Spencer, B. J., & Sriraman, V., & Talley, K. G., & Ortiz, A. M. (2018, June), Board 60: Social Cognitive Impact of Industry internships upon Engineering Technology Students Developing Professional Identity:  a Case Study  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30070

\bibitem{asee_peer_30070}
  Spencer, B. J., \& Sriraman, V., \& Talley, K. G., \& Ortiz, A. M. (2018, June), \emph{Board 60: Social Cognitive Impact of Industry internships upon Engineering Technology Students Developing Professional Identity:  a Case Study}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30070

Bobbi J. Spencer, Vedaraman Sriraman, Kimberly Grau Talley P.E., and Araceli Martinez Ortiz.  "Board 60: Social Cognitive Impact of Industry internships upon Engineering Technology Students Developing Professional Identity:  a Case Study".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://strategy.asee.org/30070 Internet.  11 Jul, 2024

\bibitem{asee_peer_30070}
  Bobbi J. Spencer, Vedaraman Sriraman, Kimberly Grau Talley P.E., and Araceli Martinez Ortiz.
  "Board 60: Social Cognitive Impact of Industry internships upon Engineering Technology Students Developing Professional Identity:  a Case Study".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://strategy.asee.org/30070 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_30070
author = "Bobbi J. Spencer, Vedaraman Sriraman, Kimberly Grau Talley P.E., and Araceli Martinez Ortiz"
title = "Board 60: Social Cognitive Impact of Industry internships upon Engineering Technology Students Developing Professional Identity:  a Case Study"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/30070}
number = {10.18260/1-2--30070}
}

TY  - CPAPER
AB  - The journey to acquiring professional identity begins in the academic preparation component of
the community of practice. This acquisition is encouraged and promoted as student’s progress to
graduation and transition into their professional career. In academia, thus, understanding and
designing programs to enhance professional identity is vital to the successful placement of
graduates into industry. This study will use Higgs’ [1] definition of professional identity as a
person developing “the attitudes, beliefs and standards which support the practitioner role and
the development of an identity as a member of the profession with a clear understanding of the
responsibilities of being a… professional.”
As students apply and intentionally pursue a degree in a specific discipline towards becoming a
professional, they are acting as agents per Bandura’s [2] social cognitive theory of agency in
their own future and make decisions according to their self-reflections, identified desires, and
motivations. Academic experience alone does not provide the clarity and absorption of the
professional nature of the discipline that would enable students to fully develop their
professional identities as engineers. Therefore, immersion into the industry via early-staged
internships contribute apprentice-type experiences, mentoring, and exposure to the professional
culture that enables students to reflect upon, adjust their goals to, and enhance their current
academic experience.
This paper explores the development of three students’ professional identity during their
internship experiences as a case study of industrial internships’ potential effects. The study is of
the reflective writing assignments that are part of the internship requirements and were analyzed
for emerging themes that were then connected to the associated literature. Key findings include
the student’s reflections on active learning; mentoring - checks and balances, role models,
professional socialization, and scaffolding; and professional identity - accountability,
communication, knowledge base, and problem solving. The findings support the early internship
model as it infuses vital professional attributes into their developing professional identity.


  

AU  - Bobbi J. Spencer
AU  - Vedaraman Sriraman
AU  - Kimberly Grau Talley P.E.
AU  - Araceli Martinez Ortiz
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Board 60: Social Cognitive Impact of Industry internships upon Engineering Technology Students Developing Professional Identity:  a Case Study
UR  - https://strategy.asee.org/30070
DO  - 10.18260/1-2--30070
ER  -