Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nisha Abraham, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

Tagged Divisions

First-Year Programs

respectively. Her teaching interests are in the area of circuits and devices, computing, and logic design. Dr. Telang works closely with success programs for freshman engineering students. c American Society for Engineering Education, 2019 Effectiveness of the Supplemental Instruction Program in First Year Engineering Courses - A Longitudinal Report (2015-2018)AbstractThis Complete Research Paper examines the effectiveness of the Supplemental Instruction (SI)program implemented at our university in first year engineering courses from its inception in thefall semester of 2015 through the fall semester of 2018. The program offers two sessions perweek outside of the course that incorporates peer and

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the classroom learning environment itself.While the activities themselves would inform the design of the learning environment, Page 24.135.4engineering faculty could basically adjust their mode of course delivery through the inclusion oflearning activities without having to feel like they have to do a complete overhaul of theirclasses. Common of these activities requires students to talk, discuss, write and apply what theyare learning outside the scope of rote learning such as memorization and application. In a follow-up study to Chi’s work, it was discussed that broad cover which is applied to all the classroomactivities used to engage

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Jennifer A. Turns, University of Washington; Kathryn Ann Mobrand, University of Washington

Tagged Divisions

Educational Research and Methods

doing.” Additionally,sharing her portfolio with peers contributed to her sense of discomfort because she oftencompared herself to others and felt as though others would judge her engineering preparedness.She described this discomfort as feeling “awkward,” “anxious,” and “embarrassed,” and being“self-conscious about my writing.” In the end, sharing her portfolio content actually contributedto a sense of her validation of past experiences.Crystal: Uncomfortable sharing, validated by sharing portfolio, gained confidence in distinctbackground. Crystal recognized and acknowledged others’ perspectives and how these views aresignificant to her personal validation. She identified and accepted perspectives of others whowere both in authority positions

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Elizabeth Nortz, Cornell University; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Danielle V. Lewis; Kevin Jay Kaufman-Ortiz, Purdue University; Charlie Díaz, University of Pittsburgh; Carlie Laton Cooper, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

these issues are not aresult of aptitude or preparation for foundational skills such as mathematics [3]. As such,researchers have focused more on examining differences in women’s attitudinal andpsychological variables than their men peers in areas of self-concept, confidence in theirengineering skills and ability to succeed, belonging, and career goals, among other factors [4],[5], [6]. These studies have created a descriptive understanding of gender differences and haveprovided numerous suggestions for support for women to navigate an often “chilly climate” inengineering [7]. Recent research points to the double threat of negative stereotypes about womenin STEM and being underrepresented presents to academic and career experiences

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University - Daytona Beach; Brent Terwilliger, Embry-Riddle Aeronautical University - Worldwide; Emily Faulconer, Embry-Riddle Aeronautical University - Worldwide; Kelly George, Embry-Riddle Aeronautical University - Worldwide

Aeronautical Science (2005) and B.S. in Aerospace Studies (2000) from ERAU. He has more than 10 years of experience in defense contracting, supporting several federal-level customers, including the U.S. Postal Service for automated sortation technologies and the U.S. Air Force, Army, and Navy on a wide variety of simulation and training programs. As a tenured faculty member at ERAU, Dr. Terwilliger has authored more than 25 peer-reviewed publications, presented research findings at international venues, and provided unmanned systems expertise across a variety of televised, print, and digital media. He currently serves as a board member of the Association for Unmanned Vehicle Systems International (AUVSI) Florida Peninsula

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Steven Abramowitch, University of Pittsburgh; Mark Redfern, University of Pittsburgh; Richard Debski, University of Pittsburgh; Alejandro Almarza, University of Pittsburgh; Harvey Borovetz, University of Pittsburgh; Savio Woo, University of Pittsburgh

Tagged Divisions

Biomedical

points with their own presentation and the feedback that they received from theirpeers.For the midterm exam, students deliver a 10 minute presentation describing the background,specific goals, study design and methods for their project. Following the presentation, eachpresenter must answer a minimum of 3 questions that are asked by their peers. Again, byallowing their peers to ask questions, the students can better understand where their presentationmight have lacked clarity and/or identify areas of confusion.The next set of lectures provides specific instruction on writing a scientific paper. Followingthese lectures students are grouped into teams of 4 and asked to critique and grade anonymouspapers that had been previously written by students

Conference Session

ET Curriculum and Programs II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ilya Y. Grinberg, SUNY Buffalo State

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

main conclusion/content; summary of relevance; source publication date, andcitation format. Each team’s proposal is reviewed by faculty advisors and peer-reviewed by otherteams. This allows students to recognize strengths and weaknesses of their own proposals andproposals by other teams. Rubrics were developed to grade proposals for approval decision.Project proposals become an integral part of project contracts by each team. Contracts areapproved by faculty and industry advisors before any work can commence on the project.Mentoring of the students is a key component of undergraduate research and is criticallyimportant during this stage to help them write high-quality proposals [2].Another important part of this process is submission of an

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Brian Scott Robinson, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Divisions

First-Year Programs

engineering curriculum, it was expected thatmany of the students had never written a technical (engineering) report. Thus, some instructionin technical writing was provided, and students were given the opportunity to receive formativefeedback on their reports through peer assessment. Student teams swapped project reports andevaluated the reports (as a team) using an instructor-provided rubric based on the PE framework(Figure 2). In particular, this rubric asked students to evaluate whether the authors’ purpose, keyquestions, concepts, assumptions, and conclusions were clearly stated, accurate, and sufficientlyexplained. In addition to identifying whether the report met described criteria (exemplary,satisfactory, or needs improvement) for each element

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bingbing Li, California State University - Northridge; Robert G. Ryan, California State University - Northridge; Nancy Warter-Perez, California State University - Los Angeles; Yong Gan, Cal Poly Pomona; Hadil Mustafa, California State University - Chico; Helen Cox, Institute for Sustainability, California State University - Northridge; Li Ding, California State University - Northridge

Tagged Divisions

Educational Research and Methods

: Implementation of ProjectAbstractThe objectives of our educational research are as follows: 1) Faculty from engineering andfaculty from the social sciences and humanities shall develop strong working relationships andtogether implement and evaluate strategies for working across disciplines. 2) Students ofengineering and their counterparts in the liberal arts and humanities shall engage in peer-to-peerlearning and work together to solve problems. 3) Liberal arts and humanities content will bebetter integrated into the engineering curriculum. 4) Engineering students will understand thevalue and relevance of their General Education. 5) The engineering programs will be betterpositioned to assess their performances on the “soft skills” ABET outcomes (above

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Lisa Pruitt, University of California, Berkeley; Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

concentrationsFatigue: Total life and defect-tolerant philosophiesFriction, Wear and LubricationIII: Clinical Issues (with embedded case examples)Orthopaedics: total joint replacement, soft tissue repair, and spinal implantsCardiovascular: catheters, stents, graftsDental: implants, TMJ restorationSoft Tissues: reconstruction and augmentationIntellectual property: patents, device development, legal and ethical issuesProfessional Development LabLearning styles, Blooms TaxonomyPedagogy and outreach teachingTechnical research, writing and presentationsTeam work and peer-reviewDesign methodology Page 15.236.5Project developmentEarly in the semester, the education

Conference Session

Are We Losing Our Minds (2470)

Collection

2001 Annual Conference

Authors

Stephanie Sanford; Kenneth Williamson

ideologicaldiscrimination arise from socially defined meanings attributed to difference;6. provide historical and contemporary examples of difference, power, and discriminationacross cultural, economic, social, and political institutions in the United States;7. provide illustrations of ways in which the interactions of social categories, such asrace, ethnicity, social class, gender, religion, sexual orientation, disability, and age, arerelated to difference, power, and discrimination in the United States;8. provide a multidisciplinary perspective on issues of difference, power, anddiscrimination;9. incorporate interactive learning activities (e.g., ungraded, in-class writing exercise;classroom discussion; peer-review of written material; web-based discussion group

Collection

2001 Annual Conference

Authors

Carrie Girstantas; William Scherer

Engineering Educationcontacts and serves to create a familiar environment to bring complex ongoing workrelated questions to the cohort. Several key characteristics of this learning environment are constrained by the useof time, namely having two days of eight consecutive hours of time with the professorand with the cohort, usually involving lectures, case studies, and group discussions withindividual write ups of the material and individual learning. Throughout the day studentsbreak out in teams to work on collaborative learning modules, during which time theinstructor visits each of the teams to monitor progress and offer guidance and insight.Summary Comparison: Use of time and technology and impact to content In the Spring 2000 a

Collection

1998 Annual Conference

Authors

Matthew J. Cline; Gary J. Powers

first-hand how hard and important clear and concise writing is. Just as with written reports, significant changes were seen with respect to oralpresentations. While other courses typically required one or two oral presentations, wefelt this did not develop the confidence and technique needed to generate effectivepresentations. In addition to the required 4 presentations, a one-page evaluation andcomment form was filled out by each member of the class during the presentations.Teams summarized the class comments, discussed the comments, and formulated actionplans for improvement. Since the projects were passed from team to team as the semesterprogressed, the questions from the peer audience were often very challenging. Also, asmultiple

Collection

2000 Annual Conference

Authors

Susan M. Lord; Jose A. Macedo; Rick T. Olson

4/9 21 Draw state-transition diagram 22 Write software 23 Test & debug software modules 24 Test & debug software (integrated) 25 Test & debug system 26 Fully functional system 4/16 27 Documentation 28 Prepare User’s Manual 29 Submit User’s Manual Draft 4/26 30 Peer-review of User’s Manual 31 Submit User’s Manual 4/30 32 Faculty Return Graded User’s Manual

Collection

2005 ASEE Midwest Section Conference

Authors

Stuart Bernstein

ENGAGING ENGINEERING STUDENTS THROUGH SERVICE LEARNING Stuart Bernstein University of Nebraska, Lincoln at OmahaAbstractIn the Personnel & Supervisory Methods class (CET 4200) the students start off by writing apaper describing what they expect to get from the class. I received comments such as, “nothing,I think this is going to be a big waste of my time” , and “I’ve spent the past six months as anassistant project engineer and already know how to manage people.” That kind of negativeattitude can be difficult to overcome, but each year I have tried new exercises in an effort tomake this an important and enjoyable class.Due to the

Conference Session

Assessing Design Coursework I

Collection

2007 Annual Conference & Exposition

Authors

Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Design in Engineering Education

. Describe the project to peers and faculty through oral presentations during the Page 12.1190.4 project development phase (g).3. Develop design alternatives and evaluate them using a decision matrix, as appropriate for the project (a, c, e, f, h, j, k)4. Apply scientific and engineering principles to the assigned project (a, c, e, k).5. Optimize the engineering design based on client expectations, design constraints, and constructability (a, c, e, f, h, j, k).6. Demonstrate effective written communication skills through the development of a written proposal, progress reports and final project report evaluated by faculty, liaison(s) and Civil Engineering

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chip W Ferguson, Western Carolina University; Paul M Yanik, Western Carolina University; Guanghsu A. Chang, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

in engineering and engineering technologyan opportunity to participate in a new approach to the recruitment, retention, education, andplacement of academically talented and financially needy students. The SPIRIT (ScholarshipInitiative via Recruitment, Innovation, and Transformation) Scholars program establishes atransformative learning environment that fosters the development of professional skills andincreased technical competency through interdisciplinary project-based learning (PBL),undergraduate research, peer-to-peer mentorship, and focused institutional support services.1-8WCU is classified as a regional comprehensive masters-granting university and was awarded theCarnegie Community Engagement classification in 2008.9

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sivakumar Krishnan, Vishnu Educational Development and Innovation Center

Tagged Divisions

Educational Research and Methods

Computer Lab Activity Education Learning Assessment to Learning Assessment -- Close the Loop Case Studies and Mentoring and Individual reflection and Solutions Counselling sharing followed by peer review Faculty Presentations -- Educational Research Educational Paper Reviews and Paper Reviews Research Presentation in Small Groups Educational Research Educational Individual reflection and Paper – Abstract Research sharing followed by peer Writing reviewTable 3. Topics Covered in the Level 2 WorkshopIn this

Collection

1999 Annual Conference

Authors

Marilyn Dyrud

exams to test groupeffectiveness,1, 9, 23, 48, 58 and many incorporate some sort of peer review.1, 22, 29, 32, 48 RobertMartinazzi has been particularly active in the latter, developing a peer review instrument whichincludes 10 items, developed from student input, for evaluation. Items include such statementsas “Shows up for team meetings”; “Demonstrates respect for other team members”; “Willing tohelp other team members in and out of class”; and “Has positive attitude towards the team.”Students rate team members on a Likert scale, and results are equivalent to one quiz grade.29“Peer evaluations,” notes Shellnut et al., “were often the most significant determining factor inoverall team member’s grade differentiations.”48The weight given to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

Tagged Topics

Diversity, NSF Grantees Poster Session

specialties include water quality, water resources, remediation of contaminated soil and water, environmental sustainability, hydrology, hazardous waste management, and STEM ed- ucation. Dr. Clark has been blessed to have the opportunity to edit three books, produce nearly forty peer-reviewed publications, in addition to over fifty presentation to national and international audiences. He has also served as a reviewer for numerous technical journals and a panel reviewer for the National Science Foundation, the U.S. Department of Education, and the Environmental Protection Agency nu- merous times. Dr. Clark’s research interests include combining chemical and environmental engineering techniques for hazardous waste handling

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University; Christina Marie Hartman, Utah State University; Jared W. Garlick, Utah State University

Tagged Topics

NSF Grantees Poster Session

undergraduate education levels must be explored. Oneapproach to introducing students to rigorous, discipline-specific content is through the use ofDisciplinary Literacy Instruction (DLI). DLI is an instructional approach that equips students toutilize the evaluative frameworks and reading and writing strategies that are employed by expertpractitioners in a particular discipline [1].Models of DLI for K-12 instruction have been introduced in subjects such as history [2], math[3], and science [4], but there has been little research exploring a model for DLI in engineering.Thus, this project aims to develop a model of DLI in engineering that can be used in both K-12and undergraduate engineering settings. This model of DLI will be informed by the

Conference Session

Pedagogical Approaches for Software Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alexandra Martinez, University of Costa Rica; Marcelo Jenkins, University of Costa Rica

Tagged Divisions

Software Engineering Constituent Committee

thelearner tests her models and theories with new experiences) 8.Learning journals, diaries and portfolios are increasingly used in higher education to facili-tate and to assess learning. They may be highly structured or free, but regardless of theirshape and form, they generally seem to be helpful in personalizing and deepening the quality Page 25.160.2of learning and in integrating the learning material 10. The distinction between learning jour-nal and other types of writing is that “…it focuses on ongoing issues over time and there willbe some intention to learn from either the process of doing it or from the results of it.” 10Some of the reasons why

Conference Session

Track 2: Technical Session 1: An ecological belonging intervention for equity: Impacts to date and promising directions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jacqueline Ann Rohde, Georgia Institute of Technology; Heather Lee Perkins, Purdue University at West Lafayette (PPI); Charlie Díaz, University of Pittsburgh; Kevin R. Binning

Tagged Topics

CoNECD Paper Sessions, Diversity

outcomes.“I think there's less than a 1,000 Black students on campus and I think in my class, like my year inchemical engineering, there's maybe five or six other Black students that at least I've seen or talked to inany way…I have never felt any malicious intent towards me at this institution purely because I amBlack, but I have had experiences where I’ve had to deal with ignorance from my white peers. And Iknow that it happened just because they have never met a Black person before. So, there's always thisfeeling that just knowing that the way I've maybe talked to someone in my family, I can't talk to a peerabout like a complex engineering process. I can't necessarily just talk how I would to anyone about that,like in the same way that I’d talk

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Debalina Maitra, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Diego Reyes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

students in STEM (Ong et al., 2018; McGee, 2018), understanding how Black PhDstudents navigate their engineering studies could be particularly insightful in boosting the enrollment rateand retention. However, all the information related to engineering experiences are only disseminatedtraditionally in the form of peer-reviewed scholarly manuscripts, which has limited impact to those whochoose to read such literature. Given the current socio-political climate in the aftermath of two pandemics(i.e., racism-20 and COVID -19), greater awareness of the ways students from traditionally marginalizedgroups in higher education interact and make sense of their environments is of paramountimportance. Black students have shared stories of microaggressions

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

attention by being made aware of the basic structure of what is to be learned. Here, the priorities of content are stressed while the subject matter is discussed. 3. Students are asked to write down specific learning goals and compare them with their peers and also the instructor. Students are encouraged to set and maintain realistic goals that can be accomplished in a given time frame. 4. Students are asked to meaningfully connect new information to knowledge acquired previously in relevant courses. Students are required to provide multiple examples, analogies and metaphors. 5. Students are asked to successfully identify and unlearn erroneous previous knowledge if any. 6. Students are encouraged to

Conference Session

Graduate Student Needs and Experiences, Exploring Graduate Funding and Undergraduate Research Experiences

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert N. Coffey Jr., University of Michigan; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

individual responses suggests that the task ofdrafting academic and personal statements for (potential) graduate school applications was themost burdensome assignment. In comparison, many students indicated that they found theassignment to create an academically-focused resume (appropriate for a graduate schoolapplication) helpful, in part because that assignment included a peer-review component wherestudents got immediate feedback during small group interactions.Some of these concerns have been addressed as the EnSURE program evolved over time: forinstance, writing assignments were refined to better align with students’ research activities, andmore instruction was provided on the value of interdisciplinary interactions—as well as

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Kim LaScola Needy, University of Arkansas; Edgar C. Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

, faculty mentoring and peer mentoring. Theprofessional development activities are designed to target specific points in the students’ plan ofstudy. They include various topics such as preparation of a personal development plan(sophomore level), resume writing and job search skills (sophomore and senior level),developing research skills (junior level), seven habits of highly effective people (senior level),writing and presenting an engineering-based business case (junior level), and presenting andcommunication research (M.S. level).Overview of the SIIRE ProgramThe Student Integrated Intern Research Experience (SIIRE) program at the University ofArkansas is funded via the NSF S-STEM program. The NSF S-STEM program provides studentscholarship funds

Conference Session

ECE Laboratory Development and Innovations

Collection

2002 Annual Conference

Authors

Daniel Beenfeldt; John Field; Eric Beenfeldt; Edward Williams

selected sophomores ar e employed to assist in lab. This helpsthese top students become associated with the Department and gives them a chance to reinforceconcepts learned the previous year. It is also a great opportunity for the first -year students torelate to the peer teachers, particularly since the peer teachers are only one year ahead of them.The class meets Monday, Wednesday, and Friday mornings for 50 minutes. Additionally, thereis a weekly 3-hour lab (four sections are offered with 20-24 students in each). We try to usevery little straight lecturing in the lecture classes. We agree with Felder 5 that lectures do notwork as well as we may have once hoped or expected. So frequently, instead of long lectures,we briefly present a concept

Collection

2001 Annual Conference

Authors

Molly Johnson; Cathie Scott; Cynthia Atman

• Student-centered instructioninstruction • Discussion/lecture After class meeting: Write up reflections on your activity.Part 3 (weeks 5-9) Methods of Teaching Read assigned readings and Teach each otherActive practice and • Cooperative learning and post reflections to listserv. assigned methods offeedback on design, peer collaboration teaching throughdelivery, and • Direct instruction Prepare summary of readings jigsaw activity.assessment of class • Problem-based learning for in-class discussion. (Jigsaw method

Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

plans and drafts, and engaging in one-to-one conversations with students aboutwriting. Key HIP characteristics of the writing intensive courses dovetail with the capstoneprojects but reinforce “interactions with faculty and peers about substantive matters” and“periodic, structured opportunities to reflect and integrate learning.” Students in the CapstoneCourses submit weekly reports (low-stakes writing) and a very detailed technical report at theend of the semester (high-stakes writing). They are required to work with tutors from the WritingCenter on their end-of-semester reports. They also receive feedback from faculty and otherstudents [14].Undergraduate ResearchAll BE-TEC students can participate in faculty-mentored undergraduate research