Education Commons^™

Report Detailing The Development Of University Articulation Agreements And Course Syllabi Revisions For The Engineering Drafting & Design Technology Program At Salt Lake Community College, Michael Stenquist

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This project is an attempt to close the gap between local industry, higher education, and the Engineering Drafting and Design Technology (EDDT) department at Salt Lake Community College (SLCC). As a longtime drafting instructor in the EDDT department at SLCC, a need for change in industry from board drafting, to 2-D CAD, and now to 3-D CAD has occurred. Because of these changes, the program has continually been updated to meet the needs of the students and local industries. The purpose of this project detailed in this report was first, to explore the drafting needs of professionals working in the …

Diversity Education: Are We Preparing Teachers To Teach All Learners?, Lindi Andreasen

Undergraduate Honors Capstone Projects

Five hundred twenty-three preservice teachers from six different preparation programs completed the diversity and multicultural perspectives portion of the Professional Teaching Knowledge and Skills Survey (PTKSS) to determine their feelings of multicultural efficacy at the end of their program and again after their first year of teaching. Statistical analysis revealed that preservice teachers rate their capability to teach diverse students as "adequate" to "well" on a 5 point Likert type scale (M=35.28, possible Range=0-50), with no significant drop in self-efficacy after one year of teaching (M=34.09). However, individual item means did drop consistently between the preservice and inservice stages, and …

Towards Alternative Pathways: Nontraditional Student Success In A Distance-Delivered, Undergraduate Engineering Transfer Program, Angela L. Minichiello

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Nontraditional students, including those who delay college entry, attend college part-time, work full-time, or financially support themselves or dependents, are highly underrepresented in engineering education. Recently, the United States began emphasizing a need to access this untapped human potential. U.S. educational policymakers now seek increased nontraditional student participation in engineering education through the creation of robust new pathways—within and between 2- and 4- year institutions—to undergraduate engineering degrees.

To be impactful, alternative pathways must be grounded in knowledge related to nontraditional student success in engineering. To access this knowledge, this study qualitatively examined the experiences of 14 nontraditional students who …