Identifying the Skills and Student Activities that Influence Career Pathways for Black vs. non- Black Engineering Graduates
Notice bibliographique
Résumé
Abstract Background and Purpose The career options for engineering graduates have been increasing over the years with more and more employers from different industries wanting to hire folks with engineering degrees. Previous research has cited the rationale from an employers' perspective on why they chose to hire engineering graduates and what skills they are looking for, including technical skills/problem solving abilities. Less research has been done from the engineering graduates' perspective on what skills they have felt are most influential to their careers and how those perspectives may differ based on race. The purpose of this paper is to address the following research questions: What are the skills and activities that Black and non-Black engineering graduates have cited as being the most important to their careers? How do these skills and activities differ for Black vs non-Black engineering graduates? Design/Method A survey was developed leveraging previous survey instruments on engineering career paths, including the Pathways of Engineering Alumni Research Survey (PEARS) and the Troost ILead Career Path Survey. The survey included demographic questions as well as questions on the activities and skills that have been most influential in their career pathways. This survey was deployed to engineering graduates from various engineering programs across Canada, who had graduated at least 5 years prior. Black engineering graduates were deliberately oversampled in the survey deployment. Results Both Black and non-Black engineering graduates reported that Interpersonal and Communication skills were the most influential for their careers. When considering differences, Black graduates were more likely to state that Business/Financial Acumen and Self-Confidence were influential to their careers that non-Black graduates. When considering influential activities in undergrad, capstone/technical team projects and co-op/internships were cited most often as being influential activities to career pathways for both Black and non-Black engineering graduates. Black graduates cited co-curricular activities, mentorship, academic advising, participation and leadership in both engineering and non-engineering clubs, as well as technical team projects as being influential in statistically higher proportions than non-Black graduates. However, Black graduates cited research activities as being influential in statistically lower proportions than non-Black graduates. Contributions This research will help to support educators and administrators in determining which activities should be emphasized to support students in developing relevant skills for their careers. This can also help students determine which activities they may want to consider participating in to develop certain skills that they may want to use in their careers.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».