July 26, 2021
July 26, 2021
July 19, 2022
College Industry Partnerships
It is hard to deny the importance of experiential learning through internships in engineering education. Likewise, students may also benefit from professional experiences that are not traditional internships. From shadowing, to full-blown hands-on internships, experiential learning provides students with the ability to see the theory beyond classrooms, to learn to efficiently practice their art, develop transferable skills, and add further value to their academic career. Engineering educators, and engineering industry leaders, have long recognized the value of and the need for “practice ready” graduates. Today, as the world grapples with the work-from-home and social distancing guidelines necessary to slow the spread of COVID-19; we are in need of “practice ready” graduates more than ever before. The degree to which engineering graduates are prepared to perform on the job can be further improved by establishing strong and effective college-industry partnerships that develop meaningful and diverse professional experiences. The value of these experiences, resultant of strong college-industry partnerships, include but are not limited to: refining and expanding students’ professional identity, practice readiness, and improving resilience. In this paper, we considered professional experiences from the students’ perspective. The data were collected by conducting an online survey of all engineering students in the XX College of Engineering. The survey was scoped to identify the plethora of current experiences of students, explore related major duties and responsibilities, the types of support mechanisms provided to them, and self reported holistic competencies. This paper investigated to what extent these experiences shaped students’ professional identities, practice readiness, and motivated them to persevere through their studies. In addition, we gained knowledge on how network engagement can be utilized to continuously improve engineering education to strengthen the competence of participating students. The findings of this work close-the-loop, and can be utilized to improve the activities of engineering career development offices across the world.
Ozis, F., & Winfree, K. N., & Glass, E. (2021, July), To Infinity and Beyond: Boosting URM Students’ Career Trajectories Through Professional Experiences Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37913
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