Need/Motivation (e.g., goals, gaps in knowledge) The ESTEEM implemented a STEM building capacity project through students’ early access to a sustainable and innovative STEM Stepping Stones, called Micro-Internships (MI). The goal is to reap key benefits of a full-length internship and undergraduate research experiences in an abbreviated format, including access, success, degree completion, transfer, and recruiting and retaining more Latinx and underrepresented students into the STEM workforce. The MIs are designed with the goals to provide opportunities for students at a community college and HSI, with authentic STEM research and applied learning experiences (ALE), support for appropriate STEM pathway/career, preparation and confidence to succeed in STEM and engage in summer long REUs, and with improved outcomes. The MI projects are accessible early to more students and build momentum to better overcome critical obstacles to success. The MIs are shorter, flexibly scheduled throughout the year, easily accessible, and participation in multiple MI is encouraged. ESTEEM also establishes a sustainable and collaborative model, working with partners from BSCS Science Education, for MI’s mentor, training, compliance, and building capacity, with shared values and practices to maximize the improvement of student outcomes. New Knowledge (e.g., hypothesis, research questions) Research indicates that REU/internship experiences canmore »
Early-career engineers’ perceptions of support for innovation at the workplace – what seems to matter.
Previous research has shown the importance of contextual factors for increasing employee innovativeness, but to effectively support innovative behavior, we need to also understand what forms of support are perceived as meaningful by the employees themselves. The current study investigated the experiences of 35 early-career engineers in creating, championing and implementing new ideas at the workplace. They reported relatively few instances of support that had been experienced as helpful, and nearly all of these were related to either managerial or co-worker support. This support ranged from encouragement and positive feedback to tangible help in troubleshooting and finding resources, and, in the case of managers, providing sufficient autonomy and responsibility to enable the interviewees to pursue their ideas. Managerial support was most frequently reported by those working in self-described innovative positions, whereas co-worker support was more commonly reported by those working in selfdescribed innovative environments. Formal processes and incentives were less likely to have been perceived as helpful than informal interactions with managers and co-workers.
- Award ID(s):
- Publication Date:
- NSF-PAR ID:
- Journal Name:
- ICED’19, 15.-20. Delft, The Netherlands, 5th-8th, August 2019
- Sponsoring Org:
- National Science Foundation
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