June 15, 2019
June 15, 2019
June 19, 2019
Educational Research and Methods
Engineering identity is an attractive lens being used by engineering education researchers to help understand the factors contributing to student retention and persistence in engineering. However, few studies have linked pedagogical approaches for developing an identity to their impact on engineering identity development. This research paper investigates the difference in students’ engineering identity, engineering performance/competence, engineering interest, recognition in engineering, and affect towards six professional engineering practices in two difference engineering departments: a traditional program that implicitly supports engineering identity formation and a non-traditional program that explicitly supports engineering identity formation. Survey data was collected from a total of 184 students (153 from the traditional department and 31 from the non-traditional department). Using independent samples t-tests, results show that engineering identity was higher for students in the traditional department than for students in the non-traditional department. However, students in the non-traditional department showed statistically significantly higher levels of collaboration compared to the traditional department. This work contributes to the ongoing conversation about engineering identity development by beginning to explore the pedagogical approaches that impact students’ engineering attitudes. Implications of results are discussed.
Kendall, M. R., & Procter, L. M., & Patrick, A. D. (2019, June), Assessing Methods for Developing an Engineering Identity in the Classroom Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32114
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