2024 ASEE Annual Conference & Exposition

A Narrative Exploration of Two Post-Traditional Students in Undergraduate Engineering Education

Presented at Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Background: Post-traditional students have become the norm in higher education, not the exception. The definition of a post-traditional student is not well established, but it is generally agreed that they are 25 years old or older, are enrolled part-time, and/or work to support themselves or their families. Currently, there is a focus on engaging post-traditional students in undergraduate engineering programs, but it is crucial to understand their diverse perspectives in order to effectively support them and promote their retention and persistence in the engineering workforce.
Design/Method: The data for this study came from a larger project, REDACTED. We constructed narratives based on the interview responses. In this paper, we discuss the findings of a cross-case analysis of the narratives of two post-traditional participants: (1) Jakobe, a Black cisgender man studying computer science, and (2) Alejandro, a veteran Hispanic man studying mechanical engineering. Both participants attend separate R-1 Hispanic Serving Institutions (HSIs).
Findings: We present the constructed narratives by both participants to highlight points of similarity and contrast. For example, Jakobe sees education as a vital part of his goal of giving back to his community, whereas Alejandro describes his college experience as a means to achieve other goals, such as providing a more robust financial foundation for his family. Additionally, we present instances of similarities and differences that, in turn, uncover nuances in the experiences of these two post-traditional students.
Implications/Conclusions: Understanding students’ experiences offers insights into the underlying factors that influence how some students view their educational experience and how their needs may differ. This can help shape more effective professional preparation approaches and enhance engagement. Overall, our study highlights the importance of considering the diverse perspectives of post-traditional students and the need for engineering educators to tailor their approaches to better support these students.

Authors

Maimuna Begum Kali http://orcid.org/https://0000-0003-1770-7363 Florida International University [biography]

Maimuna Begum Kali is a Ph.D. candidate in the Engineering and Computing Education program at the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University (FIU). She earned her B.Sc. in Computer Science and Engineering from Bangladesh University of Engineering and Technology (BUET). Kali's research interests center on exploring the experiences of marginalized engineering students, with a particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, contributing to the larger body of research in the field.
Gabriel Van Dyke Utah State University [biography]

Gabriel Van Dyke is a Graduate Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University (USU).
Dr. Stephen Secules http://orcid.org/0000-0002-3149-2306 Florida International University [biography]

Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on design, sociotechnical contexts, education, and learning. He conducts research on equity and culture in engineering education and supports undergraduate and graduate student researchers through the Equity Research Group.
Dr. Cassandra McCall http://orcid.org/https://0000-0002-0240-432X Utah State University [biography]

Cassandra McCall, Ph.D., is an Assistant Professor in the Engineering Education Department and Co-Director of the Institute for Interdisciplinary Transition Services at Utah State University. Her research centers the intersection identity formation, engineering culture, and disability studies. Her work has received several awards including best paper awards from the Journal of Engineering Education and the Australasian Journal of Engineering Education. She holds a Ph.D. in Engineering Education from Virginia Tech as well as M.S. and B.S. degrees in civil engineering from the South Dakota School of Mines and Technology.
Dr. Bruk T Berhane Florida International University [biography]

Dr. Bruk T. Berhane received his bachelorâ€™s degree in electrical engineering from the University of Maryland in 2003. He then completed a masterâ€™s degree in engineering management at George Washington University in 2007. In 2016, he earned a Ph
Vanessa Tran Utah State University [biography]

Vanessa Tran is a Ph.D. candidate in Engineering Education at Utah State University (USU). She earned a Bachelor's degree in Civil Engineering from the University of Architecture (UAH) and a Master's in Global Production Engineering and Management from the Vietnamese-German University (VGU) in Vietnam. Her research interest lies in enhancing the well-being of engineering students and educators. She is currently working on an NSF-funded project promoting student narratives through audio-based methods.
Agustina Dotta Ceriani Florida International University

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