Developing an engineering leadership identity

Schell, William J.; Hughes, Bryce E.

doi:10.1002/yd.20484

Cited by 2 publications

(1 citation statement)

References 23 publications

(38 reference statements)

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“…As noted, the strength of these identity-forming strands correlates positively to self efficacy [20] which in turn supports motivation towards academics and career planning [13]. Furthermore, the training programs serve as examples of institutional supports, which further support professional identity and career development according to both Identity Trajectory Theory and SCCT.…”

Section: Discussion and Future Workmentioning

confidence: 99%

Evaluation of a Work-Integrated Learning Program for Undergraduate STEM Outreach Instructors

Romkey,

Munro,

Hall

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper describes and evaluates a comprehensive work-integrated learning program, developed and delivered by Actua, a Canadian National STEM organization. The program provides instructors with a variety of opportunities to improve their skills, career readiness, and their employer connections and networks. The program consisted of four sets of activities: (1) A set of skills-focused training modules to prepare participants for their more immediate STEM outreach work and longer-term work readiness; (2) Industry-Led Activities and Micro-experiences; (3) Short-term internships with industry partners; and (4) a Micro-Credentials pilot program in professional communications. The programs were evaluated using a comprehensive participant survey, alongside initiative-specific surveys and interviews to gather more precise feedback. Program evaluation demonstrated a strong positive impact on the professional skills, knowledge, confidence and workforce readiness of participating post-secondary students. This program provides a novel approach for work-integrated learning, in that it places more emphasis on the employment experience than is often the case in WIL programs -that is, it focuses as much on providing learning that enhances the work experience as it does on providing work experiences that enhance the learning experience. The paper draws from social cognitive career theory and identity trajectory theory to support the evaluation of work-integrated learning programming.

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Section: Discussion and Future Workmentioning

confidence: 99%