Board 224: Characterizing Design Activity Engagement: A Summary of Insights from Year Two
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
- Tagged Topic
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NSF Grantees Poster Session
- Page Count
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5
- DOI
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10.18260/1-2--46793
- Permanent URL
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https://peer.asee.org/46793
- Download Count
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55
Paper Authors
Elliott Clement Oregon State University
Elliott Clement is a doctoral student at Oregon State University. His current research is using grounded theory to understand identity and motivation within the context of capstone design courses. He is also part of a research team investigating context-specific affordances and barriers faculty face when adopting evidence-based instructional practices in their engineering courses.
James L. Huff
University of Georgia
orcid.org/0000-0002-6693-5808
Dr. James Huff is an Associate Professor of Engineering Education and Honors College Faculty Fellow at Harding University. He conducts transdisciplinary research on identity that lies at the nexus of applied psychology and engineering education. A recipient of the NSF CAREER grant (No. 2045392) and the director of the Beyond Professional Identity (BPI) lab, Dr. Huff has mentored numerous undergraduate students, doctoral students, and academic professionals from more than 10 academic disciplines in using interpretative phenomenological analysis (IPA) as a qualitative research method to examine identity and shame in a variety of contexts. Dr. Huff serves as Associate Editor for Studies in Engineering Education, Journal of Engineering Education, and is on the Editorial Board of Personality and Social Psychology Review. He has a B.S. in Computer Engineering from Harding University, an M.S. in Electrical and Computer Engineering from Purdue University, and a Ph.D. in Engineering Education from Purdue University.
Shane A. Brown P.E.
Oregon State University
orcid.org/0000-0003-3669-8407
Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in
Abstract
In this paper, we aim to summarize our efforts to understand how the identities of civil and mechanical engineering students engaged in capstone projects relate to their engagement in design activity. Building upon our previous introductory study, we share insights from the content analysis of interviews with civil and mechanical engineering students engaged in capstone design courses and report initial findings related to how students’ self-perception as engineers impacts their role within the capstone team.
Clement, E., & Huff, J. L., & Brown, S. A. (2024, June), Board 224: Characterizing Design Activity Engagement: A Summary of Insights from Year Two Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46793
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