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Board # 68 : Engineering Technology Graduate Students: Roles Professional Societies Have in Their Formation

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Engineering Technology Division Poster Session

Tagged Division

Engineering Technology

Page Count

12

Permanent URL

https://peer.asee.org/27904

Download Count

70

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Paper Authors

biography

Anne M. Lucietto Purdue University Orcid 16x16 orcid.org/0000-0003-0053-753X

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Dr. Lucietto has focused her research in engineering technology education and the understanding of engineering technology students. She teaches in an active learning style which engages and develops practical skills in the students. Currently she is exploring the performance and attributes of engineering technology students and using that knowledge to engage them in their studies.

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biography

Diane L. Peters P.E. Kettering University

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Dr. Peters is an Assistant Professor of Mechanical Engineering at Kettering University. Her research interests include the educational pathways of returning graduate students, those who work in industry prior to pursuing graduate studies.

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Abstract

IIn recent years, there have been several research projects focused on returning graduate student in engineering, those who have significant industry experience before beginning their graduate studies. These projects have focused on both the masters and doctoral levels and have looked at research, coursework, benefits of attending graduate school, and the cost of going back. One of the existing papers has looked at the ways in which professional organizations look on returning students, and how the membership policies affect these students. The issue of how returning students see themselves within professional societies was not addressed. As of yet, none of these studies have focused on returning graduate students in engineering technology.

Overall engineering technology students have not been researched in depth, with most engineering technology practitioners and administrators relying on data obtained from populations of engineering and other STEM students. Faculty and staff that have interacted with both engineering technology and engineering populations of students find the differences marked, thus supporting further research to quantify differences and similarities in these populations. This paper will focus on the intersection of the two gaps, focusing on graduate engineering technology students, and their view of professional societies. Furthering initial work done on engineering technology student identity, it will look at the identity of graduate engineering technology returners within professional societies.

The study will be carried out through administration of a survey developed to learn more about engineering technology returners. The survey asks participants about the societies to which they belong, and how they see themselves with those organizations. Grounded theory will be used to analyze the survey data. The flexibility and adaptability of grounded theory generated method provides results that are continuous and nascent. The process is well defined and begins with identification of a substantive area, for this study this is the returning engineering technology graduate student. The survey questions are designed to collect data focused on the two areas of concern and following the survey will be coded as it is collected. As the coding takes place, memos will be made to capture extraneous thoughts and information that was not already designed into the survey questions. The memos will be sorted with the coded data and as themes emerge from the data observations are written and disseminated through this conference paper.

Lucietto, A. M., & Peters, D. L. (2017, June), Board # 68 : Engineering Technology Graduate Students: Roles Professional Societies Have in Their Formation Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27904

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