Collaborative Research: Engineering Pathways Study: The College-Career Transition Informing Educational Practice

合作研究：工程途径研究：大学职业转型指导教育实践

• 批准号: 1022644
• 负责人: Sheri Sheppard
• 金额: $ 19.58万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1022644&HistoricalAwards=false
• 关键词: Collaborative; Research; Engineering; Pathways; Study

This project is a two-year engineering pathways study that is extending research findings from the NSF funded Center for the Advancement of Engineering Education's (CAEE's) Academic Pathways Study (APS). The APS conducted a series of longitudinal and cross-sectional studies of undergraduate engineering students' learning experiences and their transition to the workplace. In this project, the experiences of early career professionals (ECPs) are being studied in order to better understand what educational institutions and employers can do to facilitate the transition from engineering student to practicing engineering professional. More specifically, the project is conducting a mixed-method study of two research questions: (1) What factors or combinations of factors facilitate the transition of ECPs into a professional culture, and their conceptions of and preparation for their specific professional careers? (2) How, and to what extent do the factors that influence the professional development of ECPs contribute to their future careers? The proposed research is grounded in social cognitive career theory that has been shown to be a useful framework for exploring engineering career persistence. The project includes a rigorous evaluation plan coordinated by an independent evaluator to monitor the progress of the project and to study evaluation research questions about the integration of the APS results and the impact of collaboration.

该项目是一项为期两年的工程途径研究，扩展了NSF资助的工程教育促进中心（CAEE）学术途径研究（APS）的研究成果。 APS对本科工程专业学生的学习经历及其向工作场所的过渡进行了一系列纵向和横向研究。 在这个项目中，正在研究早期职业专业人员（ECP）的经验，以更好地了解教育机构和雇主可以做些什么，以促进从工程专业学生到实践工程专业的过渡。 更具体地说，该项目正在进行两个研究问题的混合方法研究：（1）什么因素或因素的组合促进了ECP向专业文化的过渡，以及他们对特定职业生涯的概念和准备？ (2)影响ECP专业发展的因素如何以及在多大程度上有助于他们未来的职业生涯？ 建议的研究是基于社会认知职业生涯理论，已被证明是一个有用的框架，探索工程职业生涯的持久性。 该项目包括一个严格的评估计划，由一名独立的评估员协调，以监测项目的进展情况，并研究有关APS结果的整合和合作的影响的评估研究问题。