Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions

Embodying life-long learning: Transition and capstone experiences

This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesize their learning over their entire degree program, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world

Career examination through a LEAP framework: liberal arts graduates' perceptions of employment skills in the workforce

The purpose of this mixed methods sequential exploratory study was to develop an understanding of the ways in which graduates of liberal arts programs recognize, make meaning of, and apply the competencies developed as an undergraduate within the workplace. In the first quantitative phase of the study, the research questions addressed the association among liberal arts graduates’ perceived importance, academic preparation, and assessment of value attributed by employers of eight critical skills in the workplace and any differences based on participants’ academic domain. The data were collected via a self-developed web-based survey (N=328) sent to graduates of six institutions representing four different Carnegie classifications. The overall response rate was 9.4%. A chi-square analysis in conjunction with the Holm-Bonferroni procedure yielded a statistically significant relationship in five of nine academic domain relationships. A post-hoc contingency table analysis further revealed statistically significant results between academic domain and perception value categories. In the second qualitative phase, eight case studies, consisting of graduates of liberal arts programs from four Carnegie classifications and four academic domains, delved deeper into the results from the first phase. Four themes emerged during the within- and cross-case analysis related to participants’ perceptions of the use of critical skills in the workplace: (1) Personal accountability to the job, (2) workplace dynamics among coworkers, clients, and supervisors, (3) self-awareness of what is important in the workplace, and (4) employer support of the liberal arts in the workplace. The final phase of the study integrated the quantitative results and qualitative findings to determine broad-scale outcomes of the study. Based on the overall analysis, the study provides policy implications and recommendations related to practical skill development within liberal arts programs

Recommendations for improvement to the South African information technology curriculum: a case study of new higher certificate graduates' first year of employment

Employment issues in South Africa (SA) are a significant problem. There are ongoing discussions revolving around the employability challenges facing South African graduates, particularly in the Information Technology (IT) sector. The preparedness of these IT graduates has been questioned with many looking towards skill sets and employability status while others have scrutinised the validity of the IT curriculum meeting industry needs. The research focuses on a case study of graduates from an accredited, private higher education institution in SA. The study followed a qualitative approach using questionnaires and interviews to understand the experiences of employers, employed graduates and recruitment personnel upon employment of the graduates. This study investigated, determined and confirmed recommendations to adapt the South African higher education IT curriculum to improve the productivity of IT graduates upon employment.School of ComputingM. Sc. (Computing

A Phenomenological Study on Career Readiness among Graduates from College and Career Academy High Schools

The purpose of this phenomenological study is to understand how graduates of college and career academy (CCA) high schools perceive the influence of the non-traditional educational program on career readiness for participants in a local school district in northern Georgia. The central research question guiding the study is as follows: How do graduates perceive the lived experience of developing career readiness through their participation in the CCA model of secondary education? The theory guiding this study is the Social Cognitive Career Theory developed by Lent, Brown, and Hackett in 1994. The theory has its origins in Bandura’s Social Cognitive Theory. To connect to the topic of CCA education, the researcher sought to explain the processes through which children and adolescents made meaning of their social experiences regarding career choice, goals, and persistence. Data was collected through lesson plan evaluations, individual participant interviews, and focus group interviews. Data were analyzed using inductive coding to identify themes and patterns among participant responses, and to make meaning of the lived experiences of the participants