Preferences for instructional processes of traditional aged and nontraditional aged associate degree engineering technology students in western North Carolina

The purpose of this research was to assess and compare the instructional preferences of traditional and nontraditional aged associate degree engineering technology students in western North Carolina. This study was undertaken to expand the body of knowledge concerning nontraditional aged community college students.;A literature search revealed considerable material on academic preferences of traditional students. The body of knowledge on nontraditional populations is limited and contradictory. Very little research has been done at the community college level on differences between traditional and nontraditional aged students.;This study was intended to answer questions raised in the literature concerning whether nontraditional aged students have different preferences from traditional aged students in the areas of motives for engaging in an educational experience, preference for faculty interaction and preferences for involvement with curriculum planning.;Day students in engineering technology at five community colleges were surveyed using the Student Orientations Survey (Morstain, 1976). Analysis of variance revealed no significant difference in instructional preferences between traditional age and nontraditional age engineering technology students. Further analysis also revealed no significant difference when considering the variables of progress in the program and part-time/full-time status.