference Session

Mechanical Engineering: Student Growth

Collection

2022 ASEE Annual Conference & Exposition

Authors

Seyed-Arman Ghaffari-Zadeh, Carnegie Mellon University; Gerald Wang, Carnegie Mellon University

returned by the end of this week. You may re-do as much of the “ProblemSet the Third!” as you would like to re-do.Several levels of mulligan are available: • “Simple resubmission” (essentially turning in a late and improved version of the assignment): Up to 30% of deducted points will be added back. • “Resubmission + reflection” (in addition to previous material, also attach a memo clearly explaining where you initially erred for each problem, and how you corrected these issues): Up to 60% of deducted points will be added back. • “Resubmission + reflection + hints” (in addition to previous material, also attach a thoughtful set of hints for future students tackling this problem… quality of hints will be judged

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aidsa Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Nayda Santiago, University of Puerto Rico, Mayaguez Campus; Oscar Suarez, University of Puerto Rico, Mayaguez Campus; Pedro Quintero; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Nelson Cardona, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez-Martinez; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

, such as teaching, research, andservice commitments. This situation reflects on the mentees who expressed concern about thetime availability of their mentors due to other professional obligations. Regardless, we concludethat the goal of the mentoring program proposed to promote a sense of belonging in mentees duringtheir years of study was accomplished.AcknowledgmentsThe National Science Foundation supported this research under Award No. 1833869. Anyopinions, findings, conclusions, or recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the National Science Foundation.References[1] W. Evans, M. Kearney, B. Perry, and J. Sullivan, “Increasing Community College Completion Rates Among

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chartrisa Simpson, Mississippi State University; Aileen Huang-Saad, Northeastern University; Cheryl Gomillion, University of Georgia; Kasia Gallo, Mississippi State University

have made an effort to employ the Walther etal (2013) strategies for quality in qualitative research. For example, literature regarding the digitaldivide and sense of belonging informed the development of our interview protocol, providingtheoretical validation. The protocol was reviewed by a focus group of undergraduates forcommunicative validation. Focus group participants were asked to reflect on the questions,consider the meaning and clarity. Participants were also asked to suggest additional and/oralternative questions to be included. Once the interview protocol was revised, at least 20 studentswere recruited to be interviewed from various relevant student organizations (e.g. TRiO, NSBE,SHPE, SWE), representing a diversity of respondents

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matt Gordon, University of Denver; Scott Leutenegger

whichwe believe engendered additional respect among the students. After going over theground rules, we all watched the TedX video by Ms. Boulamwini on algorithmic bias infacial recognition software. Each student was then asked to respond to variousquestions, focusing on justice, equity, diversity, inclusion and ethics. This initialresponse was done individually and entered into canvas ensuring full participation. Wethen placed students in small groups (2-4 people) to discuss their answers. Lastly,each group then presented key responses to the class which led to a class-widediscussion.This modified pair-share model was used for repeatedly throughout the course: a)individual reflection/response, b) small group discussion, and c) groups reporting to

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tim Foutz, University of Georgia; AnnaMarie Conner; Jenna Menke, University of Georgia; Joanna Schneider, University of Georgia; James Drimalla, University of Georgia; Aida Alibek, University of Georgia; Lorraine Franco; Shaffiq Welji, University of Georgia; Barbara Crawford

# 1741910. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. This project investigates the potential of the Collective Argumentation Learning and Coding(CALC) concept for integrating the teaching of computer coding and other computer sciencecontent into the standard practices already used to teach different elementary (grades 3-5)curriculum content. Elementary school teachers significantly influence student motivation toengage in coding and are being asked to provide increased instruction on coding. Unfortunately,few practicing teachers have academic backgrounds in computer coding. This project aims toidentify

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Lee Singleton; Todd Haskell; Kathryn Rupe, Western Washington University; Leslie Glen

page shows PSVT:R results for the entire study population. The posttestscores are higher for both intervention and control conditions. The average gain of 1.54 in theintervention sections is significant at p < .001 on a paired t-test. The average gain of 1.17 in thecontrol sections is also significant at p < .05, but the difference between the gains in theintervention and control sections is not significant (p = .53 from un-paired t-test). In both cases,the gain is consistent with what Sorby reported (gain = 1.47) for the comparison population (nospatial skills course) [7]. This gain may reflect typical spatial skills improvement due toengaging with calculus content or may come from more familiarity with the PSVT:R instrumenton the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Samantha Brunhaver, Arizona State University, Polytechnic Campus; Susan Sajadi, Arizona State University; Talia Makarov, Clemson University

respond to a difficult or unexpected work situation using one of the six adaptivebehaviors identified in our previous study of engineering managers. Specifically, they will beasked to reflect on their actions and reactions to the situation, the problems or barriers they facedalong the way, and the resources on which they drew from their work environment or prior work,school, and life experiences. Combined with the manager interviews, they are expected to lead toa rich, more complete understanding of engineering professionals’ adaptability demands, assets,and challenges. Subsequent phases of the project will develop survey instruments and onlinemodules to measure and enhance the adaptability of engineers.AcknowledgementsThis work was funded by a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Carolyn Sandoval, University of California, San Diego; Leah Klement; Marko Lubarda, University of California, San Diego; Minju Kim, University of California, San Diego; Alex Phan, University of California, San Diego; He Liu; Mia Minnes, University of California, San Diego; Nathan Delson, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Xuan Gedney, University of California, San Diego

into consideration for subsequent oral exam designs and implementation. 4. Data and MethodsTo assess project outcomes evaluation methods were implemented at each stage of the projectand results were used to inform and refine oral exam designs, IA training, and evaluationinstruments. The research team collected both quantitative (interval and ratio) and qualitative(nominal and ordinal) data from several sources, including student and instructional assistantsurveys, focus groups with students and instructional assistants, and a post asynchronous trainingself-evaluation/reflection from IAs. The data used in this report was collected from Fall 2021from the 5 instructors, 29 instructional assistants, and approximately 580

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Caroline Bolton, Bucknell University; Elif Miskioglu, Bucknell University; Madeline Roth, Bucknell University

women’s retention in engineering by shaping courses to increaseconfidence [13]. These factors may have had a positive influence on our sample population’sperceptions of expertise, where gender disparities were less apparent.Degrees of Expertise OwnershipOf the 10 participants, six expertise statements reflected both active and passive ownership ofexpertise. These statements often began with dismissal of expertise through a negative sentimenttowards a past expertise or a declaration of skills that they did not possess followed by what theyconsidered their current expertise to be. For example, one participant proclaimed, “I have less ofan expertise in some specific engineering and more of an expertise in engineering in conjunctionwith people

Conference Session

Computers in Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeritt Williams, Illinois State University; Jaby Mohammed, Illinois State University

effective options for developingdebugging and troubleshooting skills [7].DE can be an intimidating course for applied Engineering Technology (ET) and ComputerSystem Technology (CST) students for a variety of reasons. For example, students from bothmajors reported that they did not see the relevance and connection to their major(s) and futurecareer path. Additionally, many students reported that the course was more challenging thanother courses on end-of-course evaluations, and overall grades were often reflective of theseconcerns. DE is required for CST majors and is an elective for ET students. The ET and CSTprograms have different expected program outcomes; however, the DE course is expected toaddress the goals of each program. To accommodate

Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Perkins, Wichita State University; Adam Carberry, Arizona State University; Samantha Brunhaver, Arizona State University, Polytechnic Campus

constitutes effective mentoring relationships between faculty members. The perceptions ofsenior faculty constitute half of our greater effort, which seeks to identify and compare theperceptions of what constitutes effective engineering faculty-to-faculty (F2F) mentorship fromsenior faculty and junior (pre-tenure) faculty. The specific intent of this work is to determinewhat individuals and institutions can do to establish better F2F mentorship practices thateffectively foster the professional growth of tenure-track faculty in engineering. Semi-structuredcritical incident interviews were conducted and thematically analyzed to capture reflections fromsenior faculty members on specific instances where they provided mentorship to junior

Conference Session

Faculty Development Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Valerie Bracho Perez, Florida International University; Gemma Henderson, University of Miami

developersdescribe EIF’s engagement as reflecting either external regulation (i.e., behaviors performed tosatisfy an external demand or reward), introjected regulation (i.e., behaviors performed to avoidguilt or anxiety or attain ego enhancements), and internal regulation (i.e., behaviors performeddue to identified, integrated, and intrinsic forms of regulation). Figure 1: Adapted Self-Determination FrameworkMethodsAs part of a larger study exploring EIF experiences at HSIs, interviews were conducted with fourfaculty developers from CTLs at different HSIs regarding their firsthand experiences workingwith EIF at their institutions. Researchers de-identified, transcribed, and coded the interviewsusing self-determination theory as

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Annie Wang, University of Michigan; Cassandra Jamison, University of Michigan; Jan Stegemann, University of Michigan; Aileen Huang-Saad, Northeastern University

job market. Furthermore, BME graduates receive lower startingsalaries and have fewer discipline-specific job opportunities than other engineering disciplinedegree holders [1]. Thus, there have been many efforts to identify and understand skills andexperiences that are of value to BME recruiters. This work in progress study seeks to explorewhat recruiters in industry, healthcare, and academia are looking for in BME graduates. Thework is guided by the following research questions:What qualities, skills, and experiences are recruiters looking for in potential BME hires? Howcan they be represented on resumes of BME undergraduates?We will explore these questions by analyzing resumes designed to reflect the specific qualitiesdesired by BME

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Uddin, East Tennessee State University; BEVERLY SMITH, East Tennessee State University

advertise the Noyce program on campus andhighlight the importance of teacher training to STEM faculty and the administration. During their internships, the interns make regular entries in journals describing theirexperiences. We use the D2L (Desire-to-Learn) course software for these journals, which aremade available to all the mentors and the other interns. In D2L, we have set up a discussionboard for interns and mentors, on which questions and comments can be posted. The internsare expected to post regular reflections on their internship activities to this discussion board.They are asked to give their perceptions on the activities and learning of their students, tocomment onboth positive and negative interactions they had with the students