TY - GEN
T1 - Professional engineering pathways study
T2 - 2015 IEEE Frontiers in Education Conference, FIE 2015
AU - Brunhaver, Samantha
AU - Streveler, Ruth
AU - Carrico, Cheryl
AU - Matusovich, Holly
AU - Boylan-Ashraf, Peggy
AU - Sheppard, Sheri
PY - 2015/12/2
Y1 - 2015/12/2
N2 - This paper introduces the Professional Engineering Pathways Study (PEPS), a three-year study aimed at developing new understandings of early career engineering career preparedness and decision-making. The project takes a national perspective, drawing on data from six partner institutions across the U.S., and focuses specifically on engineering students' experiences, perceptions, and plans as they look toward their initial career steps. The project involves two critical elements. The research element uses a longitudinal, mixed-method approach to examine how engineering students explore, select, and prepare for their chosen careers. The community of practice element focuses on bridging research-to-practice by engaging administrators, faculty, and staff at the six partner institutions in data interpretation and dissemination activities. This research will help drive continuous improvement in engineering programs and universities. Preliminary results of the study will be presented at the conference.
AB - This paper introduces the Professional Engineering Pathways Study (PEPS), a three-year study aimed at developing new understandings of early career engineering career preparedness and decision-making. The project takes a national perspective, drawing on data from six partner institutions across the U.S., and focuses specifically on engineering students' experiences, perceptions, and plans as they look toward their initial career steps. The project involves two critical elements. The research element uses a longitudinal, mixed-method approach to examine how engineering students explore, select, and prepare for their chosen careers. The community of practice element focuses on bridging research-to-practice by engaging administrators, faculty, and staff at the six partner institutions in data interpretation and dissemination activities. This research will help drive continuous improvement in engineering programs and universities. Preliminary results of the study will be presented at the conference.
KW - cognitive information processing theory
KW - college-career transition
KW - community of practice
KW - decision-making
KW - expectancy value theory
KW - longitudinal
KW - mixed-methods
KW - preparedness
UR - http://www.scopus.com/inward/record.url?scp=84960470507&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84960470507&partnerID=8YFLogxK
U2 - 10.1109/FIE.2015.7344402
DO - 10.1109/FIE.2015.7344402
M3 - Conference contribution
AN - SCOPUS:84960470507
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2015 IEEE Frontiers in Education Conference
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 21 October 2015 through 24 October 2015
ER -