Rynearson, L. K., & Rynearson, A. M. (2017, August), Development of Engineering Professional Identity and Formation of a Community of Practice in a New Engineering Program  Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. 10.18260/1-2--29406

\bibitem{asee_peer_29406}
  Rynearson, L. K., \& Rynearson, A. M. (2017, August), \emph{Development of Engineering Professional Identity and Formation of a Community of Practice in a New Engineering Program}
  Paper presented at 2017 FYEE Conference, Daytona Beach, Florida.
  10.18260/1-2--29406

Lee Kemp Rynearson and Anastasia Marie Rynearson.  "Development of Engineering Professional Identity and Formation of a Community of Practice in a New Engineering Program".  2017 FYEE Conference, Daytona Beach, Florida, 2017, August.  ASEE Conferences, 2017.  https://peer.asee.org/29406 Internet.  30 Dec, 2024

\bibitem{asee_peer_29406}
  Lee Kemp Rynearson and Anastasia Marie Rynearson.
  "Development of Engineering Professional Identity and Formation of a Community of Practice in a New Engineering Program".
  \emph{2017 FYEE Conference, Daytona Beach, Florida, 2017, August}.
  ASEE Conferences, 2017.
  https://peer.asee.org/29406 Internet.  30 Dec, 2024

@INPROCEEDINGS{asee_peer_29406
author = "Lee Kemp Rynearson and Anastasia Marie Rynearson"
title = "Development of Engineering Professional Identity and Formation of a Community of Practice in a New Engineering Program"
booktitle = "2017 FYEE Conference"
year = "2017"
month = "August"
address = "Daytona Beach, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29406}
number = {10.18260/1-2--29406}
}

TY  - CPAPER
AB  - In 2016 Campbell University added a School of Engineering, offering a general engineering degree with concentrations in chemical and mechanical engineering. This paper describes efforts to intentionally support the development of engineering identity in students during their first year through the formation of a community of practice. Faculty managed and supported a variety of in-class and extracurricular activities to encourage the development of engineering identity. As part of the first-year experience, methods employed to foster community and identity development included four main avenues along with three cross-cutting themes. The four main avenues for development were the first-year engineering (FYE) design course sequence, an FYE seminar, mandatory extracurricular programming in professional development and service, and mandatory machine shop and makerspace training. The three cross-cutting themes were the core values of the School of Engineering, the need for diversity in engineering, and the availability of different career choices in engineering. Data was collected throughout the 2016-2017 academic year to understand the first year experience of the charter cohort at Campbell University. Data sources including student event participation record, facilities use records, and a modified professional identity scale were used to characterize and assess the methods. Results indicate that these efforts effectively promoted the creation of an engineering community and supported identity development for the initial cohort of students. This work may provide a template for other programs wishing to increase or systematize their efforts in identity development and community of formation.

AU  - Lee Kemp Rynearson
AU  - Anastasia Marie Rynearson
CY  - Daytona Beach, Florida
DA  - 2017/08/06
PB  - ASEE Conferences
TI  - Development of Engineering Professional Identity and Formation of a Community of Practice in a New Engineering Program
UR  - https://peer.asee.org/29406
DO  - 10.18260/1-2--29406
ER  -