Learning Ethnographies of New Engineers: A New Approach to Understanding the Transition from School to Work

这项合作研究旨在开发一个详细的，经验为基础的理解新的工程师从学校到工作场所的过渡，从而确定本科教育和工程专业实践之间的连续性和不连续性。该研究建立在NSF资助的研究基础上，由两名研究人员通过本科工程经验跟踪工程专业学生;该项目代表了改善工程教育和在STEM工作场所学习等被忽视领域进一步开展学习科学研究的下一步。在这个项目中研究的工程师将是最近的毕业生，从他们的机构，并在经济上重要或扩大工程部门的学生采取典型的职位。 核心方法将是学习民族志，这是一种创新的方法，使用民族志实地考察来发现这些新工程师需要学习什么，他们如何学习，他们似乎从以前的教育经验中适应或使用什么，以及这些对他们的工作场所参与和发展身份的影响。 学习民族志将为研究的两个进一步方面奠定基础：将工作场所的实践与这些工程师的本科课程进行比较，以及将民族志研究结果推广到更广泛人群的调查。 将对妇女和代表性不足的少数群体成员进行过度抽样，以提供比较分析的基础，目的是了解这些群体成员在进入工作场所时可能面临的独特经历和挑战。 学校和工程工作之间缺乏连续性往往是注意到的，但不匹配的细节没有得到充分的理解，以有效地通知实践;这项研究解决了这一理解上的差距。 对于工业，它可以为工作场所做法的重组提供信息，以更好地促进从学校到工作的过渡。 对于本科课程，该研究可以为教育实践提供基础，使工程学院能够更好地培养学生成为具有创造力和成功的工程师。对于学生来说，这项研究可能会导致更相关和实际有用的工程知识的发展，并更准确地了解他们未来可能的职业生涯。预计这项研究还将为征聘和留住任职人数不足群体成员的努力提供参考。

This collaborative research study seeks to develop a detailed, empirically grounded understanding of new engineers'transitions from schools to workplaces, and thereby to identify continuities and discontinuities between undergraduate education and professional practice in engineering. The study builds upon NSF-funded research by two of the investigators that followed engineering students through their undergraduate engineering experiences; this project represents a next step towards improving engineering education and furthering learning sciences research in neglected areas like STEM workplace learning. The engineers studied in this project will be recent graduates, taking positions typical of students from their institutions, and in economically important or expanding engineering sectors. The central methodology will be learning ethnographies, an innovative approach using ethnographic fieldwork to discover what these new engineers need to learn, how they learn it, what they appear to adapt or use readily from their prior educational experience, and the consequences of these for their workplace participation and developing identities as engineers. The learning ethnographies will ground two further aspects of the study: a comparison of workplace practices with those of these engineers' undergraduate programs, and a survey generalizing ethnographic findings to a broader population. Women and members of underrepresented minority groups will be oversampled to provide a basis for comparative analysis intended to understand distinctive experiences and challenges that members of these groups may face as they move into the workplace. Lack of continuity between school and work in engineering is often noted, but details of mismatches are insufficiently understood to effectively inform practice; this research addresses this gap in understanding. For industry, it can inform reorganization of workplace practices to better facilitate transitions from school to work. For undergraduate programs, the research can provide a basis for educational practices to be adopted or deemphasized, allowing schools of engineering to better prepare students to be creative and successful engineers. For students, this research may lead to the development of more relevant and practically useful engineering knowledge and more accurate understandings of their possible future careers. It is also expected that this research will inform attempts at recruitment and retention of members of underrepresented groups.