Abstract
Engineering Technology students are underrepresented as compared to other Science, Technology, Engineering, and Mathematics (STEM) majors. In particular, they are a very small, often neglected population of which little is known to those outside their field of study. One large Midwestern University is studying their engineering technology student population to further understand how best to serve these students. The intent is to improve student services, learning opportunities, and environments with a goal of improving student skills and knowledge. The ultimate objective is to send them into the workplace more fully prepared for the challenges they will encounter. Due to the limited amount of rigorous research in engineering technology education, this data will help inform and encourage future work in this area. Data for slightly over 13,500 students has been obtained and examined. Descriptive statistics are used to analyze the demographics of both the students on the central campus and on remote campuses throughout the state. This comparison will guide further research at other institutions and local program development. It is anticipated that results derived from this analysis will provide more support for those that believe engineering technology students and engineering students are demographically very different and engineering technology students at the main campus vs. remote campuses exhibit additional differences. The results of the descriptive statistics summarizing demographic information are explored as they relate to available retention and degree completion data. This analysis will provide the administration and engineering technology education practitioners with information to aide in recruitment and development of a learning environment well suited to the students.
Date of this Version
6-2017
DOI
10.18260/1-2--27905
Published in:
Lucietto, A. M., & Leach, S. E. (2017, June), Board # 69 : Main Campus and Remote Campus Engineering Technology Students: How Are They Different? Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27905
Link to original published article:
https://peer.asee.org/27905
Comments
© 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.