Understanding How a Profession-Based Learning Program Supports 21st Century Skill Development

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Assessment and Student Achievement in Schools

Abstract

Job growth in STEM related fields has increased the need to prepare individuals with transferable professional and technical skills. This study examines high school students’ experiences in a profession-based learning program in bioscience, medicine, engineering, and technology. Interpreted through tenets of experiential learning and Social Cognitive Theory, findings from this mixed methods, case-study, reveals aspects of program culture and learning that support 21st century skill development. In alignment with the qualitative data, survey analysis revealed significant increases in 21st century skills and general self-efficacy, but no significant gains in STEM self-efficacy. Despite evidence of overall positive-affect, self-mastery, and modeling which have the potential to support student self-efficacy towards professional tasks, some students of color experienced barriers to full program access.

Authors

• Corliss Brown Thompson, Northeastern University

• Michael Dean, Northeastern University

• Ellen Whitman Stoddard, Northeastern University