July 26, 2021
July 26, 2021
July 19, 2022
Design in Engineering Education
This study investigates high school students' engineering identity while they were challenged by an engineering design task. New academic standards in the U.S. call for integrating engineering into K-12 education; as educators, it should be our priority to engage students with engineering instruction, especially those who were underserved, underperforming, and underrepresented in STEM fields. Engineering identity is referred to students’ self-identification, belonging to a community. It is related to students’ educational and professional persistence and students’ impact on their self-identity. This study measured students’ engineering identity development through self-recognition, interest, and performance in engineering design by using their self-reported post-survey questionnaires after they were engaged with an engineering design task. We have also explored the correlation between the students' self-recognition, interest, and engineering design performance. Our results show that there is a high correlation between students' interest and performance in engineering design. Moreover, students with high interest also have a high performance and high self-recognition in engineering design and vice versa.
Karabiyik, T., & Seah, Y. Y., & Magana, A. J., & Huang, X., & Sung, S. H., & Xie, C. (2021, July), Assessing the Engineering Identity in CAD Simulated Engineering Design Challenge Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36715
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