Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
This Complete Research paper seeks to examine possible changes in the identities of first-year engineering students. Based on pre-and post-student drawings, we will examine how the engineering identities of first-year students change over the course of a semester. Sketching as a practice can be applied in various ways. Additionally, the practice itself changes based on its intended purpose or application. Engineering sketches have a variety of uses, in that they can be used for brainstorming ideas or for social and communicative practices. This differs slightly from other fields as sketching in engineering is used for field related practices as well as exploratory purposes. Each of these purposes offers a critical piece of learning that may need to be used in conjunction with one another. Why not combine self-expressive sketches with communicative sketches in order to enhance their communicative ability? Or to combine reflective sketches with brainstorming sketches to better frame and reframe engineering problems, such that we do not let our students take them out of real-world contexts?
With the versatility of sketching practices, there are inevitable challenges when determining the appropriate times and contexts to employ these methods. Additionally, for students who do not consider themselves artistic, there can be more hesitation associated with using sketching as a way to think and communicate due to the fear of judgment that can be associated with expressing oneself. Therefore, when we begin to bring sketching back into the engineering classroom (studio), we also need to help our students overcome this mental obstacle and become comfortable using sketching as a tool. In this study, first-year engineering students from a remedial spatial visualization class were tasked with sketching themselves at the beginning of the semester and the end of the semester. Through these sketches, we seek to understand the differences in their pre-and post-sketches of themselves as well as any differences across gender.
To analyze these drawings, we will use a theoretical coding approach. Employing Gee’s four categories of identity (nature-identity, institution-identity, discourse-identity, and affinity-identity), we will code all relevant features of the sketches to the appropriate category. Second-tier codes were also developed based on the specific characteristics of each of Gee’s four categories of identity. Participant reflection statements will be coded using the same approach. Once participant drawings and reflection statements are coded, we will examine the codes and categories to identify any emergent themes. It is important to note that we are not using these pre-and post-sketches to uncover an identity change that can be attributed to the spatial visualization class. They serve as a holistic representation of how the students identify themselves in the first and final week of their first semester.
Ozkan, D. S., & Edwards, C. D., & Bhaduri, S., & Bairaktarova, D. (2018, June), Sketching with Students: An Arts-informed Qualitative Analysis of First-year Engineering Students Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30967
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