June 24, 2019
June 24, 2019
June 28, 2019
Whether they choose to pursue graduate school or employment, many students entering their senior year of college are faced with completing applications for post-graduation experiences. An essential component of any application is a student’s resume. In an effort to support students in creating strong resumes we developed a professional development seminar and a one on one advising intervention for undergraduates participating in a ten-week engineering summer research program. All twenty-six rising seniors who submitted a resume as part of their application to the 2016 summer program were included in this study. Initial resumes were scored using a five-point scale and the thirteen students with the lowest scores were invited to a thirty-minute one on one advising session. Of these thirteen students, eleven chose to participate. During the resume advising session students were provided with customized advice addressing particular points on their resumes and given an opportunity to ask questions. All students in the summer research program then engaged in a ninety-minute professional development seminar focused on creating effective academic resumes. After the seminar students were required to submit a new version of their resume. All new resumes were rescored using the same five-point scale. Resumes from students who participated in one on one advising sessions were then compared to resumes from students who did not receive individual advising. The results showed improved resume scores for the majority of students, both those who received individual advising and those who did not. However, four students, none of whom received individual advising, did not improve their resume scores. Interestingly, all students who engaged in one on one advising and submitted new versions of their resumes showed improvement.
Hill, C., & Luchini-Colbry, K. (2019, June), Benefits of One-on-One Resume Advising for Undergraduate Engineering Students Participating in a Summer Research Program Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27654
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015