Transfer Students’ Experiences, Identity Development, and Outcomes in Engineering Technology Programs: A Review

Ibarre Araojo; Mohsen Ayoobi; David Merolla

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Student Success in ET
Tagged Division: Engineering Technology Division (ETD)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/48174

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Paper Authors

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Ibarre Araojo Wayne State University

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Ibarre Araojo is a dedicated Graduate Research Assistant with a specialized focus in Sociology, emphasizing the exploration of the nexus between student performance, retention rates, experiences, and goals, particularly among minority groups. Leveraging a rich background in Information Technology and Education, Araojo undertakes extensive literature reviews to deepen our understanding of these pivotal areas.

Armed with a Bachelor of Science in Information Technology and another in Education, alongside a professional teaching license from the Philippines, Araojo brings a distinct perspective to the challenges and opportunities present at the confluence of technology, education, and sociology. Currently, on the cusp of completing a Master’s degree in Sociology, Araojo is deeply committed to contributing to research that supports underrepresented students across various disciplines, not limited to engineering and technology but extending to other areas as well.

Araojo’s academic endeavors are fueled by a steadfast dedication to enhancing educational experiences and outcomes for diverse student populations. At the forthcoming ASEE conference, Araojo eagerly anticipates the opportunity to present findings and partake in substantive discussions regarding equity in education and the pivotal role of technology in fostering inclusive learning environments.

Araojo finds passion in reviewing previous studies, finding their results not only intriguing but also instrumental in enriching a holistic approach to research and education.

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Mohsen Ayoobi Wayne State University

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Dr. Ayoobi is currently serving as an associate professor in the Division of Engineering Technology in Wayne State University's College of Engineering. Dr. Ayoobi's research interests include Computational Reactive Flow, Thermal Management, and Engineering Education.

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David Merolla Wayne State University

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David M. Merolla is association professor and chair of sociology at Wayne University in Detroit, MI. His research interests include how identity processes shape the trajectories of STEM students.

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Abstract

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.

Citation
Format

Araojo, I., & Ayoobi, M., & Merolla, D. (2024, June), Transfer Students’ Experiences, Identity Development, and Outcomes in Engineering Technology Programs: A Review Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48174

TY  - CPAPER
AB  - 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&#39; 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.

AU  - Ibarre Araojo
AU  - Mohsen Ayoobi
AU  - David Merolla
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Transfer Students’ Experiences, Identity Development, and Outcomes in Engineering Technology Programs: A Review
UR  - https://peer.asee.org/48174
ER  -