Pathway to Engineering Technology Careers Through Internships and Industry Guidance

该项目旨在培养一批技术熟练、训练有素的工程技术人员，以满足当前劳动力市场的需求。圣华金三角洲学院拥有成熟的工程技术副学士学位课程。根据该学院服务地区的经济数据，该学位的学生预计每年约有900个职位空缺，这可能会支持学生的经济流动性。然而，该学院工程技术专业的招生人数不足以满足需求。为了抓住这个机会，工程技术项目将与当地行业合作，为学生提供实习和职业机会。合作伙伴包括劳伦斯·利弗莫尔国家实验室、OG包装公司和王氏企业。该项目将与这些合作伙伴合作，扩大招生规模，并实施旨在增加留学生的干预措施。活动将包括与学院其他部门合作，开发建立同伴支持的队列模式，引入以工作为基础的学习机会，主办职业和学术研讨会，以及提供毕业后职业服务。预期结果包括所有工程技术课程的入学人数增加，学生人数保持不变，副学士学位毕业率增加。该项目每年将为劳伦斯·利弗莫尔国家实验室和其他合作伙伴的五个暑期实习提供支持。该项目将致力于增加进入工程技术课程并完成工程技术副学士学位的学生人数。这一增长将有助于满足多个经济部门对拥有该学位及其所赋予的技能的技术人员日益增长的需求。该项目将测试与工业界合作制定的战略如何成功地用于招收、教育和支持工程技术专业的学生。所产生的结果和证据将与多个学科和地区的工程技术项目相关。对队列-研讨会-实习生模式的评估将记录同行和教职员工支持在关键的第一年学习后留住学生的影响。将对提供给学生的实习、行业参观和职业服务进行评估，以确定职业可视化如何支持学生留住和完成副学士学位。由于该学院为许多拉美裔和低收入学生提供服务，从该项目中收集的证据也可以为其他地方的这些学生提高对工程技术的兴趣和学位完成率的战略提供参考。项目成果将广泛传播，包括向行业传播，从而将队列-车间-实习生模式作为解决多个行业劳动力需求的潜在解决方案。该项目由高级技术教育计划资助，该计划专注于为推动国家经济的先进技术领域培养技术人员。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to develop a pipeline of technically skilled and well-trained engineering technicians to meet the current labor market demand. San Joaquin Delta College has an established engineering technology associate degree program. Based upon economic data from the College’s region of service, approximately 900 annual job openings are projected for students with this degree, which could support students' economic mobility. However, enrollment in engineering technology at the College is not sufficient to meet the demand. To address this opportunity, the engineering technology program will partner with local industry to provide students with internship and career opportunities. Partners include Lawrence Livermore National Laboratory, OG Packing, and Wong Enterprises. The project will work with these partners to expand recruitment and implement interventions designed to increase student retention. Activities will include collaborating with other departments at the College, developing a cohort model to build peer support, introducing work-based learning opportunities, hosting career and academic workshops, and offering post-graduation career services. The expected outcomes include an increase in enrollment in all engineering technology courses, in retention of the student cohort, and in the associate degree completion rate. The project will support five summer internships at Lawrence Livermore National Laboratory and other partners each year. This project will work to increase the number of students who enter the engineering technology program and complete an associate degree in engineering technology. This increase will help meet the growing need in multiple economic sectors for technologists who have this degree and the skills it confers. The project will test how strategies developed in partnership with industry can be used successfully to recruit, educate, and support engineering technology students. The findings and evidence generated will be relevant to engineering technology programs in multiple disciplines and regions. Assessment of the cohort-workshop-intern model will document the impact of peer and faculty support on retaining students after the critical first year of study. The internships, industry tours, and career services offered to students will be evaluated to determine how visualization of careers may support student retention and completion of associate degrees. Since the College serves many Hispanic and lower-income students, the evidence gathered from this project can also inform strategies for increasing interest and degree completion rates in engineering technology by these student populations elsewhere. The project results will be disseminated broadly, including to industry, thus promoting the cohort-workshop-intern model as a potential solution to workforce needs in multiple industries. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy.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.