Using Social Cognitive Career Theory to Assess Student Outcomes of Group Design Projects in Statics

Atadero, Rebecca A.; Rambo‐Hernandez, Karen E.; Balgopal, Meena M.

doi:10.1002/jee.20063

Cited by 72 publications

(31 citation statements)

References 36 publications

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“…The development of these components of professional responsibility may be the key to how competitions or service learning may extend project-and problem-based curricular learning. Project-based learning supported the development of understanding project goals and the relationship to project outcomes (Atadero, Rambo-Hernandez, & Balgopal, 2015). Engineering competitions may provide a more intense experience than classroom projects that contributed to the more sophisticated nuances discussed by students in this study.…”

Section: Discussionmentioning

confidence: 81%

Engineering Competitions as Pathways to Development of Professional Engineering Skills

Bland

Kusano

Johri

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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In this paper we present preliminary findings from a research project aimed at identifying learning outcomes in informal environments. We focused on engineering competitions which have gained momentum across a range of engineering disciplines. Increasingly, students are participating in design competitions that range anywhere from multi-year activities such as Concrete Canoe and Formula SAE to short term activities such as one day competitions or Hack-a-thons. Although competitions are becoming popular, there is little research on what students learn through their participation in these events. Proponents of competitions argue that these activities provide students the opportunity to apply both technical and professional skills and knowledge to a practical or applied problem and through their participation improve their skills or knowledge, i.e. learn. To empirically examine this issue we conducted a qualitative study in one engineering competition. We examined students' experiences of developing professional skills. The purpose for this study was to understand how students conceptualized professional skills as they engaged in the competition. Findings indicated that professional responsibilities were discussed most often as cognitions, behaviors, and dispositions. We organized these into three broad categories: self-management, task management, and team management, which can be used as a framework for future research. By providing students the opportunity to own the problem and its outcomes, engineering competitions can empower students to think like, act as, and become professional engineers.

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Section: Discussionmentioning

confidence: 81%

Engineering Competitions as Pathways to Development of Professional Engineering Skills

Bland

Kusano

Johri

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…SCCT has been used to explore students' interest in pursuing an engineering major (e.g., Lent et al 2005), engineering student retention (e.g., Atadero, Rambo-Hernandez, & Balgopal, 2015), engineering alumni's career choices (e.g., Brunhaver, 2015), and the retention of women engineers in the workforce (Fouad & Singh, 2011;Singh et al, 2013). In the EMS, SCCT was used to develop and explore the relationships between the measures of innovation attitudes, interests, and goals which in turn, has informed our current investigation of career certainty and indecision (Gilmartin et al 2017).…”

Section: Design Of the Survey Instrument And Datasetmentioning

confidence: 99%

Career Certainty: Differences Between Career Certain and Uncertain Engineering Students

Schadl

Sheppard

Chen

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University. Her current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) redesigning the traditional academic transcript.c American Society for Engineering Education, 2017 Career Certainty: Differences between career certain and uncertain engineering students AbstractTo gain a deeper understanding of the career decisions of undergraduate engineering students, this research paper explores the differences between students who show a high degree of career certainty and those who are rather uncertain about what their professional future should look like. These analyses were based on a dataset from a nationwide survey of engineering undergraduates (n=5,819) from 27 institutions in the United States. The survey was designed with an interest in understanding engineering students' career pathways. For the purpose of this study, students were designated as either "career uncertain" or "career certain" according to their survey answers. Those two groups were then compared against a variety of background characteristics, past experiences and personality variables.The results suggest that career uncertain and career certain students do not differ on background variables such as gender, age or family income. However, when it comes to students' past experiences, the percentage of students who had already gained internship experiences during their time in college was significantly higher among career certain students as compared to career uncertain students. As expected, seniors were more certain about their professional future than juniors. Similarly, a higher percentage of career certain students reported talking about their professional future with other students or faculty members more frequently. Furthermore, career certain students were significantly more likely to show a higher level of innovation self-efficacy and engineering task self-efficacy. In addition, career certain students were more likely to have career goals that involved innovation and they also considered several job characteristics as more important than did uncertain students. On average, career certain engineering students were also more certain about staying in engineering one, five and ten years after graduation.Overall, the results of this research suggest that more hands-on experiences and fostering stronger beliefs in their engineering skills can contribute to undergraduates becoming more certain about their future professional careers.

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“…Lent and colleagues have shown that SCCT can successfully describe this choice process in many types of post secondary students, engineering students in particular [15][16][17][18] .…”

Section: Making a Career Choice: Social Cognitive Career Theory As A mentioning

confidence: 99%

Starter or Joiner, Market or Socially-Oriented: Predicting Career Choice Among Undergraduate Engineering and Business Students

Lintl¹,

Qu²,

Gilmartin³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Using Social Cognitive Career Theory to Assess Student Outcomes of Group Design Projects in Statics

Cited by 72 publications

References 36 publications

Engineering Competitions as Pathways to Development of Professional Engineering Skills

Engineering Competitions as Pathways to Development of Professional Engineering Skills

Career Certainty: Differences Between Career Certain and Uncertain Engineering Students

Starter or Joiner, Market or Socially-Oriented: Predicting Career Choice Among Undergraduate Engineering and Business Students

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