The UTC Graduate School is pleased to announce that Craig Gosnell will present Doctoral (EdD) research titled, Research Project of Practice: An Evaluation of First-Year Student Career Readiness Programs on 10/23/2026 at 12:30 pm ET in Zoom Meeting ID: https://tennessee.zoom.us/j/86913219289. Everyone is invited to attend.
Leadership and Instructional Practice
Chair: Jessica N. Taylor
Co-Chair:
Abstract:
This summative outcomes evaluation examined Portland State University’s Freshmen Learners Acquiring Skills in Higher Education (FLASH) program, a first-year student employment program designed to support career readiness development, belonging, campus engagement, workplace confidence, and continued professional growth. The study determined the extent to which FLASH achieved its stated goals and student learning outcomes (SLOs). Six research questions addressed employment confidence, continued career readiness development, transferable workplace skills, post-program engagement, attribution of later professional development to FLASH, and overall program success. A mixed-methods design was used to collect quantitative and qualitative data from former FLASH participants. Thirty-eight participants completed the survey, and six completed one-on-one interviews. Quantitative data were analyzed using descriptive statistics, including frequencies and percentages. Qualitative survey responses and interview transcripts were analyzed thematically to identify patterns related to belonging, institutional connection, workplace confidence, transferable skill development, developmental support, experiential employment, continued leadership and professional growth, and variation in participant experience. Participants generally perceived FLASH as positively influencing workplace confidence, transferable workplace skill development, belonging, campus engagement, continued employment, leadership attainment, and confidence in pursuing additional career readiness opportunities. The strongest transferable skill findings involved teamwork, diversity and inclusion, communication, and professionalism. Qualitative findings showed that participants connected their development to different combinations of experiential employment, developmental support, peer connection, professional development sessions, and exposure to campus resources. Participants also described FLASH as an early entry point into continued employment, leadership, campus involvement, and professional growth. However, the type and extent of perceived influence varied among participants and program components. Overall, the findings suggest that FLASH was generally successful in meeting several stated goals and SLOs. Recommendations for improvement include maintaining the program’s multi-component design, strengthening consistency across employment placements, formalizing developmental support and mentorship, reinforcing structured reflection and comparatively lower-rated outcomes, developing continued career readiness pathways, and expanding assessment. Although the study was limited by self-reported data, retrospective recall, multiple cohort experiences, and one institutional context, the results suggest that intentionally designed first-year student employment programs may support belonging, career readiness development, and continued professional growth.