Transitioning from University to Employment in Engineering: The Role of Curricular and Co-curricular Activities

Kovalchuk, Serhiy; Ghali, Mona; Klassen, Mike; Reeve, D. W.; Sacks, Robin

doi:10.18260/1-2--29043

Cited by 25 publications

(29 citation statements)

References 18 publications

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Section: Resultsmentioning

confidence: 99%

“…More surprisingly, we found most teams indicated they would be interested in formal training for these skills, which highlights an unmet demand that can be understood through the lens of Bourdieu's concept of social capital. 49,50 Kovalchuk et al (2017) explored how co-curricular activities were sites where students could slowly accrue and transform cultural-educational capital (i.e., knowledge, skills, and experiences) and social capital (i.e., connections and relationships) into economic capital (i.e., improved job prospects, employment). Since iGEM is both co-curricular and extra-curricular, students have several chances to generate economic capital because they can apply what they learn from class in multi-faceted iGEM project activities destined to be presented to an international audience where their networks can be expanded.…”

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confidence: 99%

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Challenges in Undergraduate Synthetic Biology Training: Insights from a Canadian iGEM Student Perspective

Diep¹,

Boucinha

Yeung

et al. 2020

Preprint

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The last two decades have seen vigorous activity in synthetic biology research and ever-increasing applications of synthetic biology technologies. However, pedagogical research on synthetic biology is scarce, especially when compared to some scientific and engineering disciplines. Within Canada, there are only three universities that formally teach synthetic biology programs; two of which are at the undergraduate level. Many Canadian undergraduate students are instead introduced to synthetic biology through participation in the annual International Genetically Engineered Machine (iGEM) competition where they work in design teams to conceive of and execute a synthetic biology project that they present at an international jamboree. We surveyed the Canadian landscape of synthetic biology education through the experience of students from the Canadian iGEM teams of 2019. Using a thematic codebook analysis, we gathered insights to generate recommendations that could empower future iGEM team operations and inform educators about best practices in teaching undergraduate synthetic biology.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Challenges in Undergraduate Synthetic Biology Training: Insights from a Canadian iGEM Student Perspective

Diep¹,

Boucinha

Yeung

et al. 2020

Preprint

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“…At the Troost Institute for Leadership Education in Engineering (Troost ILead) we have been actively engaged in developing the leadership capacity of engineers since 2002. Through leadership programming activities-both curricular and co-curricular [1,2], classroom and workplace research projects [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18], and our industry-university Community of Practice we work towards our vision of 'engineers leading change to build a better world.' Programming for students is delivered through 15 high-demand courses, a range of co-curricular initiatives and by integrating leadership learning into core courses across the Faculty.…”

Section: Introductionmentioning

confidence: 99%

Engineering Leadership Education: Catalyzing Long-Term Personal and Professional Growth

Simpson

Reeve

Rottmann

et al. 2019

PCEEA

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The Troost Institute for Leadership Education in Engineering (Troost ILead) has been actively engaged in developing the leadership capacity of engineers since its inception of 2002. Through a suite of leadership programming—both curricular and co-curricular, a robust research team, and our active industry-university Community of Practice we work towards our vision of engineers leading change to build a better world.’ After 16 years of dedicated work, we conducted a mixed method study to discover and understand the lasting impact of our work. 806 alumni responded to our survey and 25 interviews were conducted. This study provides evidence that engineering leadership programming can and does catalyze long-lasting personal and professional growth for undergraduate and graduate students. This paper presents our findings and the implications for engineering leadership education.

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“…Involvement has been shown to support students' persistence in engineering by supporting sense of belonging [8], supporting goals and integration [47], [48], and helping develop emergent resistant capital toward success in engineering [7]. Additionally, experiential learning through student organization involvement can introduce students to the engineering profession prior to full-time employment and help these students formulate career plans and prepare for their transition to the workforce [10], [11]. These pre-graduation socialization experiences can inform students' expectations and perceptions of engineering careers [6].…”

Section: Professional Development Outcomes Associated With Student Ormentioning

confidence: 99%

“…Experiential learning through student organization involvement provides an avenue for students' professional development in preparation for their transition to the workforce. Extracurricular involvement connects students to networks of peers and mentors [7], [8], can increase students' sense of belonging in their discipline [8], [9], and provides socialization experiences that inform career planning and development [10], [11]. Student organization involvement can provide opportunities for students to tailor their educational experiences to their personal interests and career aspirations.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Experiential Learning on Student Professional Development: A Literature Review

Johnson¹,

Main²

2020 ASEE Virtual Annual Conference Content Access Proceedings

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This literature review examines the influence of experiential learning through student organization involvement on students' professional development and career expectations. Prior to students' transition into the workforce, their socialization into the engineering profession can be shaped by involvement in experiential learning, including student organizations. Previous research has established a breadth of benefits of involvement in student organizations, yet the mechanisms of its influence are less clear, as are the types and extent of involvement that lead to such benefits. Thus, the objective of this review is to further investigate how involvement has been measured and conceptualized in research studies, with a focus on the differential effects of involvement amongst different student populations. This paper investigates the following research questions: (1) How have forms of involvement been measured and conceptualized in studying the impact of undergraduate students' out-of-class experiences on their professional development; (2) what mechanisms have been proposed to explain the impact of experiential learning in student organizations on students' professional development; and, (3) how do participation rates and effects of experiential learning vary across different undergraduate engineering student populations (e.g., gender, race/ethnicity, discipline, socioeconomic status)? Employing a narrative literature review approach, this paper synthesizes current research in engineering education and higher education on experiential learning for undergraduate students, and proposes areas for future research. This review illustrates the challenges in measuring aspects of student involvement, suggesting salient characteristics of involvement that future research might investigate, and identifies types of mechanisms that have been attributed to the influence of involvement, including developing skills, networking with peers, fostering sense of belonging and identity, and encouraging career-related reflection. This review provides insight into the nuance of the breadth of students' experiences in student organizations to inform future work examining the contextual influence of experiential learning on engineering students' professional development. Research Questions The following research questions guided our review: RQ1: How have forms of involvement been measured and conceptualized in studying the impact of undergraduate students' out-of-class experiences on their professional development? RQ2: What mechanisms have been proposed to explain the impact of experiential learning in student organizations on students' professional development? RQ3: How do participation rates and effects of experiential learning vary across different undergraduate engineering student populations (e.g., gender, race/ethnicity, discipline, socioeconomic status)? Methods This literature review employs a narrative literature review approach to synthesize research in engineering education and higher education on experiential learning for unde...

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Transitioning from University to Employment in Engineering: The Role of Curricular and Co-curricular Activities

Cited by 25 publications

References 18 publications

Challenges in Undergraduate Synthetic Biology Training: Insights from a Canadian iGEM Student Perspective

Challenges in Undergraduate Synthetic Biology Training: Insights from a Canadian iGEM Student Perspective

Engineering Leadership Education: Catalyzing Long-Term Personal and Professional Growth

The Influence of Experiential Learning on Student Professional Development: A Literature Review

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