Dedicated to Their Degrees: Adult Transfer Students in Engineering Baccalaureate Programs

Autor/inn/en	Allen, Taryn Ozuna; Zhang, Yi
Titel	Dedicated to Their Degrees: Adult Transfer Students in Engineering Baccalaureate Programs
Quelle	In: Community College Review, 44 (2016) 1, S.70-86 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552115617018
Schlagwörter	Adult Students; College Transfer Students; Engineering; Engineering Education; Bachelors Degrees; Qualitative Research; Student Motivation; Learning Experience; Andragogy; Semi Structured Interviews; Problem Solving; Reputation; Phenomenology; Student Characteristics; Demography; Adult Learning + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Hochschulwechsel; Schulwechsel; Studienortwechsel; Maschinenbau; Ingenieurausbildung; 'Bachelor''s degrees'; Bachelor-Studiengang; Qualitative Forschung; Schulische Motivation; Lernerfahrung; Andragogics; Andragogik; Problemlösen; Phenomenological psychology; Phänomenologie; Psychologie; Demografie; Adulte education; Adult training; Erwachsenenbildung
Abstract	Objective: Increasing degree completion in science, technology, engineering, and mathematics (STEM) fields, particularly engineering, is a national priority. With an aspiration to increase the number of STEM graduates by one million in the next 10 years, more research is needed to understand the role of community colleges in achieving this national goal. This qualitative study examined the motivations and learning experiences of adult learners who transferred from a community college to pursue an engineering degree at a 4-year university. Method: Using Knowles, Holton, and Swanson's theory for adult learning, or andragogy, we interviewed 18 adult students who transferred from a community college to engineering programs at a 4-year research institution. Each participant was interviewed twice using a one-on-one, semi-structured format. Results: We found students were motivated to pursue engineering programs because of the perceived prestige associated with becoming an engineer and because of their personal curiosity in solving problems and understanding how things work. The participants further demonstrated their motivation for learning through their high post-baccalaureate aspirations, which included pursuing graduate school. To achieve academic and vocational success, students strategically developed peer relationships and selectively participated in engagement opportunities with the greatest professional or academic benefits. Contributions: Recommendations for campus policies and practices include restructuring campus involvement opportunities to allow adult learners to access information through self-paced activities. Furthermore, our findings suggest institutions should communicate the academic and professional benefits of campus involvement and consider strategies to facilitate interactions between older adult students and their younger peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01