June 15, 2019
June 15, 2019
October 19, 2019
Educational Research and Methods
Developing an Engineering Identity through Immersive Design Challenges in Academic Makerspaces: A Qualitative Case Study
In this paper, we developed a lens through which the development of an engineering identity, situated within an academic makerspace, can be analyzed. This lens draws from the literature in the Maker Movement in higher education, legitimate peripheral participation within communities of practice, and engineering identity development in undergraduate engineering programs. We used the existing frameworks in the literature to develop one that considered social and physical space, expert and novice interactions, and dimensions known to impact identity formation, to better understand how the engineering identities of undergraduate engineering students changed through participation in a design challenge, situated within an academic makerspace. In this paper, we take an ethnographic approach to describe such changes in three contrasting cases, where engineering identity development was impacted by space, interactions, and the participants’ accountable disciplinary knowledge. We discuss the implications of our findings on the field of engineering education, the "leaky" pipeline in engineering programs, and women in engineering as an underrepresented group.
Torralba, J., & Rouse, R. (2019, June), Developing an Engineering Identity through Immersive Design Challenges in Academic Makerspaces: A Qualitative Case Study Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32636
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