Marie Paretti
Biographic Data
| ID | 6790915 |
|---|---|
| NAME | Marie Paretti |
| GIVEN NAMES | Marie |
| FAMILY NAME | Paretti |
| SIGNATURE | PARETTI M |
| AFFILIATIONS | Virginia Tech |
| ORCID | 0000-0002-2202-6928 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Redesigning doctoral education in South Africa
It is increasingly the norm to include coursework as part of the doctoral curriculum. In this paper, academics from six countries explore how structured coursework can enhance research preparation, build scholarly communities, and develop transferable professional skills, while raising concerns about maintaining flexibility and preserving research time. Every context brings its own histories, values, and norms and so comparing experiences runs th…
Examining the Setting of Significant Learning Events during the Engineering School-to-Work Transition
The school-to-work transition is a critical time for engineers that involves rapid learning across multiple fronts, but relatively little is known about the setting (i.e., how, where, and with whom) of significant learning experiences during this time. The purpose of the study is to examine the setting of significant learning events for recent engineering graduates. We used a multi-case study in which 12 recent engineering graduates responded to …
Exploring the Social and Cultural Dimensions of Learning for Recent Engineering Graduates during the School-to-Work Transition
The school-to-work transition is a challenging period for engineering graduates. In contrast to most engineering curricula, workplace learning involves organizations, people, cultures, and a range of non-technical and technical elements. Where many researchers have focused on skills gaps across school and work, we focus here on contexts gaps, or shifts in learning processes across organizational settings. Using reflective journals and semi-struct…
Becoming after College
Engineering education and engineering studies research has clearly articulated a need for educational reform to help new engineers understand social dimensions of their work and act as change agents. At the same time, while some practicing engineers may be committed to systemic change and service to society, they must also contend with work responsibilities which serve corporate interests and constrain change. To highlight tensions between calls …
The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering
Analyzing the intersections of institutional and discourse identities in engineering work at the local level
In this study, we examine the ways in which engineering identities are constructed through language by both student and professional engineers and their colleagues in practice. Drawing on the work of James Gee, we explore the ways that discourse both reflects and shapes engineering work, and thus engineering identity, in particular local contexts. In particular, we explore the ways multiple dimensions of identity interact in daily work by examini…
The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering
Becoming after College
Engineering education and engineering studies research has clearly articulated a need for educational reform to help new engineers understand social dimensions of their work and act as change agents. At the same time, while some practicing engineers may be committed to systemic change and service to society, they must also contend with work responsibilities which serve corporate interests and constrain change. To highlight tensions between calls …
Analyzing the intersections of institutional and discourse identities in engineering work at the local level
In this study, we examine the ways in which engineering identities are constructed through language by both student and professional engineers and their colleagues in practice. Drawing on the work of James Gee, we explore the ways that discourse both reflects and shapes engineering work, and thus engineering identity, in particular local contexts. In particular, we explore the ways multiple dimensions of identity interact in daily work by examini…
Analyzing the intersections of institutional and discourse identities in engineering work at the local level
In this study, we examine the ways in which engineering identities are constructed through language by both student and professional engineers and their colleagues in practice. Drawing on the work of James Gee, we explore the ways that discourse both reflects and shapes engineering work, and thus engineering identity, in particular local contexts. In particular, we explore the ways multiple dimensions of identity interact in daily work by examini…
The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering
Exploring the Social and Cultural Dimensions of Learning for Recent Engineering Graduates during the School-to-Work Transition
The school-to-work transition is a challenging period for engineering graduates. In contrast to most engineering curricula, workplace learning involves organizations, people, cultures, and a range of non-technical and technical elements. Where many researchers have focused on skills gaps across school and work, we focus here on contexts gaps, or shifts in learning processes across organizational settings. Using reflective journals and semi-struct…
Becoming after College
Engineering education and engineering studies research has clearly articulated a need for educational reform to help new engineers understand social dimensions of their work and act as change agents. At the same time, while some practicing engineers may be committed to systemic change and service to society, they must also contend with work responsibilities which serve corporate interests and constrain change. To highlight tensions between calls …
Examining the Setting of Significant Learning Events during the Engineering School-to-Work Transition
The school-to-work transition is a critical time for engineers that involves rapid learning across multiple fronts, but relatively little is known about the setting (i.e., how, where, and with whom) of significant learning experiences during this time. The purpose of the study is to examine the setting of significant learning events for recent engineering graduates. We used a multi-case study in which 12 recent engineering graduates responded to …
Redesigning doctoral education in South Africa
It is increasingly the norm to include coursework as part of the doctoral curriculum. In this paper, academics from six countries explore how structured coursework can enhance research preparation, build scholarly communities, and develop transferable professional skills, while raising concerns about maintaining flexibility and preserving research time. Every context brings its own histories, values, and norms and so comparing experiences runs th…
Engineering (5 works) · Engineering Education and Curriculum Development (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Engineering education (3 works) · Engineering ethics (3 works) · Innovative Education and Learning Practices (3 works) · Psychology (3 works) · Sociology (3 works) · Work (physics (3 works)