Competent and Employed: STEM Alumni Perspectives on Undergraduate Research and NACE Career-Readiness Competencies

Autor/inn/en	Newell, MiKayla J.; Ulrich, Paul N.
Titel	Competent and Employed: STEM Alumni Perspectives on Undergraduate Research and NACE Career-Readiness Competencies
Quelle	In: Journal of Teaching and Learning for Graduate Employability, 13 (2022) 1, S.79-93 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ulrich, Paul N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-3815
Schlagwörter	Competence; Employment Potential; STEM Education; Alumni; Undergraduate Students; Student Research; Career Readiness; Student Experience; Student Attitudes; Soft Skills + Suchen Sie Ihr Suchwort? Kompetenz; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; STEM; Studentenforschung; Studienerfahrung; Schülerverhalten
Abstract	There have been large increases in the number of STEM graduates in the United States, but majority of the career opportunities are limited to computer specialists and engineering. Thus, two challenges await STEM students upon graduation: strong competition and employer concerns that applicants lack general competencies and contextual work experience. Universities have responded to employer concerns with initiatives to enhance career readiness by embedding sets of competencies throughout curricula. However, these competencies have not been situated in STEM contexts and are derived largely from surveys of representatives from large companies who are unfamiliar with the job requirements specific to STEM positions. The current study uses a mixed methods approach to investigate the National Association of Colleges and Employers Career-Readiness Competencies in STEM. We found that STEM alumni ranked critical thinking as the most important competency for their current employment. Additional findings demonstrate that undergraduate research experiences (UREs) provide a fertile ground for the integration of career related competencies into undergraduate curricula as alumni discussed the development of various academic, personal, professional, and competency gains after participating in UREs. Lastly, implications regarding how institutions can simultaneously situate skill development in STEM and provide meaningful, work-like experience through UREs that align with the expectations of STEM employers are discussed. (As Provided).
Anmerkungen	Journal of Teaching and Learning for Graduate Employability. Deakin University, 221 Burwood Highway, Burwood, Melbourne, Victoria, Australia 3125. Web site: https://ojs.deakin.edu.au/index.php/jtlge/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01