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Assessing the Engineering Identity in CAD Simulated Engineering Design Challenge

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Design Mental Frameworks

Tagged Division

Design in Engineering Education

Page Count

14

DOI

10.18260/1-2--36715

Permanent URL

https://strategy.asee.org/36715

Download Count

117

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Paper Authors

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Tugba Karabiyik Purdue University at West Lafayette

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Dr. Tugba Karabiyik is a lecturer at Purdue Systems Collaboratory at Purdue University. She holds MS and Ph.D. degrees, both from Florida State University. Her research interests include data-driven decision-making through data visualizations, economic decision-making in engineering design, and applications of game-theoretic and agent-based modeling in computational science, finance, information technology, and engineering fields. She has been developing and applying mathematical and statistical models in various domains, including educational settings.

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Ying Ying Seah Purdue University at West Lafayette Orcid 16x16 orcid.org/0000-0002-6842-2555

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Ying Ying Seah is a Ph.D. candidate in Technology in the Department of Computer Information Technology at Purdue University. Her research interest mainly focuses on developing and validating novel curricular approaches and technology-enhanced learning environments in STEM education, integrating scientific and engineering thinking in the relevant disciplines. Specifically, her current project focuses on designing, implementing, and validating a Learning by Design curricular approach in science classrooms across education levels. Combined with a CAD design task, as well as argumentation scaffold, her research project aims to help students develop better argumentation skills as well as informed design decision-making skills. She has implemented this project in two middle schools in the Indiana's Tippecanoe county, a Physics course for pre-service teachers at Purdue University, and summer camps for Engineering Minority Program at Purdue University.

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Alejandra J. Magana Purdue University at West Lafayette Orcid 16x16 orcid.org/0000-0001-6117-7502

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Alejandra Magana is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and an affiliated faculty at the School of Engineering Education at Purdue University. She holds a B.E. in Information Systems, an M.S. in Technology, both from Tec de Monterrey; and an M.S. in Educational Technology and a Ph.D. in Engineering Education from Purdue University. Her research is focused on identifying how model-based cognition in STEM can be better supported by means of expert technological and computing tools such as cyber-physical systems, visualizations, and modeling and simulation tools.

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Xudong Huang Concord Consortium

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Xudong Huang is a postdoctoral researcher in the Concord Consortium with a background in learning sciences and cognitive psychology. Her research interests are technology-enhanced learning in science and engineering.

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Shannon Hsianghan-Huang Sung Institute for Future Intelligence

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Shannon H. Sung is a Learning Scientist at Institute for Future Intelligence. Her research focuses on technology-enhanced learning and assessment, interdisciplinary STEM learning, and the cognitive learning processes.

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Charles Xie Institute for Future Intelligence

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Abstract

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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