August 23, 2022
June 26, 2022
June 29, 2022
LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals
While engineering students are predominately trained for individual technical capability, society’s biggest engineering challenges require collaborative teams of technical experts. These challenges require both technical and professional skills, such as leadership. One approach that has shown increasing promise in understanding the complex, dynamic, and personal characteristics of engineering leadership development is identity. Identity, or how a person positions oneself—and is positioned by others— in the world, has been shown to lead to the motivation and persistence essential for success in long-term goals. However, operationalizing identity to concretely cultivate engineering leadership in the classroom has not yet seen widespread success. This study seeks to identify features of identity-based instruction that effectively impact engineering leader development in the classroom.
This research paper utilized a systematic literature review approach to identify features of identity-based instruction. Instructional features in the literature were reviewed through the lenses of four identity frameworks: personal (self-authorship), professional (community of practice), leadership (leadership identity development), and engineering (performance, interest, recognition) identities.
Nine instructional features that support engineering leadership identity development emerged in the literature: values, language, reflection, authentic experiences, scaffolding, group learning, diverse perspectives, technical skills, and social skills. Four of these instructional features emerged as having prominent impact on improving engineering education approaches: values, language, reflection, and group learning. These findings provide preliminary guidance on how to support engineering leader identity growth in the classroom. Moreover, these instructional features are discussed in terms of identity development processes that they support, providing educators with formalized frameworks through which they can better understand their own programs and curricula. Finally, these findings provide rich insight into identity-based instruction and support the Design and Assess strategic initiatives of the LEAD division.
Tallman, B., & Hughes, B., & Carson, R., & Schell, W. (2022, August), Features of Identity-based Engineering Leadership Instruction Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41332
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