2026 ASEE Annual Conference & Exposition

Work-integrated learning (WIL) experiences, including cooperative education (co-op) and internships, are widely recognized as high-impact practices which support engineering students’ transition into the workforce. This work-in-progress study examines the relationship between WIL participation and engineering students’ perceived career readiness and early career outcomes using data from a Senior Exit Survey administered at a large research university (n = 724).

Survey respondents were categorized into four groups based on WIL participation: co-op, internship, both, and no WIL. Perceived career readiness was assessed through self-reported agreement with career readiness and job search self-efficacy measures, and early career outcomes were evaluated using base annual starting salary and whether students accepted a position with an employer where a prior co-op or internship was completed. Nonparametric statistical methods were used to assess if differences in responses between the groups were statistically significant.

Results indicate students who participate in WIL report significantly higher levels of perceived career readiness across all measured dimensions compared to students with no WIL participation. Similarly, starting salary differed significantly across groups, and students who participated in WIL reported higher salaries than those who did not participate in WIL experience. Additionally, over half of WIL participants accepted positions with employers where they completed a prior WIL experience, suggesting WIL is a pathway to employment.

Findings suggest the presence of WIL participation, rather than the specific type of WIL pathway, is the primary driver of differences in perceived career readiness and early career outcomes. This pattern supports the interpretation of WIL contributing to workforce readiness through mechanisms such as job search self-efficacy, employer signaling, and exposure to professional environments. Indicating WIL opportunities play an important role in supporting engineering students’ transition into the workforce. Additionally, the findings from this study offer potential implications for engineering education programs. WIL presents an opportunity for institutions to develop partnerships with companies who employ students in WIL experiences. Expanding access to these experiences could enhance students’ confidence, improve workforce preparedness, and strengthen the overall value proposition of undergraduate engineering degree programs. In brief, this study reinforces the importance of prioritizing high-quality WIL opportunities as a key strategy for preparing engineering graduates for successful entry into the workforce.