Improving Educational Outcomes in Manufacturing Engineering Technologist and Technician Education (METTE) Programs

来自威斯康星大学麦迪逊分校和四所两年制学院(福克斯山谷技术学院、莫雷恩公园技术学院、北中技术学院和沃基沙县技术学院)的研究人员和实践者团队正在开展活动，以提高学生在制造工程技术员和技师教育(METE)项目中的成就率和保留率，并研究与这些活动相关的关键因素。该项目审查了学生参与作为中学和专上院校之间衔接协议一部分的课程工作的影响，以及专上因素(例如，财政援助的可获得性以及参与学术和学生支助活动)对学生在Mette的表现和保留率的影响。这项研究考察了高中参加双学分计划与学生成绩之间的联系，如获得文凭的可能性、坚持到大学第二学期、高中毕业后平均成绩点较高、高中毕业后两年坚持大学、从两年制转到四年制，以及毕业后劳动力市场的成功。这项研究还考察了影响Mette成绩和留存的中学后因素，如学生参与机构支持活动、学术经历和参加补习课程的情况，以及就业和家庭责任等外部需求。此外，两年制大学的当地领导团队(LLT)参与校园层面的行动研究，以审查与加强学生成功和/或改进其Mette计划以满足当地或地区的劳动力发展需求相关的当地或地区重要问题。调查结果将通过出版物以及国家和地方情况介绍进行传播。

A team of researchers and practitioners from the University of Wisconsin, Madison and four 2-year colleges (Fox Valley Technical College, Moraine Park Technical College, Northcentral Technical College, and Waukesha County Technical College)is developing activities to increase student success and retention in Manufacturing Engineering Technologist and Technician Education (METTE) Programs and examining key factors associated with these activities. The project examines the influence of student participation in coursework that is part of articulation agreements between secondary and post-secondary institutions and the influence of post-secondary factors (e.g., the availability of financial aid and participation in academic and student support activities) on student performance and retention in METTE. The study examines the link between participation in dual-credit programs in high school with student outcomes, such as likelihood of earning a diploma, persistence to the second semester of college, higher Grade Point Average on year after high school graduation, persistence in college 2 years after high school graduation, transfer from 2-year to 4-year program, and post-graduation labor market success. The study also examines post-secondary factors on performance and retention in METTE, such as student engagement in institutional support activities, academic experiences and enrollment in remedial courses, and external demands such as employment and family responsibilities. In addition, Local Leadership Teams (LLT) at the 2-year colleges are engaged in campus-level action research studies to examine locally or regionally important issues associated with strengthening student success and/or improving their METTE programs to meet the workforce development needs of the locale or region. Findings will be disseminated through publications and national and local presentations.