Though the remote internship is certainly not a new phenomenon, the COVID-19 pandemic has accelerated the growth of this model for undergraduate experiential learning. As we consider this shift, we must evaluate how to best assist students completing remote internships. In this article, we argue that infrastructure offers a useful framework for understanding students’ internship experience and corresponding professionalization. We present two case studies of student remote internship experiences, analyzing areas of challenge and success through the infrastructural areas of writing projects, communication, and logistics. We offer recommendations for faculty working with remote student interns to promote positive learning experiences.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Resume preparation is a common activity within technical writing classes, but the advent and increased use of resume profile and job-hunting sites, such as Indeed.com, require instructors and researchers to re-think common practices in the teaching of resume writing, particularly for writing instructors with limited disciplinary experience. Prior research for conventional resumes has quantified the disciplinarity of resumes as a function of resume quality using metrics of disciplinary discourse density, which may be useful in analyzing online resumes profiles. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. How do online engineering resume profiles demonstrate disciplinarity? 2. What formatting and stylistic conventions are observed within engineering resume profiles? 3. How do rhetorical disciplinarity and conventions vary with resume profile quality? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Although past efforts have examined the resume as a critical genre for entering a professional setting, few researchers have sought to interpret the relationships between discursive and stylistic expectations and quality in online resume profiles, while also accounting for aspects of disciplinarity. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</b> This study compares engineering (all disciplines) resume profiles from Indeed.com with a corpus of conventional engineering resumes through qualitative genre analysis and quantitative methods for calculating disciplinary discourse density. We also characterize stylistic and rhetorical conventions for resume profiles, and statistically compare these facets as a function of resume quality. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results and conclusion:</b> Results determined that discursive strategies were significantly different between strong, moderate, and weak engineering resume profiles. Qualitative analysis captured differences in style and form that were also statistically linked with quality. Based on our results, we call for further investigation into resume profiles and reconsideration of current pedagogical approaches.

This article calls for an expansion of the inquiry methods used to explore rhetorical education during the Americanization movement of the early twentieth century. It offers the methodology of administrative history as an approach to help scholars gain perspective on why and how local programs were developed and implemented from the perspective of administrators and participants. This approach enables a more robust understanding of not only the complexity of Americanization programs but also the diversity of approaches that were employed.

Background: Undergraduate engineering students often receive insufficient support when crafting résumés. Most notably, there is often a lack of disciplinary-specific instruction and a lack of emphasis on the persuasive function of résumés. Ultimately seeking to strengthen instructional materials, this study investigates a way to quantify the quality of engineering résumés, focusing specifically on the use of disciplinary discourse. Research questions: How do engineering résumés exhibit disciplinary discourse? How can disciplinary discourse be quantified as a way of promoting strong engineering résumé writing and professional development skills? Literature review: This project builds on research exploring the qualities of effective résumés. It extends on work establishing disciplinary differences in desired résumé qualities, as well as work characterizing résumé writing as an opportunity for professional identity development. Grounded in activity theory, this project seeks to elucidate the “rules” of effective engineering résumés at the lexical level. Methodology: This project analyzed a corpus of 31 engineering résumés through both qualitative and quantitative means. Résumés were initially ranked via a rubric, then coded for disciplinary discourse according to the American Association of Engineering Societies' Engineering Competency Model. Disciplinary discourse scores were then analyzed through descriptive statistics. Results and conclusion: Significant differences in the use of disciplinary discourse were found among strong, moderate, and weak résumés. Though these results are not generalizable due to the small corpus size, they indicate that disciplinary discourse may be a fruitful area for future research on résumés and the development of pedagogical materials.