Date of Award:

5-2024

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Applied Sciences, Technology, and Education

Committee Chair(s)

Joseph Furse (Committee Chair), Debra Spielmaker (Committee Co-Chair)

Committee

Joseph Furse

Committee

Debra Spielmaker

Committee

Michael Pate

Committee

Tyson Sorensen

Committee

Wade Goodridge

Abstract

The field of Technology and Engineering Education (TEE) has evolved in name and content throughout its existence. Throughout these evolutions, the number of TEE programs across the United States have decreased along with a decrease in the number of students graduating from undergraduate TEE programs. Previous investigations into the recruitment of TEE students have identified social interactions with TEE program faculty and technology and engineering educators as influential in students' interest in teaching technology and engineering at the secondary level. This study sought to investigate how social interactions through participation in Technology and Engineering Educators Association (TEECA), as a community of practice, may influence undergraduate students' interest in teaching and intent to complete their undergraduate TEE program. A Spearman's rho correlation was used to investigate what relationship, if any, existed between TEECA participation and undergraduate students' interest in teaching TEE and intent to complete their TEE degree. Additionally, a moderation analysis was performed to investigate whether undergraduate students' beliefs about the social contribution of educators as well as the undergraduate students' perceived abilities within the TEE content area have a moderating effect on the relationship between TEECA participation and undergraduate students' interest in teaching and intent to complete their undergraduate program.

The study utilized a multiple method approach to further investigate additional aspects of participating in pre-professional communities of practice that undergraduate students recognize as influential in their intentions for their future studies and career. Lastly, this investigation also sought to identify the contextual factors that influence current and potential TEECA members' perception and understanding of the TEE profession through a review of published data and responses from TEE program leaders from varying universities.

Findings revealed no statistically significant relationship between TEECA participation and undergraduate students' interest in teaching and their intent to complete their undergraduate degree. Additionally, no statistical significance was found on the moderating impact of students' beliefs on the relationship between TEECA participation and undergraduate students' interest in teaching as well as their intent to complete their undergraduate degree.

Qualitative data collection and analysis revealed that students recognized TEECA participation as influential in helping them to develop skills and experiences in additional content within TEE. Student responses also indicated a struggle in finding undergraduate TEE programs.

Finally, this investigation showed inconsistency in defining and counting university TEE programs across the United States of America. This inconsistency may contribute to the obstacles students may experience in finding and enrolling in TEE programs.

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