| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | August 16, 2018 |
| Latest Amendment Date: | February 10, 2023 |
| Award Number: | 1801163 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Connie Della-Piana
cdellapi@nsf.gov (703)292-5309 DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | October 1, 2018 |
| End Date: | October 31, 2023 (Estimated) |
| Total Intended Award Amount: | $799,858.00 |
| Total Awarded Amount to Date: | $1,117,688.00 |
| Funds Obligated to Date: |
FY 2020 = $159,928.00 FY 2021 = $157,902.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
4202 E FOWLER AVE TAMPA FL US 33620-5800 (813)974-2897 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
3702 Spectrum Blvd. Tampa FL US 33612-9446 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Advanced Tech Education Prog |
| Primary Program Source: |
04002021DB NSF Education & Human Resource 04002122DB NSF Education & Human Resource |
| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
Producing more middle skills professionals in advanced technology fields is important for the nations' prosperity. To promote greater success in advanced technology education, this project aims to study the relationships between community college attendance and later educational and occupational outcomes. The research team from the University of South Florida and the Florida Technological Education Center at Hillsborough Community College propose extending their current research on school-work-life balance. To accomplish this goal, they will conduct a longitudinal research study that examines the transition from taking community college courses, to attaining associates and baccalaureate degrees, to reaching career goals, such as better pay and job promotion.
The project will increase understanding of issues and challenges involved in the school-work-life balance for students pursuing credentials and careers in advanced technology. A qualitative and quantitative mixed method longitudinal study will examine student life experiences and pathways, from entry to completion of academic programs to entrance into the workforce. The study will address the shortage of information about pre-college and college technician and occupational pathways, and attainment of credentials and post-program outcomes (e.g., careers and employment). The proposed work builds on the first two phases of the PathTech Life study and focuses on Engineering Technology, Advanced Manufacturing, and Biotechnology. The project team will conduct a longitudinal interview study with national scope coupled with the development and administration of a national survey to answer four sets of research questions that examine the connections among school, work, and other life responsibilities: 1. How do students from diverse backgrounds at different life stages experience their advanced technological program? 2. What are students' short-term education goals (i.e., complete specific coursework, earn certificate or degree) and do they accomplish them? 3. What aspects of an advanced technology education programs prepare student to meet their broader educational and employment goals? 4. What program and institutional efforts do colleges employ to increase recruitment, retention, and connections with students from diverse backgrounds? Results of this research can inform improvements to advanced technological education that support greater retention, graduation, and successful entry into the technical workforce.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
PathTech LISTEN aimed to fill a knowledge gap about the pre-college and post-college pathways of students in advanced technology fields, particularly in two-year AS/AAS STEM programs. The findings shed light on diverse experiences, challenges, and outcomes, emphasizing the need for nuanced support for this student population.
Alumni Backgrounds, Personal Experiences, and Program Experiences: The study delved into various aspects of participants' backgrounds, experiences, and program engagement. It identified that, outside of dual enrollment students, many had limited exposure to math and science courses in high school. Positive experiences with career and technical education in high school motivated interest in joining the technician workforce. Internships were deemed critical for securing quality technician jobs, though financial constraints hindered participation in unpaid internships.
From High School to Community College: The post-high school pathways varied, encompassing traditional and non-traditional routes. Some enrolled directly in A.S. programs, while others took technician classes as dual-enrollment students and later pursued four-year programs. Non-traditional students included those switching careers, with diverse educational backgrounds. The study emphasized the importance of internships, apprenticeships, and co-ops in providing work-based learning experiences.
Program Experiences: Participants spoke favorably about their program experiences, highlighting the role of dedicated instructors, real-world projects, and well-equipped labs. However, challenges included scheduling difficulties, especially for working students, and limited class offerings. The study revealed positive outcomes for those engaging in internships, which facilitated the application of learned skills in practical settings.
Personal Challenges: Financial challenges were a pervasive issue, leading some to quit before enrollment or struggle to pay tuition and bills during the program. Work-life balance emerged as a significant concern, with participants juggling work, school, and family responsibilities. Many faced an extended journey to degree completion due to starting and stopping their programs.
Program Challenges: Some students, particularly first-generation students, felt a lack of support and understanding from instructors and administrators, leading to frustration. Navigating institutional processes, scheduling classes, and accessing resources posed challenges, underscoring the importance of comprehensive support systems.
Education Outcomes: At the time of their second interview, most interviewees had completed their program with a degree (75%). Most did not transfer to a four-year university (44%) but a notable number did pursue four-year degrees, primarily in STEM fields (31%). The 19% students who did not earn a 2-year degree or a certificate were split between leaving their program or staying enrolled and transferring to another 2-year program or a 4-year program to major in STEM.
Employment Outcomes: Almost all students who earned a degree or certificate were employed full-time in their field of study and/or were pursuing a four-year STEM degree. Those who did not complete their program were most likely to be unemployed.
Alumni Transition to Workforce: The majority successfully transitioned to the workforce, reporting high levels of job satisfaction. Various educational and employment trajectories were observed, with participants earning degrees, certificates, or transferring to four-year programs. The study highlighted the significance of social networks in job searches, with "weak ties" often playing a crucial role. Job satisfaction was attributed to the dynamic nature of technician jobs, involving troubleshooting and problem-solving.
Impact of COVID-19 Pandemic: The study explored the impact of the COVID-19 pandemic, revealing diverse experiences. Essential workers found job security, implementing safety protocols, while some faced setbacks but persevered to create meaning in their lives. Educational aspirations were reshaped due to uncertainties, with participants considering sticking to their jobs rather than pursuing further degrees immediately. The pandemic exacerbated work-life collisions for parents, making childcare and remote learning supervision challenging. However, some participants discovered new interests during this period.
In summary, the PathTech LISTEN project provided valuable insights into the complex and varied experiences of community college technician education alumni. The findings underscore the importance of targeted support mechanisms to address financial challenges, improve work-life balance, and enhance program and institutional support. The study's comprehensive exploration contributes to a deeper understanding of the factors influencing the success and challenges of students in advanced technology fields.
Last Modified: 03/01/2024
Modified by: William T Tyson
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