Bridging the Gap between Education and Employability in Electrical Engineering

Autor/in	Mahase, Kim K.
Titel	Bridging the Gap between Education and Employability in Electrical Engineering
Quelle	(2023), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-3851-3
Schlagwörter	Hochschulschrift; Dissertation; Education Work Relationship; Employment Potential; Engineering Education; Undergraduate Students; Action Research; Curriculum Development; Curriculum Implementation; Online Courses; Minority Group Students; Disproportionate Representation; STEM Education; Outcomes of Education; Labor Force; Professional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ingenieurausbildung; Projektforschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Online course; Online-Kurs; STEM; Lernleistung; Schulerfolg; Labour force; Arbeitskraft; Erwerbsbevölkerung
Abstract	Electrical engineering undergraduate students have been deprived of opportunities to gain professional development, usually obtained through internships, outreach programs, collaborative education programs, and research initiatives resulting from the global pandemic in 2019. Such opportunities are often the means for students to transition to the workplace, where they exhibit their prowess in communication, teamwork, interpersonal, and other non-technical skills, which are generally not part of an academic engineering curriculum. The purpose of this Action Research study is to investigate and improve how implementing an online curriculum teaching employability in electrical engineering technology is advantageous to students' success in entering the workforce, particularly for underrepresented and disadvantaged groups, at the study site, an urban commuter campus with a majority of students who are underrepresented minorities and women. The study participants and data collected in Cycles 1 and 2 comprised STEM undergraduates at a four-year university in the Northeastern region from the point of entry-level to graduation--it is vital to identify factors that have been affecting the success of retention in STEM. Action steps include collecting data from collaborators or engineering managers to design the pilot study implemented and evaluated in Cycle 2 Phase 1 of the study. Phase 2 tested the online curriculum focused on professional skills, both technical and nontechnical. Findings included that learning outcomes positively impact students, which is needed for the transition into an electrical engineering workplace. In addition, the pilot study cohort acquired the ability to conduct a career self-assessment, set goals, gain global awareness, and understand personal branding. Implications for the institution included a professional development curriculum that engineering departments will adopt from an easily disseminated and tested online program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01