Abstract
To enhance student employment, researchers implemented structured reflection on learning at work by conducting conversations with library student employees over four semesters. Conversations were conducted using the Iowa GROW® protocol and recorded as permitted by participants. Research pairs analyzed a purposive sample of interview transcripts using structural coding, subsequently applying codes for emergent themes. The project asked whether students make connections between their learning at work and in class, and their career goals, respectively, and what connection points they identified. Students reported learning transfer between all areas. They identified professionalism, interpersonal skills, and leadership as points of connection.
Acknowledgements
The University of New Mexico sits on the traditional homelands of the Pueblo of Sandia. The original peoples of New Mexico—Pueblo, Navajo, and Apache—since time immemorial, have deep connections to the land and have made significant contributions to the broader community statewide. We honor the land itself and those who remain stewards of this land throughout the generations and also acknowledge our committed relationship to Indigenous peoples. We gratefully recognize our history.
Disclosure statement
No potential conflict of interest was reported by the authors.