Examining the Setting of Significant Learning Events during the Engineering School-to-Work Transition

Bibliographic Data

ID22047889
AuthorsBenjamin Lutz (0000-0003-2637-0942, California Polytechnic State University, corresponding author), Marie Paretti (0000-0002-2202-6928, Virginia Tech)
Year2023
Volume13
Issue9
Pages871
Publication date2023-08-26
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13090871
OpenAlexW4386220012
LanguageEN
References cited29

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 weekly reflective journal prompts for the first twelve weeks of their transition from school to work. Participants described significant learning events through a series of open-ended questions. We used both deductive and inductive coding to identify the setting of the event in terms of how, where, and with whom engineers engaged in learning at work. The findings highlight the emergent, social nature of workplace learning and point to critical differences across school and work. To better prepare students for professional practice, engineering educators should consider how they might create learning environments that promote effective transfer of knowledge and skills

Engineering education · Mathematics education · Pedagogy · Computer Science · Engineering · Engineering Education and Curriculum Development · Higher Education and Employability · Innovative Education and Learning Practices · Psychology · Artificial Intelligence

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