Characterizing engineering work in a changing world: Synthesis of a typology for engineering students' occupational outcomes

Magarian, James N.; Seering, Warren P.

doi:10.1002/jee.20382

Cited by 16 publications

(16 citation statements)

References 220 publications

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“…This illustrates how near‐peer mentors can operate as educators, even if their goal is not to teach, and challenges those selecting near‐peer mentors to be open to mentors from various backgrounds and interests. Considering engineering educator roles as possible career pathways for engineering students, is evidence of the complex and shifting meanings and possibilities for careers in engineering (Magarian & Seering, 2021).…”

Section: Discussionmentioning

confidence: 99%

Give and gain: Black engineering students as near‐peer mentors

Taylor

Mastrogiovanni

Lakin

et al. 2023

J of Engineering Edu

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Background: Engineering-oriented bridge programs and camps are popular strategies for broadening participation. The students who often serve as counselors and mentors in these programs are integral to their success.Purpose: Predicated on the belief that mentoring contributes to positive outcomes for the mentors themselves, we sought to understand how undergraduate student mentors approached and experienced their work with a 6-day overnight, NSF-sponsored youth engineering camp (YEC). This study was guided by the question: How did YEC camp counselors approach and experience their roles as mentors? Design/Methods: We conducted an exploratory qualitative study of four Black undergraduate engineering students' experiences with and approaches to nearpeer mentorship in the YEC program. Data consisted of transcripts from two postprogram interviews and one written reflection from each participant. We analyzed data through abductive coding and the funds of knowledge framework. Results: Through subsequent interpretation of code categories, we found YEC mentors: (1) engaged in altruistic motivations as YEC mentors, (2) leveraged previous experiences to guide their approaches to mentorship, and (3) engaged in self-directed learning and development.Conclusions: This study highlights the knowledge and strategies that YEC mentors drew upon in their roles, and how they sought and achieved various personal, academic, and professional benefits. Insights from this study illustrate how near-peer mentors can support their and others' engineering aspirations.

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Section: Discussionmentioning

confidence: 99%

Give and gain: Black engineering students as near‐peer mentors

Taylor

Mastrogiovanni

Lakin

et al. 2023

J of Engineering Edu

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“…In this changing world, engineering graduates need a lifelong learning mentality and skillset that will enable them to address complex sociotechnical challenges [17]- [19] and navigate an evolving labour system [20] [13]. The CEAB definition suggests that the purpose of a lifelong learning competency is to enable engineering graduates to "maintain their competence" and "contribute to the advancement of knowledge" [16] and does not clarify the bounds of the skillsets and knowledge advancement; do these apply to a graduate's technical discipline or specialization, or do they apply more broadly?…”

Section: Understanding and Fostering Lifelong Learningmentioning

confidence: 99%

“…Between the two participating departments, there was no statistically significant difference in graduation year mean or variation. The majority of respondents work in engineering or engineering-adjacent occupations [20] although 40.25% of respondents (161/279) do not have or plan to obtain professional engineering licenses. Demographic information and pre-university academic characteristics of the sample are summarized in Table 1.…”

Section: Sample Characteristicsmentioning

confidence: 99%

Survey Results: How Does Lifelong Learning Enable Alumni Careers?

Dawe

Romkey²,

Bilton³

2022

PCEEA

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This paper presents findings from an engineering alumni survey intended to understand the role of lifelong learning in graduates’ careers. It builds on prior work aiming to clarify how engineering programs should address the important but nebulous CEAB graduate attribute. By contrasting alumni responses to the existing graduate attribute definition, we find opportunities to reconsider and clarify how the lifelong learning attribute is conceptualized. Survey respondents (n = 279) came from two undergraduate engineering departments at our institution and graduated between 1991 and 2020 (i.e. 1-30 years after graduation). Overall, respondents rated “maintaining competence in the field associated with your undergraduate degree” and “contributing to the advancement of knowledge in the field associated with your undergraduate degree” as less important than factors related to developing competency and advancing knowledge in domains outside of their undergraduate degree fields. Learning from others, learning for the purpose of innovating, and learning to develop empathy and emotional intelligence were additional factors that are not inherent in the CEAB definition of lifelong learning. These findings have implications for accreditation and licensure body intentions as well as the content and pedagogy of undergraduate curriculum.

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“…Another major voice when it comes to literature on higher education is the industry. Literature in the industry space is concerned with the work readiness of graduates [22], the employability of graduates [23], and what career pathways look like for engineers [24]. Part of that perspective as well are standards and codes put by organizations tangential to both industry and higher education.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Students’ Perspectives on the Purpose of Engineering Higher Education in the US

Abdalla

Ashwin

Pitterson

2022

2022 IEEE Frontiers in Education Conference (FIE)

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This full paper builds on the work of the first author's PhD dissertation that explores undergraduate ChemicalEngineering students' perspectives on why they chose to enroll at a higher education institution in the US. The research brings together capabilities approach and engineering higher education literature in the aim of highlighting students voices. Current literature tends to discuss engineering as a profession, and the history of that profession, and less focused on the purpose of engineering as a degree in itself, which this work aims to change. Capabilities Approach framework, also referred to as the Human Development Approach is concerned with the question of what a person is able to do and be. It also provides a perspective on thinking about purpose of education in terms of instrumental, intrinsic, and social values.The paper draws on data from a larger project which is focused on the experiences of students studying Chemistry and Chemical Engineering in England, South Africa and the United States of America. We use some of the data from the Chemical Engineering students in the United States in order to explore students' perspectives on the purpose of enrolling in a higher education institution and obtaining an engineering degree. Each case is built around a higher education institution, whereas the embedded units of analysis focus on the students' narratives. The study particularly explores the phenomena from a longitudinal perspective by analyzing data from four different students from the time they enroll in those institutions to the time they graduate, summing up to a total of sixteen interviews. The paper particularly focuses on answering the following research question: RQ: What are the held perspectives of undergraduate Chemical Engineering students towards the purpose of higher education in the US? Primary results show a variety of perspectives and reasoning why students pursue an engineering degree. Conforming to societal expectations, securing a job, as well as learning and developing on personal levels all came up and will need to be further investigated. This research is set to address the problem of the neglect of the students' voices in the literature, and to address the lack of research on higher education within the engineering education space.

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Characterizing engineering work in a changing world: Synthesis of a typology for engineering students' occupational outcomes

Cited by 16 publications

References 220 publications

Give and gain: Black engineering students as near‐peer mentors

Give and gain: Black engineering students as near‐peer mentors

Survey Results: How Does Lifelong Learning Enable Alumni Careers?

Exploring Students’ Perspectives on the Purpose of Engineering Higher Education in the US

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