Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S.

Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University.Dr. Geoff Potvin, Florida International University Jacqueline Doyle, Florida International University Hank Boone, University of Nevada, RenoHank Boone is a Graduate Research Assistant and Masters Student at the University of Nevada, Reno. His research focuses on First Generation engineering college students' engineering identity, belongingness, and how they perceive their college experience.He is also on a National Science Foundation project looking at non-normative engineering students and how they may have differing paths to success. His education includes a B.S. in Mechanical Engineering from University of Nevada, Reno. Dina Verdin, Purdue UniversityDina Verdín is an Engineering Education graduate student at Purdue University. She completed her undergraduate degree in Industrial and Systems Engineering at San José State University. Her research interest focuses on the first-generation college student population, which includes changing the perspective of this population from a deficit base approach to an asset base approach.c American Society for Engineering Education, 2016 Intersectionality of Non-Normative Identities in the Cultures of Engineering (InIce)Introduction to the Project Traditionally, engineering culture has limited rather than fostered diversity in engineering. To address this persistent issue, we examine how diverse students identify with engineering and navigate the culture of engineering. We define diversity not by making a priori categorizations according to traditional demographic information (e.g., race, gender, sexual orientation, etc.), but instead by investigating the variation in students' attitudinal profiles on a host of affective measures. Using these measures, we develop an identification of large, "normative" groups of engineers as well as "non-normative" students who emerge as having distinct attitudinal profiles. This mixed methods study investigates the intersectionality of engineering students' personal identities to understand: How do non-normative groups in engineering form an engineering identity and navigate a culture dominated by limited diversity?The focus of this paper is on the first phase this project, in which students' identities, motivation, psychological traits, perceived supports and barriers to engineering, and other background information i...

Abstract:This research paper investigates how engineering students overcome difficulties in engineering through development of an engineering identity, belongingness and social capital with a focus on first generation students (FGS). FGS research often draws comparisons to continuing generation students (CGS) and depicts FGS as weaker students and having difficulty reaching graduation. Difficulties include limited study skills, difficulty meeting admission requirements, personal responsibility of tuition, need for employment, and familial relationships. Research demonstrates FGS "struggle", but little literature examines FGS success persisting to degree attainment. Social capital was chosen as it is a prevalent factor of FGS success while identity and belongingness may relate to students' levels of social capital.FGS is defined as an individual whose parents have not attained a four year bachelor's degree. Upper division students were selected as these students have persisted past traditional engineering barriers and may have developed identity and feelings of belongingness. A required communications class for engineers at a western land grant institution was surveyed using 106 Likert-type, matrix, and modified dichotomous items to understand the student's social capital, experience, identity, and belongingness (n=202, 96% response rate). Analysis showed that being a FGS predicted higher belongingness to engineering major and class. It was also found that FGS had similar engineering identity, motivations toward engineering, experiences in engineering, and social capital provided by their social networks when compared to CGS students. FGS had a more positive opinion on experiences tied to the engineering classroom because they thought their professors gave them encouragement to think creatively, did not go through material too fast, and were happy with their class size when compared to CGS students. FGS did not have as many resources provided by their family/guardian but this could contribute to their differing views of their engineering experience.

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Lisa Benson is a Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms.