Abstract
This case study explores the conceptions held by first year polytechnic students at [Redacted] related to technology majors. Specifically, this research examines how technology students define Mechanical Engineering Technology, Electrical Engineering Technology, and Computer Graphics Technology majors, their confidence in their given definitions, and the future job titles they associate with technology majors. The data for the study was collected from survey responses of 34 polytechnic students in a fall 2016 gateway to technology course. Qualitative data (i.e. structured survey text) was analyzed using NVivo® to identify themes, trends and patterns in the students’ responses. Quantitative data (i.e. scaled responses) was analyzed by common statistical software and methods (i.e. frequency, mean, standard deviation, etc.). Results of the study show that primary factor cited by students in choosing a major was interest in the discipline-specific subject matter. It was also found that most students associate technology majors with the process of design. These findings can be used by technology programs to re-design recruitment efforts in a manner that addresses the uncertainty and misconceptions held by incoming students. Thus helping them to better align their aspirations and interests for the future with an academic major.
Date of this Version
6-2017
Recommended Citation
Turner, Matthew; Webster, Rustin; Schroder, Christopher Mark; Dues, Joseph F. Jr.; and McCart, Andrew, "Polytechnic Students' Aspirations, Interests, and Confidence: Case Study on Students' Understanding of and Reasoning for Major Selection" (2017). School of Engineering Technology Faculty Publications. Paper 17.
https://docs.lib.purdue.edu/soetfp/17
Comments
This is the publisher PDF of Turner, M., & Webster, R., & Schroder, C. M., & Dues, J. F., & McCart, A. (2017, June), Polytechnic Students' Aspirations, Interests, and Confidence: Case Study on Students' Understanding of and Reasoning for Major Selection Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28746
© 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.
The version of record is available at DOI: 10.18260/1-2--28746.