dc.contributor.author	Nave, Amy Lynn Hermundstad	en
dc.contributor.committeechair	Paretti, Marie C.	en
dc.contributor.committeechair	Simmons, Denise Rutledge	en
dc.contributor.committeemember	Shushok, Frank X.	en
dc.contributor.committeemember	Lee, Walter C.	en
dc.contributor.department	Engineering Education	en
dc.date.accessioned	2018-08-30T08:00:31Z	en
dc.date.available	2018-08-30T08:00:31Z	en
dc.date.issued	2018-08-29	en
dc.description.abstract	The engineering profession requires engineers who have not only deep technical knowledge but also broad professional competencies necessary to address complex challenges that impact individuals and communities. While engineering students often develop necessary technical competencies during their undergraduate education, professional competencies are often lacking in graduates. This lack of professional development can lead to graduates who are not prepared for the engineering profession and lead to fewer people, particularly individuals from groups historically underrepresented in engineering such as women, entering and continuing in these fields. Due to the rigidity of the engineering curriculum, out-of-class experiences, such as living-learning communities (LLCs), have become important sites for this professional development and can help women explore engineering and learn professional competencies. However, little is known about how these programs support students, particularly in regard to professional development. To further our understanding of these programs, a phenomenographic study was conducted to explore the experiences of 20 students who participated in an LLC for women in engineering. This study examined women's views of professional development in engineering and the experiences within the LLC that could support this development. Following an iterative analysis of interviews, two models were developed: the PD² Model captures women's views of the professional competencies relevant in engineering; and the LEEPD Model captures features of beneficial professional development experiences within the LLC. Combined, these models serve as useful resources for creating beneficial experiences to support women's professional development in engineering education contexts. The PD² Model can help educators intentionally identify outcomes of professional experiences, and the LEEPD Model can help in the design of a variety of experiences that are beneficial for students.	en
dc.description.abstractgeneral	In the engineering profession, engineers must develop both technical and professional skills in order to address complex challenges that impact individuals and communities. While undergraduate engineering programs tend to focus on the development of technical skills, engineering graduates often lack necessary professional skills. This lack of professional development can lead to graduates who are not prepared for the engineering profession and can lead to fewer people, particularly individuals from groups underrepresented in engineering such as women, entering and continuing in engineering. Due to the rigidity of the engineering curriculum, living-learning communities (LLCs), a type of out-of-class experience, have become important sites for this professional development. However, little is known about how these experiences support students, particularly in regards to professional development. To further our understanding of these out-of-class experiences, 20 students who participated in an LLC designed for women in engineering were interviewed. During interviews, students described their views of professional development in engineering and the experiences within the LLC that could support professional development. Interviews were analyzed and two models were developed: the PD² Model captures women’s views of the professional development in engineering and the LEEPD Model captures features of beneficial LLC experiences. Combined, these models can help educators create beneficial experiences to support women’s professional development in engineering education contexts. The PD² Model can help educators identify specific outcomes of professional experiences, and the LEEPD Model can help in the design of professional development experiences.	en
dc.description.degree	Ph. D.	en
dc.format.medium	ETD	en
dc.identifier.other	vt_gsexam:16891	en
dc.identifier.uri	http://hdl.handle.net/10919/84934	en
dc.publisher	Virginia Tech	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Career development	en
dc.subject	out-of-class experiences	en
dc.subject	living-learning communities	en
dc.subject	engineering	en
dc.subject	Women	en
dc.title	All in a Day's Work: Women Engineering Students' Professional Development in a Living-Learning Community	en
dc.type	Dissertation	en
thesis.degree.discipline	Engineering Education	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ph. D.	en

All in a Day's Work: Women Engineering Students' Professional Development in a Living-Learning Community

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