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This qualitative research paper explores how undergraduate engineering students think about the development of their engineering identities by recognizing competency needs. Performance/competence, how a student believes they will do performing engineering tasks and understanding engineering content, has been shown to influence how students take on the role identity as an engineer. This study combines role identity and performance/competence with practices of interpretation to understand students needs towards the further development of their engineering identity. The 32 participants in this study are in a four-year long cohort and take part in focus groups at the end of each semester. At the time of this study, participants have been in two to four focus groups and have finished their first or second year of an engineering program. Questions about identity and performance/competence prompted students to share how they conflate their view of themselves as engineers with their current competencies to identify needs. These needs were oriented around learning and applying engineering and are presented by 4 themes. An illustrative example is provided to describe how a participants’ needs in relation to their engineering identity change over time.
Scalaro, K., & Chatterjee, I., & Satterfield, D., & Vollstedt, A., & Lacombe, J., & Parker, M., & Kirn, A. (2022, August), From knowing to doing: Changes in competency beliefs of developing engineers Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41090
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