Defining, Measuring, and Recording Professional Skills: An Explication of a Professional Skills Certification Framework and Assessment Rubric
- Conference
- Location
-
Portland, Oregon
- Publication Date
-
June 23, 2024
- Start Date
-
June 23, 2024
- End Date
-
July 12, 2024
- Conference Session
-
Continuing Professional Development Division (CPD) Technical Session 1
- Tagged Divisions
-
Continuing, Professional, and and Online Education Division (CPOED)
- Tagged Topic
-
Diversity
- Permanent URL
-
https://peer.asee.org/47113
Paper Authors
Mary Grace Golden Purdue University
Mary Grace Golden is a second-year master's student at Purdue University in the Brian Lamb School of Communication specializing in organizational communication.
Emeline Anne Ojeda-Hecht Purdue University
Emeline Ojeda-Hecht is a Postdoctoral Research Assistant in the department of Technology Leadership & Innovation at Purdue University where she serves as a mixed methods expert for the Scalable Asymmetric Lifestyle Engagement (SCALE) project. In this role, Emeline conducts microelectronics engineering workforce needs assessments to uncover issues and bolster the ecosystem of partners within academia, defense, government, and industry. Her research interest include organizational communication, in the context of technology’s influence on workplace experiences.
Savannah Meier Purdue University
Savannah Meier is a first-year PhD student in the Brian Lamb School of Communication at Purdue University. Her research interests include the intersection of organizational and risk communication.
Eric Holloway
Purdue University
orcid.org/0000-0002-0343-1709
Prof. Eric Holloway currently serves as a Professor of Engineering Practice in the School of Mechanical Engineering at Purdue University. He also holds a courtesy faculty appointment in the School of Engineering Education. His research focuses on assessment development and the professional formation of students.
Jennifer S. Linvill Purdue University
Dr. Jennifer S. Linvill is an Assistant Professor in the Department of Technology Leadership & Innovation at Purdue University. Her research examines organizational challenges related to future work and learning, specifically within the context of workforce development. Her research portfolio focuses on workforce development through the lens of the changing nature of work and is strategically designed to address organizational challenges by providing novel solutions through an interdisciplinary approach. Notably, Dr. Linvill is a Co-Principal Investigator on the SCalable Asymmetric Lifestyle Engagement (SCALE) Production Proposal, funded by the Department of Defense, with colleagues in Purdue’s College of Engineering. The project focuses on developing a scalable and sustainable workforce development program for microelectronics that will serve as a model for other workforce development efforts (i.e., artificial intelligence, hypersonics). In this role, she examines organizational and leadership issues that span across an ecosystem of partners within the following areas: defense, government, industry, community colleges, and universities. Her work has been presented at national and international conferences and has been published in peer-reviewed journals.
Abstract
The lack of professional skills in engineers, a skill gap long recognized by employers, has created a demand for student development processes that facilitate the acquisition of technical and professional skills. In contrast to typical course-based learning, technical and professional skills are best acquired through experiential learning activities such as internships, research projects, and other co- and extracurriculars. The purpose of this paper is to explicate the development of a professional skills certification framework for undergraduate students in a microelectronics engineering workforce development program and creation of the mechanism(s) to assess professional skill development. The framework facilitates students’ acquisition of professional skills through experiential learning as viewed through the overarching theoretical lens of both social cognitive career theory and self-determination theory. The certification framework, rubric, and assessment development are described and the implications are discussed.
Golden, M. G., & Ojeda-Hecht, E. A., & Meier, S., & Holloway, E., & Linvill, J. S. (2024, June), Defining, Measuring, and Recording Professional Skills: An Explication of a Professional Skills Certification Framework and Assessment Rubric Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47113
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: © 2024 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