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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 on individual career orientation [3], and the Hughes value framework focused on the organization [4]. SCCT which links self-efficacy beliefs, outcome expectations, and personal goals to educational and career decisions and outcomes ties the individual career anchors to the institutional context of the Hughes framework [2]. To date, the project has collected and analyzed quantitative data from over 330 participants who are two-year college ET students, two-year college transfer students, and early career ET professionals. Qualitative data from historical institutional documents has also been collected and analyzed. Initial analyses have revealed gaps and needed areas of support for ET students in the area of professional formation. Thus far, the identified gaps are in institutional policy (i.e. lack of articulation agreements), needed faculty professional development (i.e. two-year faculty on specific career development and professional ET formation needs and four-year faculty on unique needs of transfer students), missing curriculum and resources supporting career development and professional formation of ET students, and integration of transfer student services focusing on connecting faculty and advisors across both institutional levels and types of programs. Significant gaps in the research promoting understanding of the role of ET and unique professional formation needs of these students were also confirmed. This project has been successful at helping to broaden participation in ET engineering education through integrating new participants into activities (new four-year institutional stakeholders, new industry partners, new faculty and staff directly and indirectly working with ET students) and through promoting disciplinary (engineering education and ET) and cross disciplinary collaborations (human resource development, higher education leadership, and student affairs). With one year remaining before completion of this project, this project has promoted a better understanding of student and faculty barriers supporting career development for ET students and identified need for career development resources and curriculum in ET. Words: 498 References [1] National Academy of Engineering. (2016). Engineering technology education in the United States. Washington, DC: The National Academies Press. [2] Lent, R.W., & Brown, S.B. (1996). Social cognitive approach to career development: An overivew. Career Development Quarterly, 44, 310-321. [3] Schein, E. (1996). Career anchors revisited: Implications for career development in the 21st century. Academy of Management Executive, 10(4), 80-88. [4] Hughes, C. (2014, Spring). Conceptualizing the five values of people and technology development: Implications for human resource managmeent and development. Workforce Education Forum, 37(1), 23-44.
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Transfer Students’ Experiences, Identity Development, and Outcomes in Engineering Technology Programs: A Review
This research paper presents a comprehensive analysis of existing literature in the domain of Engineering education, with a distinct focus on Engineering Technology (ET) education. The overarching objective is to review the literature around the experiences, identity development and outcomes of students transitioning from community colleges to 4-year institutions for an ET degree (upper two-year program) and provide guidelines for the engineering education research community towards future studies about this important body of student population. Relying on insights derived from a wide array of empirical studies, this review underscores the pivotal role of institutional support in bolstering these students’ academic trajectory. The increasing trend of students moving between institutions in pursuit of engineering education, has led to a profound need for understanding the multi-dimensional challenges they grapple with. In the realm of ET, these challenges magnify, with transfer students navigating both academic intricacies like curriculum misalignment and socio-cultural dynamics such as integration into new academic communities. Furthermore, the journey of identity development, quintessential for their retention and success in the new environment, is portrayed as an intricate process, influenced by diverse elements from their previous experiences to the new institutional ethos. First, ET transfer students are entangled in a web of academic and non-academic hurdles. These range from technicalities like curriculum harmonization to softer aspects related to socio-cultural integration and identity reformation. The studies discussed within this review provide robust evidence addressing these multifaceted challenges. Second, the significance of identity development, pivotal for their integration, performance, and overall well-being, emerges as a complex interplay of myriad factors, both internal and external. Despite the rich insights from the extant literature, the authors have identified the following areas that require further exploration to benefit the literature in this field: • Emphasis on empirical studies that delve into ET transfer students' psychological and emotional well-being. While the literature emphasizes the nuanced journey of identity development, there is potential merit in understanding how these transitions and challenges influence mental health outcomes, ensuring comprehensive institutional support. • An imperative for empirical pursuits targeting the identity evolution stages of ET transfer students, aiming to decode the driving forces and impediments in this sphere. • A probe into the effectiveness of recently adopted institutional mandates or initiatives designed to elevate the transfer odyssey, spotlighting potential lasting ramifications. In steering the larger academic community, this review advocates for a deeper immersion into the aforementioned realms, with the aspiration that the resultant knowledge amplifies the scholastic trajectories of ET transfer students and enriches their comprehensive evolution within the engineering spectrum.
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- Award ID(s):
- 2221037
- PAR ID:
- 10539276
- Publisher / Repository:
- ASEE
- Date Published:
- Format(s):
- Medium: X
- Location:
- Portland, OR
- Sponsoring Org:
- National Science Foundation
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