2024 ASEE Annual Conference & Exposition

This paper examines the definitions of success held by engineering technology students and faculty members in engineering technology. The staff of a large engineering technology program in the United States found how students prioritize the elements of success and how faculty thought students would prioritize the elements of success to be divergent. Anecdotal observations from conversations with students and faculty sparked an interest in discovering how attuned faculty members are to their students’ frame of reference when defining the elements of success.

Staff collected data from students and faculty and shared the results with those attending the annual opening meeting for engineering technology faculty and staff. Faculty were intrigued by the data, which these researchers found meaningful and worthy of publication.
Initial analysis of the survey data collected from students and faculty was done at a high level. Findings reveal significant disparities between student and faculty perspectives, shedding light on the challenges in aligning educational objectives and expectations. Potential root causes contributing to the discrepancy were discussed during the staff retreat. A leading consideration was the individual survey takers' lens or personal reference point and how that lens could impact a faculty member's interpretation of how students perceive success. Further discussions centered around factors that may influence how students view success, such as parental work habits, availability of information on the World Wide Web, and other topics such as the most recent pandemic. Others spoke about the continued need to teach foundational theory, regardless of how students define success.

Based upon the survey data and anecdotal evidence provided by faculty in various settings, this study offers practical recommendations for fostering improved communication and understanding between engineering technology students and faculty, aiming to enhance the educational experience for all stakeholders involved. By recognizing and addressing these disparities, institutions can work towards a more harmonious learning environment catering to the diverse needs and aspirations of engineering technology students and faculty members. At a very high level, this research contributes to the ongoing discourse on effective pedagogical strategies and collaborative learning environments in higher education.