'I Didn't Know What I Was Doing, Until I Went There': A Case Study Exploring the Range of Student STEM Internship Experiences during the COVID-19 Pandemic

Autor/inn/en	Ruppert, John; Ayala, Jennifer; Bamaba, Claude; Badiei, Yosra; Wilmanski, Jeanette
Titel	'I Didn't Know What I Was Doing, Until I Went There': A Case Study Exploring the Range of Student STEM Internship Experiences during the COVID-19 Pandemic
Quelle	In: International Journal of Science Education, 45 (2023) 4, S.274-292 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruppert, John) ORCID (Bamaba, Claude) ORCID (Badiei, Yosra) ORCID (Wilmanski, Jeanette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2159776
Schlagwörter	STEM Education; Internship Programs; COVID-19; Pandemics; Educational Technology; Student Experience; Soft Skills; Job Skills; Communities of Practice; Undergraduate Students; Experiential Learning; Student Attitudes; Work Environment; Distance Education; Interpersonal Relationship + Suchen Sie Ihr Suchwort? STEM; Berufspraktische Ausbildung; Unterrichtsmedien; Studienerfahrung; Produktive Fertigkeit; Community; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Arbeitsmilieu; Distance study; Distance learning; Fernunterricht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The COVID-19 pandemic has accelerated a transition to flexible remote and hybrid work arrangements. This shift presents a challenge to colleges and universities as they prepare the next generation of STEM professionals in the knowledge economy. This case study of student experiential learning during the time of critical change from the Spring of 2020 through Spring of 2022 focused on how students, typically aged 20-23, contended with their professional development amidst changing patterns in workplace community, culture, and activities. We expected that students would struggle to achieve a greater understanding of situated workplace community practices; however, the data problematised these general assumptions. The findings highlight the variation in student experiences around these themes and are discussed in the context of scaffolding of student internships in intrapersonal, interpersonal, and cognitive domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01