Exploring the Impact of Engineering Student and Professor Expectations on the Development of Student Engineering Identity and Navigation

Galczynski, Michael

doi:10.18260/p.26871

Cited by 1 publication

(1 citation statement)

References 13 publications

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“…Studies of this kind help faculty, student affairs practitioners, and administrators better understand the students they serve, create interventions that support learning and challenges for growth, and ultimately help students succeed in college. Further, a growing body of literature has focused on the development of STEM identities for college students (Carlone & Johnson, 2007;Galczynski, 2016;Godwin, 2016;Rodriguez & Lehman, 2017;Rodriguez, Lu & Bartlett, 2018). Engineering disciplines typically identify as producers of both people and ideas who can meet the needs of an ever-changing world (Rippon, Collofello, & Hammond, 2012).…”

Section: Identity Development and Engineering Identity Developmentmentioning

confidence: 99%

Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity

Rodriguez

Doran

Friedensen

et al. 2020

IJEMST

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Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role as engineers. This study suggests that design thinking is a fruitful area to explore to create more inclusive engineering environments. This study’s findings will assist educational stakeholders in understanding the design thinking pedagogy and engineering identity experiences of CES undergraduate engineering majors. Findings may encourage institutions to view the engineering curriculum in terms of identity development and understand how intersectional identities influence the ways students, particularly those from marginalized backgrounds, experience the environment.

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Section: Identity Development and Engineering Identity Developmentmentioning

confidence: 99%

Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity

Rodriguez

Doran

Friedensen

et al. 2020

IJEMST

View full text Add to dashboard Cite

show abstract

Exploring the Impact of Engineering Student and Professor Expectations on the Development of Student Engineering Identity and Navigation

Cited by 1 publication

References 13 publications

Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity

Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity

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