Collection

ASEE-NE 2022

Authors

Andrew Michael Seredinski, Wentworth Institute of Technology

class and offer a simple and quick opportunity for students to provide feedback on theirunderstanding [2].Exit tickets are widely used but have not been well-studied at the university level [3], asevidenced by their absence in the indices and in the discussion of formative assessment of asampling of post-secondary teaching texts [4-6]. Work in the past half-decade has begun toreverse this, e.g., with studies of student and faculty reflections on exit tickets [3], studies on exitticket impact for student focus and understanding [7], comparisons between exit tickets and otherformative assessment techniques [8], and implementation of gamified exit tickets [9]. Exit ticketshave been implemented across disciplines [3], including in STEM, but

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Jessica Martin, Baylor University; Jana Roste, Baylor University; Austin T. Smith, Baylor University; Shane Michael Meyer, Baylor University; Emma G Cartisano, Baylor University; Emily Sandvall, Baylor University; Andrea Pouso Morales, Baylor University

Tagged Topics

Diversity, Full Papers

, planned activities asthey articulated their definitions of involvement, a few—like Noah—explicitly describedinvolvement as something more abstract and informal: “Involvement. . .is being present. I thinkwhen I’m involved, it means I’m a part of the thing—a part of the places and the communitiesI’m in. So yeah, that that means being present to me.”Noah’s definition of involvement is particularly important since it reflects the reality of studentslived experiences. As we continued engaging students, it became apparent that theirinvolvement, as experienced and not just defined, extends beyond easily identifiable formalinvolvement opportunities. Informal group interactions—in dining halls, during student-initiatedstudy session, when walking together

Conference Session

NEE Technical Session - Assessment/Evaluation

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathan Washuta, The Citadel; Alyson Eggleston, The Citadel; James Righter, The Citadel; Robert Rabb, The Citadel

goals such as no poverty, zero hunger, and cleanwater and sanitation [7]. ASME contends that “mechanical engineering practitioners will need tobetter understand the global marketplace in terms of economics, user needs, values and culture[8].” Each of these reports highlights the growing responsibility of engineers to consider globalneeds and impacts in the design process. These broader implications of design solutions and changes to the responsibilities ofengineers are reflected in changes made in 2019 to the ABET Criteria for AccreditingEngineering Programs, which describe the criteria that must be met by all accredited engineeringprograms and help to guide the direction of engineering education [9]. Specifically, the StudentOutcomes

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville; Courtney Faber, University of Tennessee at Knoxville; Daniel Mountain

/TPTE 115 at the beginning and end of the semester. Participantswill also complete reflective journals (see Table 2) throughout the course and participate in semi-structured interviews at the end of the course.Table 2: Example Reflective Journal Prompts Reflective Journal Questions How do you view math, engineering, or science education differently from when you began this class? Has participating in this class changed your understanding of how to teach engineering? How? How has participating in this class impacted your confidence in your ability to teach math, science, or engineering in the future? What did you learn about yourself in this course? How would you describe engineering to a [elementary/middle/high] school student?Future Plans:The

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Artemio Cardenas, Pennsylvania State University; Maria Javiera de los Rios Escobar; Leticia Oseguera, Pennsylvania State University

Tagged Topics

Diversity

. Building on previous work, we use a dataset that includes engineering identity questionsmeasured when students were in the fall of their first year of college (collected prior to thepandemic) and re-administered to the same group of students during the fall of their second yearof study (collected during the pandemic). The survey included only those students who wereenrolled in the College of Engineering as engineering pre-majors. We hypothesize that, for acohort of college students, engineering identity will decrease after the onset of the pandemic,because such identity development is influenced by day-to-day interactions within students’engineering community and their reflections about these experiences (Carrino & Gerace, 2016).We also

Conference Session

Case Studies

Collection

2022 ASEE Zone IV Conference

Authors

Jonathan Verrett P.Eng., University of British Columbia, Vancouver; Siba Saleh, University of British Columbia, Vancouver

Tagged Topics

Conference Submission

(CEL) can be defined as a type of experiential learning wherestudents collaborate with members of the broader community in support of learning goals.Service learning can also be considered a type of CEL. One stakeholder framework for CELprojects in a university setting is that they serve three main stakeholders with these being thecommunity, students and the university. CEL should provide value to the community partners byproviding a benefit to their organization which can take a variety of forms. CEL should providestudents an opportunity to apply the skills they are developing to a meaningful project. In termsof the university curriculum, CEL should provide opportunities for engagement and reflection onlearning outcomes. The reflection piece

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Esther Tian; Daniel Showalter; Tara Kishbaugh; Scott Barge

healthcare clinical experiences, to reflect uponvocation choice, and to develop a more thorough understanding of professionalism in theirchosen field. While this new course met a general education requirement for the students, it wasnot required for any major. Almost every STEM scholar enrolled in the course, but virtually noothers. Because of this lack of student interest, the course was eliminated. The biology programdid create something similar for their majors. The goals of the STEM practicum (accomplished)were: ● Connect students with EMU STEM alumni and other STEM professionals, ● Tour / interact with local STEM industries and employers, ● Work with Career Services to develop a resume and cover letter, ● Prepare to apply for summer

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Zilles, University of Illinois at Urbana - Champaign; Ryan Ware; Megan Mericle; Paul Prior; John Gallagher, University of Illinois at Urbana - Champaign; John Popovics, University of Illinois at Urbana - Champaign; Lance Cooper; Celia Elliott, University of Illinois at Urbana - Champaign

, illustrate how discursive turbulence canbe generative. In our first semester of meeting weekly, as we were planning a survey ofengineering faculty, we spent many meetings discussing terms and concepts such as genre andprocess, trying to develop and articulate a common understanding. Reflecting on those meetings,several of us remembered not only how difficult it was to develop that shared understanding, butalso our surprise at how much sustained effort it took. During this period of learning howdifferent disciplinary groups described and practiced writing, we experienced discursiveturbulence. It was only with the shared understanding that resulted that we were able to envisiona truly transdisciplinary approach to improving writing skills in our

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Feil-Seifer; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

declining.Personal Experiences Shaping PerceptionsThroughout the interviews both participants spent a significant amount of time reflecting on theirown experiences with stress and mental health during their graduate programs. Rather thanpresent specific quotes, we have summarized these experiences to maintain a level of participantanonymity. One faculty member described significant concerns about money and significantrelationship issues during their graduate program. In contrast, the other faculty member describedphysical symptoms in the form of ulcers and migraine-like reactions as a result of the significantstressors of graduate school. Both participants described how these stressors and declines inmental health led to significant declines in their

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Widmann, California Polytechnic State University, San Luis Obispo; John Chen, California Polytechnic State University, San Luis Obispo; Jocelyn Gee; Melissa Melton; Nicholas Seah; Brian Self, California Polytechnic State University, San Luis Obispo

consisting of brief reflection and writing about one’svalues, followed one week later by a post-survey, and ending with a follow-on survey severalweeks later to test whether any resulting impacts were sustained. Students were randomlyassigned into one of three activities during the second week: the values affirmation exercise, achallenge exercise in which students reflected on the relative importance of the various GrandChallenges of Engineering, or a control in which they wrote about something they are lookingforward to in the upcoming academic year. Preliminary results are reported elsewhere at thisconference and a full analysis will be completed and reported in the future.Extracurricular ActivitiesExtracurricular activities are another aspect of

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Francesca Lopez

activity, concepts of implicit bias and stereotyping werediscussed during a lecture and then students were asked to discuss team member responsibilitiesfor upcoming team assignments, and to submit a list of responsibilities for each team member(week 4). These team responsibility discussions were repeated in class several times (weeks 5-12) during the semester. At the end of the semester (week 15), students were asked to reflect onteaming, the impact of bias and stereotypes on team responsibilities, and how they used and grewtheir assets during the course.Instruments: To examine the impact of the ABP activities, students were surveyed at thebeginning and end of the semester, using items from validated measures of sense of belonging,engineering

Conference Session

Faculty Development Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Deb Jordan, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Stephanie Cutler, Pennsylvania State University

; McTighe, 2007) process for course design and facilitation (Spiegel, 2017; Spiegel,Sanders & Sherer, 2018) as well as a continuous improvement model for instruction. Part of thisprocess emphasizes utilizing data and reflection to monitor and guide the efforts.The evaluation also serves as an external review for Our Center funders so they can see theprogress we have made with the resources. While we do not need to justify Our Center for theinstitution, we have found it helpful to have external evaluations to support claims of success andto note areas of needed enhancement to warrant new funds. We receive funding from theinstitution’s core budget (operating funds decided by the Senior Leadership Team), discretionaryfunds to support short-time

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Isabella Stuopis, Tufts University; Kristen Wendell, Tufts University

element of the LA model [3]. In manyinstitutions using the LA model, LAs are involved in the pedagogical training for just their firstsemester of practice. However, there may be benefits to providing sustained pedagogical trainingand reflection across multiple semesters of LA participation. Research is needed to explore theaffordances of mixed-experience pedagogical training for LAs.This study looks specifically at LAs within the mechanical engineering department at a smallprivate university in the northeastern US who participated in the program over two academicyears. A unique aspect of this department’s pedagogy seminar is that both veteran and noviceLAs took part in the pedagogy course. We, as the facilitators and program coordinators, began

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Lord, University of San Diego; Matthew Ohland, Purdue University at West Lafayette (COE); Richard Layton; Marisa Orr, Clemson University; Russell Long, Purdue Engineering Education; Joe Roy, American Society for Engineering Education (ASEE); Hayaam Osman, Purdue University at West Lafayette (PPI); Catherine Brawner

Duke University. She specializes in research and evaluation in higher education STEM disciplines with a particular focus on underrepresented groups.Richard A. Layton (Dr) Richard Layton is a data visualization consultant focusing on educational research. He designs exploratory data graphics to assist a research team in discovering the stories in quantitative data and preparing visuals in which the logic of the display reflects and supports the logic of the argument. He has facilitated numerous workshops on using R for data visualization. He received his BS (1991) in Engineering from California State University, Northridge and his MS (1993) and PhD (1995) in Mechanical Engineering from the University of Washington in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katrina Donovan, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Paula Jensen, Texas Tech University; Michael West, South Dakota School of Mines and Technology; Stuart Kellogg, South Dakota School of Mines and Technology

developed will be described in the following section. Finally, the critical elements of theprogram and the results will be examined.Engineering culture and demographicsA review of the relevant literature indicates that culture and educational experience often have amore significant impact than grades on retaining students in engineering. In 1997 Seymour andHewitt interviewed students who left engineering in seven different universities, including womenand minorities. Retention issues were noted because of "structures of educational experience andthe culture of the discipline (as reflected in the attitudes and practices of the Science, Mathematics,and Engineering faculty)" [4, p. 392], [5, p. 743].Shrein describes organizational culture as being

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Bradley Harris, University of Tennessee at Chattanooga

in constructing deep and accuratethreshold concepts, so we chose to frame the RET and the design of curricular materials usingthe PBL approach.We used the research-informed model for PBL instruction as described by the organizationPBLWorks (formerly the Buck Institute for Education) as “Gold Standard PBL” [10]. Thisapproach to PBL combines the most effective PBL practices in seven design elements thatshould be addressed in a PBL unit: (1) a challenging problem or question, (2) sustained inquiry,(3) authenticity, (4) student voice and choice, (5) reflection, (6) critique and revision, and (7) apublic product [10]. The template from PBLWorks (https://www.pblworks.org/) that ourparticipants used can be found athttps://my.pblworks.org/resource

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Vaden, University of Pittsburgh; Melissa Bilec, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Nave; Amy Landis; Kristen Parrish, Arizona State University

research hasindicated that instructors should create classroom environments that foster inclusivity andbelonging. However, there is a lack of specific guidance for how to create these environments,especially in engineering classrooms where much of the focus is on technical content. This studyis addressing this gap through developing and providing pragmatic, proven, and trusted practicesfor engineering faculty who are seeking to make their classrooms more inclusive environmentsfor all students. This research is informed by and aligned with the Theory of Change Model developed byHenderson, Beach, and Finkelstein which notes 4 categories of change strategies for highereducation: disseminating curriculum and pedagogy, developing reflective

Conference Session

Civil Engineering Division - The New Normal: Enduring Technology Improvements in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sotiria Koloutsou-Vakakis, University of Illinois at Urbana - Champaign; Christopher Tessum; Eleftheria Kontou; Hadi Meidani; Lei Zhao

correctly. Solved worksheet problems become available on Canvas as study material,soon after class. Summative assignments comprise of weekly homeworks, exams and anassigned team project. Homework and exam problems are randomized to minimize cheating[12].Here, we focus on the in-class student problem solving period. Our in-class worksheet approachis inspired by that described in [13] about self-regulated learning, even though we refer to asingle class session with short problems rather than bigger projects. English and Kitsantas [13]distinguish three phases in the classroom environment: problem launch, guided inquiry/solutioncreation and problem conclusion that correspond to three student processing phases: forethought,performance and reflection

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jay Wierer, Milwaukee School of Engineering

circuits course(s). Because mastery of each of thesefundamental concepts is essential for future courses, the use of standards-based grading (SBG) isappealing, as it measures proficiency on an objective-by-objective basis.SBG has been implemented in several fundamental undergraduate engineering courses, includingfluid mechanics [2], thermodynamics [3], signals and systems [4, 5], and software verification[6]. In electric circuits, other grading strategies and interventions have been used, such as usingteam-based learning [7], reflection and metacognition [8], and mastery-based grading [9]. Itshould be noted that, while SBG and mastery-based grading are quite similar approaches, onemajor difference in the author’s approach to SBG is that all-or

Conference Session

Engineering Libraries Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Wainscott, University of Nevada - Las Vegas

United States, the science, technology, engineering, and mathematics (STEM) professionsremain disproportionately white and male when compared with the overall population [1]. This is also thecase with higher education degree attainment [1]. Our university has one of the more diverse studentpopulations in the U. S. [2], and a stated commitment to social justice, equity, and inclusion [3].However, our faculty demographics reflect the national trends in the STEM professions. Thus, ourstudents may not see people like them represented in our faculty or their chosen professions. Representation does matter for college STEM students. STEM college students from historicallyunderrepresented gender and ethnic groups indicated that watching STEM

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Seyed Mohammad Seyed Ardakani

curiosity, connections,communications, and collaboration. Curiosity was assessed through problem selection,connections based on the style of the questions, communication from the written report, andcollaboration per students’ reflection on teamwork and whether they were able to teach and learnfrom their peers. Such games can be played again and again and provide the students with aunique experience to review the course content within the course.IntroductionDuring the COVID-19 pandemic, higher education institutions across the U.S. offered threetypes of classes in the fall semester of 2020: traditional in-person learning by taking thepreventive measures suggested by the U.S. Centers for Disease Control and Prevention (CDC)and local health

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Kristen Billiar, Worcester Polytechnic Institute; Jordan Jarrett, Colorado State University; David Knight, Virginia Polytechnic Institute and State University; Linda Vanasupa, Franklin W. Olin College of Engineering

and engineering technology students, faculty andadministrators in colleges of engineering and engineering technology, and P-12 parents andguardians. This paper focuses on the second of these three groups.To explain our rationale and goals for the ASEE Year of Impact on Racial Equity, we quotecontent from the Summer 2021 ASEE Prism article published: “In light of ASEE President Sheryl Sorby’s acceptance speech at the 2020 Annual Conference, in which she outlined a vision for ASEE and an engineering education experience that reflects more diversity and equity, as well as the societal momentum toward dismantling white supremacy and racism, it is time for a Year of Impact on Racial Equity. Many aspects of the current

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Katey Shirey, eduKatey LLC; Malinda Zarske, University of Colorado Boulder; Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University

’ reflective growth practices.Malinda S Zarske (Teaching Associate Professor) Dr. Malinda Zarske is the Chair of ASEE's Commission on P-12 Engineering Education. She is also a Teaching Professor in the Integrated Design Engineering program at the University of Colorado Boulder. She teaches undergraduate product design and core courses in engineering, as well as STEM education courses for pre-service teachers and professional development around equitable STEM teaching for inservice teachers.Elizabeth Litzler (Director) Elizabeth (Liz) Litzler, Ph.D., is the Director of the Center for Evaluation & Research for STEM Equity (CERSE) at the University of Washington (UW) and an Affiliate Assistant Professor in UW Sociology. She

Conference Session

Capstones and Economics

Collection

ASEE Southeast Section Conference

Authors

Gang Liu, University of Pittsburgh at Bradford

Tagged Topics

Professional Engineering Education Papers

, 16701AbstractCapstone design projects serve as the final opportunity for the senior students to apply theknowledge and skills they have learned in their college programs, and practice team spirit,communication skills, and project management skills to provide practical solutions to engineeringchallenges. It’s the best reflection of how well the current university curricula match industrialneeds. The present paper focuses on discussing the most common gaps between modernundergraduate curricula and the actual requirements of the industry and explores the reasonsbehind those gaps. The discussions are inspiring for curriculum design and development in thefuture to match the fast-shifting industrial needs in the real world.KeywordsCapstone projects, Curricula

Conference Session

Classroom Skills

Collection

ASEE Southeast Section Conference

Authors

M. A. Karim P.E., Kennesaw State University

Tagged Topics

Professional Engineering Education Papers

effect of in-class problem-solving activities. Negative to flat correlations were observed among the perception scenarios(tests reflected with materials covered as well as course content and course outline) and weightedaverage GPA, whereas a positive correlation was observed between in-class problem-solving andweighted average GPA. Although statistical differences were not significant, students’ perceptionsand attitudes were positive and indicated the effectiveness of in-class problem-solving activitiesin improving the overall performance.Keywords: Perception, attitude, in-class problem-solving, performance improvement,engineering educationIntroductionIn-class problem-solving, other way it can be designated as active learning is one

Conference Session

Using Research in Engineering Ed

Collection

ASEE Southeast Section Conference

Authors

Adeel Khalid, Kennesaw State University

Tagged Topics

Diversity, Professional Engineering Education Papers

disciplines, including undergraduate freshmen all the way to seniorstudents. They are taught the research methods and processes and apply those techniques on areal-world project. Senior students also serve as mentors to junior students.Literature Review & MethodologyResearch shows that students actively working on hands-on engineering projects learn above andbeyond the traditional classroom instruction. Kokotsaki et. al. [1] indicate that active student-centered form of instruction leads to student autonomy, constructive investigation, goal-settingcollaboration, and enhanced communication skills. Projects like this also address a wider set oflearning styles, promotes critical and proactive thinking, and reflection. Mills et. al. [2, 8] arguethat

Conference Session

Gamification

Collection

ASEE Southeast Section Conference

Authors

John David O’Brian III, Mississippi State University; Sara C. Vick, Mississippi State University; Nazanin tajik, Mississippi State University

Tagged Topics

Professional Engineering Education Papers

DiscussionThere were 136 responses collected. The participants broadly reflect the demographics of thesampled population in terms of age (M = 21.2, SD = 5.3), race (78.7% White or Caucasian, 8.8%Black or African American, 12.5% other), and gender identity (58.1% male, 38.2% female, 3.7%nonbinary). With regards to classification, 35.3% of respondents were underclassmen (freshmenor sophomores) and 64.7% of students were upperclassmen (juniors, seniors, and 5+ year seniors).A breakdown of degree program representation overall and by gender is presented in Table 1. © American Society for Engineering Education, 2023 2023 ASEE Southeastern Section ConferenceTable 1: Degree program breakdown

Collection

2023 Rocky Mountain Section Conference

Authors

Daniel Godrick; Angela Bielefeldt; Rachel Sharpe

. However qualitative studentexperience showed a different clear favorite: the in-person Arduino-robot. As the students usedthe Arduino-robots, there was a clear joy that was absent or reduced during the peg-board andvirtual lab. During the semester with hybrid learning, 23 out of 35 (66%) student reflections saidthe in-person labs were a highlight of the course. These findings replicated findings from otherimplementations of the course where students indicated a preference for hands-on labs [6]. Several of the students specifically pointed to the robot lab, captured with this reflection:“With online lectures and labs, it can all get a bit boring, however, when I am actually applyingwhat I learned in lecture to something I can touch with my

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Susan E. Walden, University of Oklahoma; Randa L. Shehab, University of Oklahoma; Casey Violette Haskins, University of Oklahoma; Brian M McSkimming, University of Oklahoma; Jahnavi Dirisina, The University of Oklahoma; Jude A. Okolie, University of Oklahoma; Javeed Kittur, The University of Oklahoma; Allison Quiroga, University of Oklahoma

Tagged Topics

Full Papers

grade to start college strongly.Many courses that these Catalyst Scholars have taken before or will take in their college careerare lecture-based – watching someone else perform mathematics and problem solving for them,describing each step, variable and reflective process. This does not allow them to createnecessary connections to their personal experiences [5] or work with each other to help createsatisfying moments [6] – both contributors to successful learning [7]. Therefore, Math Catalyst issteeped in group work on solving engineering applications of mathematics they have seen beforeor are currently seeing in their mathematics course. Each class unit begins with a newengineering or science context, definitions, or reminders of mathematical

Conference Session

S6A: Full Papers - Out with the Old, In with the New

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Muzammil Arshad, Texas A&M University; Mamoona Muzammil, University of Texas Rio Grande Valley

Tagged Topics

Full Papers

TikTok videos for the labs.This idea proved very beneficial and motivated students to learn the lab material effectively. Thismethodology was most effective in motivating the students and capturing student attention.Figure 1. Improved course structure initially designed and employed at Texas A&MUniversity for engineering courses [1], now extended to other STEM courses in Chemistryat University of Texas Rio Grande Valley (UTRGV)2.4 Data AnalysisAutoethnography [12] is a tool used as a self-reflection for recognition and documentation ofpersonal experiences. The above study utilized an autoethnographic approach to understand theresults obtained. The following questions were used to understand the results and answer thecomplexity of an