There is little research or understanding of curricular differences between two- and four-year programs, career development of engineering technology (ET) students, and professional preparation for ET early career professionals [1]. Yet, ET credentials (including certificates, two-, and four-year degrees) represent over half of all engineering credentials awarded in the U.S [2]. ET professionals are important hands-on members of engineering teams who have specialized knowledge of components and engineering systems. This research study focuses on how career orientations affect engineering formation of ET students educated at two-year colleges. The theoretical framework guiding this study is Social Cognitive Career Theory (SCCT). SCCTmore »
Barriers and supports needed to improve ET career development: A two-year view of D.E.E.P. engineering technology career formation progress and impacts
The purpose of the Research in the Formation of Engineers National Science Foundation funded project, Developing Engineering Experiences and Pathways in Engineering Technology Career Formation (D.E.E.P. Engineering Technology Career Formation), is to develop a greater understanding of the professional identity, institutional culture, and formation of engineer technicians and technologists (ET) who are prepared at two-year colleges. ET professionals are important hands-on members of engineering teams who have specialized knowledge of components and engineering systems. Little research on career development and the role of ET in the workforce has previously been conducted prompting national organizations such as NSF and the National Academy of Sciences to prompt more research in this area [1]. The primary objectives of this project are to: (a) identify dimensions of career orientations and anchors at various stages of professional preparation and map to ET career pathways, (b) develop an empirical framework, incorporating individual career anchors and effect of institutional culture, for understanding ET professional formation, and (c) develop and pilot interventions aimed at transforming engineering formation systems in ET contexts. The three interdisciplinary theoretical frameworks integrated to guide design and analysis of this research study are social cognitive career theory (SCCT) [2], Schein’s career anchors which focuses more »
- Award ID(s):
- 1825126
- Publication Date:
- NSF-PAR ID:
- 10311600
- Journal Name:
- Annual American Society for Engineering Education Conference
- Sponsoring Org:
- National Science Foundation
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This NSF funded research study is developing a greater theoretical understanding of the professional identity, institutional culture, and formation of engineer technicians and technologists who are prepared at two-year colleges. The study is identifying dimensions of career anchors orientations at various stages of professional preparation and map to engineering technology (ET) career pathways by surveying ET students, transfer students, and early career ET professionals. The complexity of integration of the multiple stages of professional preparation, within diverse environments, has led the researchers to integrate three interdisciplinary theoretical frameworks to examine fundamental questions of professional formation: (1) social cognitive career theorymore »
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POSTER. Presented at the Symposium (9/12/2019) Abstract: The Academy of Engineering Success (AcES) employs literature-based, best practices to support and retain underrepresented students in engineering through graduation with the ultimate goal of diversifying the engineering workforce. AcES was established in 2012 and has been supported via NSF S-STEM award number 1644119 since 2016. The 2016, 2017, and 2018 cohorts consist of 12, 20, and 22 students, respectively. Five S-STEM supported scholarships were awarded to the 2016 cohort, seven scholarships were awarded to students from the 2017 cohort, and six scholarships were awarded to students from the 2018 cohort. AcES studentsmore »
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The Academy of Engineering Success (AcES) program, established in 2012 and supported by NSF S-STEM award number 1644119 throughout 2016-2021, employs literature-based, best practices to support and retain underprepared and underrepresented students in engineering through graduation with the ultimate goal of diversifying the engineering workforce. A total of 71 students, including 21 students supported by S-STEM scholarships, participated in the AcES program between 2016-2019 at a large R1 institution in the mid-Atlantic region. All AcES students participate in a common program during their first year, comprised of: a one-week summer bridge experience, a common fall professional development course and springmore »
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