Implementation of a Virtual Job Shadowing Experience for STEM Students Participating in a Corporate-STEM Connection Program

Donald Visco; Nidaa Makki; Erin Stevic; Joshua Phillips; Laura Carey; Elle Bonnema

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Cooperative and Experiential Education Division Technical Session 2
Page Count: 12
DOI: 10.18260/1-2--40694
Permanent URL: https://peer.asee.org/40694
Download Count: 358

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Nidaa Makki is a Professor in the LeBron James Family Foundation School of Education at the University of Akron, with expertise in STEM Education. She has served as co-PI on several NSF projects, investigating STEM education interventions at the K-12 and undergraduate levels. She also has expertise as program evaluator for various STEM education programs, and has led teacher professional development in Physics Modeling, Engineering Education, and Problem Based Learning. Her research interests include teacher learning and practices in science education, engineering education, and student learning and motivation for STEM.

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Erin Stevic

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Joshua Phillips The University of Akron

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Joshua Phillips is a graduate student attending the LeBron James Family Foundation College of Education
at The University of Akron. He received his B.S. in geology from The University of Akron. He is currently obtaining his master's degree in education.

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Laura Carey The University of Akron

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Elle Bonnema

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Abstract

This evidence-based paper investigated the impact of a virtual job shadowing program on first-year university students’ retention in STEM majors, knowledge of STEM careers, and motivation to continue in STEM majors. Research shows that most students enter STEM majors with little knowledge of what a career in their specified major does. In order to address this problem, this study provided first-year students the opportunity to job shadow a near peer mentor who was participating in a cooperative education program. As a result of the impact of Covid-19 on intervention activities, the development of a virtual job shadowing experience for first-year students was designed and implemented. This paper outlines the details of implementation of such a virtual experience, the challenges encountered, and students' overall experience with the virtual program. The virtual shadowing experiences consisted of virtual meetings between the first-year student and a near peer mentor. During the meeting, the mentor and first-year student conversed about the company where the co-op student was working, major-specific coursework, career-related information, skills required by the profession, goal-setting strategies, and how to overcome challenges. The main questions investigated include: (1) what learning experiences were provided to first-year students?; (2) to what extent were students satisfied with their virtual shadowing experience?; (3) what strengths were identified to ensure implementation fidelity? and (4) what areas for improvement were identified to ensure the quality of the virtual learning experiences?

During the 2020-2021 year, 34 students participated in at least one virtual shadowing experience at one of 25 companies who participated in the program. Data collection included a survey completed by students before and after they had experienced the program, post program surveys by student mentors, and focus group interviews with first-year students. Results show overall positive experiences from the virtual program. Of those who responded to the survey regarding the virtual shadowing experience (n=28), 93% somewhat or strongly agreed that the experience met their expectations, 96% somewhat or strongly agreed that the experience allowed them to learn about industry, and 92% somewhat or strongly agreed that they would recommend the experience to others. In addition, 83% responded that they enjoyed their experience “a lot”. Results from the student survey also show 85% of students stated that the job shadowing experience makes them want to continue in their major. This paper addresses how the implementation can be improved and what services may need to be added for future virtual job shadowing experiences to improve students’ learning experiences in a virtual job shadowing program.

Citation
Format

Visco, D., & Makki, N., & Stevic, E., & Phillips, J., & Carey, L., & Bonnema, E. (2022, August), Implementation of a Virtual Job Shadowing Experience for STEM Students Participating in a Corporate-STEM Connection Program Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40694

TY  - CPAPER
AB  - This evidence-based paper investigated the impact of a virtual job shadowing program on first-year university students’ retention in STEM majors, knowledge of STEM careers, and motivation to continue in STEM majors. Research shows that most students enter STEM majors with little knowledge of what a career in their specified major does.  In order to address this problem, this study provided first-year students the opportunity to job shadow a near peer mentor who was participating in a cooperative education program. As a result of the impact of Covid-19 on intervention activities, the development of a virtual job shadowing experience for first-year students was designed and implemented. This paper outlines the details of implementation of such a virtual experience, the challenges encountered, and students' overall experience with the virtual program. The virtual shadowing experiences consisted of virtual meetings between the first-year student and a near peer mentor.  During the meeting, the mentor and first-year student conversed about the company where the co-op student was working, major-specific coursework, career-related information, skills required by the profession, goal-setting strategies, and how to overcome challenges. The main questions investigated include: (1) what learning experiences were provided to first-year students?; (2) to what extent were students satisfied with their virtual shadowing experience?; (3) what strengths were identified to ensure implementation fidelity? and (4) what areas for improvement were identified to ensure the quality of the virtual learning experiences? 

During the 2020-2021 year, 34 students participated in at least one virtual shadowing experience at one of 25 companies who participated in the program. Data collection included a survey completed by students before and after they had experienced the program, post program surveys by student mentors, and focus group interviews with first-year students. Results show overall positive experiences from the virtual program. Of those who responded to the survey regarding the virtual shadowing experience (n=28), 93% somewhat or strongly agreed that the experience met their expectations, 96% somewhat or strongly agreed that the experience allowed them to learn about industry, and 92% somewhat or strongly agreed that they would recommend the experience to others. In addition, 83% responded that they enjoyed their experience “a lot”. Results from the student survey also show 85% of students stated that the job shadowing experience makes them want to continue in their major. This paper addresses how the implementation can be improved and what services may need to be added for future virtual job shadowing experiences to improve students’ learning experiences in a virtual job shadowing program.


AU  - Donald Visco
AU  - Nidaa Makki
AU  - Erin Stevic
AU  - Joshua Phillips
AU  - Laura Carey
AU  - Elle Bonnema
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Implementation of a Virtual Job Shadowing Experience for STEM Students Participating in a Corporate-STEM Connection Program
UR  - https://peer.asee.org/40694
DO  - 10.18260/1-2--40694
ER  -