June 15, 2019
June 15, 2019
October 19, 2019
The Mechanical Engineering Department at a private, mid-sized university was awarded a National Science Foundation RED (Revolutionizing Engineering and Computer Science Departments) grant in 2017 to study how student identities change when a department makes “revolutionizing” changes.These changes are in four areas research shows are important to culture change: shared vision, reflective faculty, relevant curriculum and pedagogy, and supportive policies. The goal of the changes is to immerse students in a new culture of “Engineering with Engineers.” Cultivating a culture of doing engineering can result in graduates who not only are prepared technically and professionally with a practical, realistic understanding of what it is to be an engineer, but also who identify with and are committed to the engineering profession. The expectation is that immersion in this program will affect students’ identities as they move through the program. This paper focuses on implicit identity data collected via implicit association tests (IATs) during the first full year of the grant. It shows that engineering students implicitly identify with engineering, and that they consider engineering to be a male field. These data serve as a baseline for the ongoing identity research supported by the grant and point to the need for programmatic changes that help females and non-Whites develop stronger identities with engineering.
This project was funded by a grant from NSF’s Division of Undergraduate Education (DUE) through IUSE/PFE: RED.
Cook, K. E., & Han, Y., & Mason, G., & Shuman, T. R., & Turns, J. A. (2019, June), Engineering Identity across the Mechanical Engineering Major Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32726
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