Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Learning Sciences and Human Development

Committee Chair

Malayna Bernstein

Committee Member

John Oughton

Committee Member

Jiangmei Yuan

Committee Member

M Cecil Smith


This study utilized autoethnography to generate new understandings about learning and workplace transitions. I journaled the first 90 days in a new job, writing about the notable learning events that occurred and collecting work artifacts to create a rich storyboard of the transition scene. Qualitative analysis of the storyboard revealed four broader dimensions of learning that must be considered: 1) knowledge growth and development, 2) cognition, 3) situational context, and 4) emotion. The results of the study illuminated key inflection points that happened during the transition process, conceptualized how my learning changed over time, and showed how I processed and refined specific knowledge in route towards constructing novel thoughts and ideas. The study makes theoretical contributions by describing the cognitive, situational, and emotional characteristics of “workers in transition” (WIT) learning. The study makes practical contributions by extending findings into design considerations for WIT learning spaces, through demonstrating the affordances of reflective writing, and by offering a unique combination of methodological instruments.