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CAREER: Actualizing Latent Diversity in Undergraduate Engineering Education

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

NSF Grantees: Identity

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

22

DOI

10.18260/1-2--34262

Permanent URL

https://peer.asee.org/34262

Download Count

121

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Paper Authors

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Allison Godwin Purdue University at West Lafayette (COE) Orcid 16x16 orcid.org/0000-0002-0741-3356

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Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity development. She has won several awards for her research including the 2016 American Society of Engineering Education Educational Research and Methods Division Best Paper Award and the 2018 Benjamin J. Dasher Best Paper Award for the IEEE Frontiers in Education Conference. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and the Purdue University 2018 recipient of School of Engineering Education Award for Excellence in Undergraduate Teaching and the 2018 College of Engineering Exceptional Early Career Teaching Award.

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Brianna Shani Benedict Purdue University at West Lafayette

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Brianna Benedict is a Graduate Research Assistant in the School of Engineering Education at Purdue University. She completed her Bachelor's and Master's of Science in Industrial and Systems Engineering at North Carolina Agricultural & Technical State University. Her research interest focuses on interdisciplinary students' identity development, belongingness in engineering, and recognition.

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Jacqueline Rohde Purdue University at West Lafayette (COE)

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Jacqueline A. Rohde is a third-year graduate student at Purdue University as the recipient of an NSF Graduate
Research Fellowship. Her research interests in engineering education include the development student identity and
attitudes, with a specific focus on the pre-professional identities of engineering undergraduates who join non-industry occupations upon graduation.

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Dina Verdín Arizona State University, Polytechnic campus Orcid 16x16 orcid.org/0000-0002-6048-1104

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Dina Verdín, PhD is an Assistant Professor of Engineering in the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. She graduated from San José State University with a BS in Industrial Systems Engineering and from Purdue University with an MS in Industrial Engineering and PhD in Engineering Education. Dina is a 2016 recipient of the National Science Foundation’s Graduate Research Fellowship and an Honorable Mention for the Ford Foundation Fellowship Program. Her research interest focuses on changing the deficit base perspective of first-generation college students by providing asset-based approaches to understanding this population. Dina is interested in understanding how first-generation college students author their identities as engineers and negotiate their multiple identities in the current culture of engineering. Dina has won several awards including the 2018 ASEE/IEEE Frontiers in Education Conference Best Diversity Paper Award, 2019 College of Engineering Outstanding Graduate Student Research Award and the Alliance for Graduate Education and the Professoriate (AGEP) Distinguished Scholar Award. Dina's dissertation proposal was selected as part of the top 3 in the 2018 American Educational Research Association (AERA) Division D In-Progress Research Gala.

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Aaron Robert Hamilton Thielmeyer Purdue University at West Lafayette

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Aaron Thielmeyer is a mechanical engineering undergraduate student at Purdue University.

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Herman Ronald Clements III Purdue University at West Lafayette (COE)

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H. Ronald Clements is a postbaccalaureate research assistant in the STRIDE lab at Purdue University and an incumbent graduate student for the 2020-2021 year. He works on the project titled “CAREER: Actualizing Latent Diversity: Building Innovation through Engineering Students’ Identity Development,” assisting with narrative analysis and interviews, helping to understand the identity trajectories of latently diverse students.
He received his Bachelor of Science in Psychology at Harding University with honors, where he participated in the Beyond Professional Identity (BPI) research group, studying frustration in first- and second-year undergraduate engineering students. He also served as the BPI lab manager during 2017-2018. He is also a Society of Personality and Social Psychology Undergraduate Research Fellow, through which he studied in the Stereotypes, Identity, and Belonging Lab (SIBL) at the University of Washington during the summer of 2018.

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Zhihui (Sherry) Chen

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Abstract

Engineering culture values particular ways of being, thinking, and knowing that can be exclusive for some students. Students' feelings of belonging are a number one reason why students leave engineering. As a result, this misalignment influences how students develop and author their identity as an engineer. This project focuses on characterizing the underlying attitudes, beliefs, and mindsets (i.e., latent diversity) that students bring with them into engineering as well as how the culture of engineering may support these students or not. This project studies latent diversity through a national survey and longitudinal narrative interviews to answer three research questions: 1) What kinds of diversity in attitudes, beliefs, and mindsets (i.e., latent diversity) are present in engineering students?; 2) How do undergraduate students with latent diversity form engineering identities within an engineering community of practice over time?; and 3) What support, both inside and outside of the classroom, can be provided to promote inclusion of students with latent diversity in engineering? The outcomes of this research include broadening the spectrum of what it means to be an engineer through inclusive pedagogical practices in the classroom. Previously, we administered 3, 855 paper-based surveys to 32 ABET accredited institutions to understand students’ incoming latent diversity. These responses were used to characterize latent diversity with Topological Data Analysis (TDA) using personality dimensions (i.e., neuroticism and conscientiousness), physics, mathematics, and engineering role identities (i.e., performance/competence beliefs, interest, and recognition), belonging (i.e., in engineering and the engineering classroom), internal and external motivation beliefs, and epistemic beliefs. This analysis resulted in six groupings of students of latent diversity. Twenty-five students were selected from these groups for longitudinal narrative interviews to understand their experiences and development throughout their undergraduate engineering education. The first round of interviews was designed to understand students' background and pathway to engineering. The second round of interviews involved asking the students to complete a journey map to guide the interview focused on understanding their identity trajectory. Our data analysis strategy consisted of narrative construction and narrative indexing. We constructed restoryed case narratives for each interview as a way to capture the students’ stories highlighting their background and pathway to engineering and throughout each year of their engineering education. In addition to these narrative constructions, we also compiled an index that tracks patterns in participants' developing narratives over time. This index includes students' personal information (i.e., group membership, major, and life changes), identity-building experiences, specifically aligned to the identity trajectory strands, and unique elements or connections among participants. We are continuing to conduct narrative interviews with students for the next two years along with student-generated event-logs and distributing a second version of the survey to understand how students' membership in one of six groups changes or remains constant. This research will be used to understand how to promote inclusive classrooms, as well as to understand how students’ engineering identity shifts over time.

Godwin, A., & Benedict, B. S., & Rohde, J., & Verdín, D., & Thielmeyer, A. R. H., & Clements, H. R., & Chen, Z. S. (2020, June), CAREER: Actualizing Latent Diversity in Undergraduate Engineering Education Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34262

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