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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. 

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). SCCT is a theory which situates attitudes, interests, and experiences and links self-efficacy beliefs, outcome expectations, and personal goals to educational and career decisions and outcomes [3]. Student knowledge of attitudes toward and motivation to pursue STEM and engineering education can impact academic performance and indicate future career interest and participation in the STEM workforce [4]. This knowledge may be measured through career orientations or career anchors. A career anchor is a combination of self-concept characteristics which includes talents, skills, abilities, motives, needs, attitudes, and values. Career anchors can develop over time and aid in shaping personal and career identity [6]. The purpose of this quantitative research study is to identify dimensions of career orientations and anchors at various educational stages to map to ET career pathways. The research question this study aims to answer is: For students educated in two-year college ET programs, how do the different dimensions of career orientations, at various phases of professional preparation, impact experiences and development of professional profiles and pathways? The participants (n=308) in this study represent three different groups: (1) students in engineering technology related programs from a medium rural-serving technical college (n=136), (2) students in engineering technology related programs from a large urban-serving technical college (n=52), and (3) engineering students at a medium Research 1 university who have transferred from a two-year college (n=120). All participants completed Schein’s Career Anchor Inventory [5]. This instrument contains 40 six-point Likert-scale items with eight subscales which correlate to the eight different career anchors. Additional demographic questions were also included. The data analysis includes graphical displays for data visualization and exploration, descriptive statistics for summarizing trends in the sample data, and then inferential statistics for determining statistical significance. This analysis examines career anchor results across groups by institution, major, demographics, types of educational experiences, types of work experiences, and career influences. This cross-group analysis aids in the development of profiles of values, talents, abilities, and motives to support customized career development tailored specifically for ET students. These findings contribute research to a gap in ET and two-year college engineering education research. Practical implications include use of findings to create career pathways mapped to career anchors, integration of career development tools into two-year college curricula and programs, greater support for career counselors, and creation of alternate and more diverse pathways into engineering. Words: 489 References [1] National Academy of Engineering. (2016). Engineering technology education in the United States. Washington, DC: The National Academies Press. [2] The Integrated Postsecondary Education Data System, (IPEDS). (2014). Data on engineering technology degrees. [3] Lent, R.W., & Brown, S.B. (1996). Social cognitive approach to career development: An overivew. Career Development Quarterly, 44, 310-321. [4] Unfried, A., Faber, M., Stanhope, D.S., Wiebe, E. (2015). The development and validation of a measure of student attitudes toward science, technology, engineeirng, and math (S-STEM). Journal of Psychoeducational Assessment, 33(7), 622-639. [5] Schein, E. (1996). Career anchors revisited: Implications for career development in the 21st century. Academy of Management Executive, 10(4), 80-88. [6] Schein, E.H., & Van Maanen, J. (2013). Career Anchors, 4th ed. San Francisco: Wiley. 

The ALICE Collaboration reports measurements of the semi-inclusive distribution of charged-particle jets recoiling from a high transverse momentum (high$p_{\mathrm{T}}$) charged hadron, in$pp$and central Pb-Pb collisions at center-of-mass energy per nucleon–nucleon collision$\sqrt{s_{\mathrm{NN}}}=5.02$TeV. The large uncorrelated background in central Pb-Pb collisions is corrected using a data-driven statistical approach which enables precise measurement of recoil jet distributions over a broad range in$p_{\mathrm{T},\mathrm{ch}\mathrm{jet}}$and jet resolution parameter$R$. Recoil jet yields are reported for$R=0.2$, 0.4, and 0.5 in the range$7<p_{\mathrm{T},\mathrm{ch}\mathrm{jet}}<140 \mathrm{GeV}/c$and$\pi /2<\mathrm{\Delta }\phi <\pi$, where$\mathrm{\Delta }\phi$is the azimuthal angular separation between hadron trigger and recoil jet. The low-$p_{\mathrm{T},\mathrm{ch}\mathrm{jet}}$reach of the measurement explores unique phase space for studying jet quenching, the interaction of jets with the quark–gluon plasma generated in high-energy nuclear collisions. Comparison of$p_{\mathrm{T},\mathrm{ch}\mathrm{jet}}$distributions from$pp$and central Pb-Pb collisions probes medium-induced jet energy loss and intra-jet broadening, while comparison of their acoplanarity distributions explores in-medium jet scattering and medium response. The measurements are compared to theoretical calculations incorporating jet quenching.

Measurements of inclusive charged-particle jet production in pp and p-Pb collisions at center-of-mass energy per nucleon-nucleon collision$$ \sqrt{s_{\textrm{NN}}} $$$\sqrt{s_{\mathrm{NN}}}$= 5.02 TeV and the corresponding nuclear modification factor$$ {R}_{\textrm{pPb}}^{\textrm{ch}\ \textrm{jet}} $$$R_{\mathrm{pPb}}^{\mathrm{ch}\mathrm{jet}}$are presented, using data collected with the ALICE detector at the LHC. Jets are reconstructed in the central rapidity region |η_jet|<0.5 from charged particles using the anti-k_Talgorithm with resolution parametersR= 0.2, 0.3, and 0.4. Thep_T-differential inclusive production cross section of charged-particle jets, as well as the corresponding cross section ratios, are reported for pp and p-Pb collisions in the transverse momentum range 10<$$ {p}_{\textrm{T},\textrm{jet}}^{\textrm{ch}} $$$p_{T,\mathrm{jet}}^{\mathrm{ch}}$<140 GeV/cand 10<$$ {p}_{\textrm{T},\textrm{jet}}^{\textrm{ch}} $$$p_{T,\mathrm{jet}}^{\mathrm{ch}}$<160 GeV/c, respectively, together with the nuclear modification factor$$ {R}_{\textrm{pPb}}^{\textrm{ch}\ \textrm{jet}} $$$R_{\mathrm{pPb}}^{\mathrm{ch}\mathrm{jet}}$in the range 10<$$ {p}_{\textrm{T},\textrm{jet}}^{\textrm{ch}} $$$p_{T,\mathrm{jet}}^{\mathrm{ch}}$<140 GeV/c. The analysis extends thep_Trange of the previously-reported charged-particle jet measurements by the ALICE Collaboration. The nuclear modification factor is found to be consistent with one and independent of the jet resolution parameter with the improved precision of this study, indicating that the possible influence of cold nuclear matter effects on the production cross section of charged-particle jets in p-Pb collisions at$$ \sqrt{s_{\textrm{NN}}} $$$\sqrt{s_{\mathrm{NN}}}$= 5.02 TeV is smaller than the current precision. The obtained results are in agreement with other minimum bias jet measurements available for RHIC and LHC energies, and are well reproduced by the NLO perturbative QCD Powhegcalculations with parton shower provided by Pythia8 as well as by Jetscapesimulations.

 

The ALICE Collaboration reports a search for jet quenching effects in high-multiplicity (HM) proton-proton collisions at$$ \sqrt{s} $$$\sqrt{s}$= 13 TeV, using the semi-inclusive azimuthal-difference distribution ∆φof charged-particle jets recoiling from a high transverse momentum (high-p_T,trig) trigger hadron. Jet quenching may broaden the ∆φdistribution measured in HM events compared to that in minimum bias (MB) events. The measurement employs ap_T,trig-differential observable for data-driven suppression of the contribution of multiple partonic interactions, which is the dominant background. While azimuthal broadening is indeed observed in HM compared to MB events, similar broadening for HM events is observed for simulations based on the PYTHIA 8 Monte Carlo generator, which does not incorporate jet quenching. Detailed analysis of these data and simulations show that the azimuthal broadening is due to bias of the HM selection towards events with multiple jets in the final state. The identification of this bias has implications for all jet quenching searches where selection is made on the event activity.