Graduation Term
Fall 2024
Degree Name
Doctor of Education (EdD)
Department
School of Teaching and Learning
Committee Chair
Ryan Brown
Committee Member
Allison Antink-Meyer
Committee Member
Joshua Brown
Abstract
This study examined how undergraduate students in a 4-year engineering technology (ET) program perceived their development of ET professional identities. A mixed-methods sequential explanatory design was used. In the first phase, an online survey was administered to all students in the program (N =146). The response rate was 32% (N = 47). The survey instrument contained ET and professional identity measures, along with demographic items. An exploratory factor analysis was conducted to examine the content validity of the measures of ET identity. Quantitative results indicated that students generally viewed themselves positively in terms of ET identity and professional identity. Age and year in school were found to be significant correlates of ET and professional identity. A K-Means cluster analysis was conducted to reveal groupings of professional identity statuses. Previous ET experiences were found to be significant toward the development of all professional identity statuses. In the second phase, semi-structured interviews were conducted with a subset of participants (n = 9) to provide context to the survey results. This study provided insights into how prior ET experiences and interactions with faculty and peers shaped students' perceptions of ET as a field of study and future profession. Recommendations for future research and practice are provided.
Access Type
Dissertation-Open Access
Recommended Citation
Williams, Jeritt, "Examining the Identities of Engineering Technology Students" (2024). Theses and Dissertations. 2022.
https://ir.library.illinoisstate.edu/etd/2022
