Structure versus Curiosity: Developing a model for understanding undergraduate students’ childhood pathways into engineering

Collette Patricia Higgins; Melissa Wood Aleman; Robert L. Nagel

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Investigating Student Pathways to and through Undergraduate and Graduate Programs
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Page Count: 21
DOI: 10.18260/1-2--44277
Permanent URL: https://peer.asee.org/44277
Download Count: 302

Dr. Melissa Aleman (Ph.D. University of Iowa) is Professor of Communication Studies at James Madison University and has published research using qualitative interviewing, ethnographic and rhetorical methods to examine communication in diverse contexts. Sh

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biography

Robert L. Nagel James Madison University & Carthage College

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Dr. Robert L. Nagel is Director of Engineering at Carthage College and Professor of Engineering at James Madison University. Dr. Nagel, a mechanical engineer by training, performs research on engineering student learning and engagement with a focus on interventions, pedagogies, and design methodologies. Through his research, he seeks to gain applicable knowledge for increasing student engagement and reducing barriers in engineering, design, and making. At James Madison University, Dr. Nagel has been KEEN Leader, sophomore design coordinator, and Director of the Center for Innovation in Engineering Education. At Carthage College, Dr. Nagel is leading development of two new degree programs: a Bachelor of Arts in Engineering and a Bachelor of Science in Engineering.

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Abstract

This study seeks to further develop an emergent model of students’ pre-college pathways into engineering. In our previous research with student makers, four pathways were identified based on the nature of how pre-college activities were structured and the curiosity associated with engagement in the activity: structured-specific, structured-diversive, unstructured-diversive, and unstructured-specific. In pathways characterized by ‘unstructured’ activities, individuals identified that activities in which they engaged were performed with a great deal of autonomy in both how and what was explored. ‘Structured’ activities are those where the individuals did not self-impose or seek out the activity; activities were instead laid out by a mentor or expert. ‘Specific’ curiosity is where a clear path towards a specified outcome was clearly viewable by the individual creating, and ‘diversive’ curiosity is where activities are completed for the pure exploration or interest with no identified outcome. Three of these four pathways were identified in the first data set, while evidence of structured-diversive was missing. The absence of the structured-diversive pathway was hypothesized to be a result of the previous population interviewed rather than its absence among pre-college individuals.

In this follow up study, a series of seven 60–90-minute interviews with undergraduate engineering students were conducted discussing significant events encouraging students to major in engineering. Interviewees were asked to construct a written timeline of major events that impacted their pathways into engineering, starting with their earliest childhood memories. The timelines were then used as artifacts from which participants discussed those experiences as major turning points on their journey to engineering. Interviews thus focused on the “who,” “what” and “where” of each major event in their timeline. Purposeful sampling was used in this study to ensure inclusion of home-schooled student populations as well as public and private educational pathways. Our qualitative analysis of the interviews indicates the presence of all four pathways. All results taken together demonstrate how understanding individuals’ experiences through early childhood and high school can evolve or stagnate with age and development.

Citation
Format

Higgins, C. P., & Aleman, M. W., & Nagel, R. L. (2023, June), Structure versus Curiosity: Developing a model for understanding undergraduate students’ childhood pathways into engineering Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44277

TY - CPAPER
AB - This study seeks to further develop an emergent model of students’ pre-college pathways into engineering. In our previous research with student makers, four pathways were identified based on the nature of how pre-college activities were structured and the curiosity associated with engagement in the activity: structured-specific, structured-diversive, unstructured-diversive, and unstructured-specific. In pathways characterized by ‘unstructured’ activities, individuals identified that activities in which they engaged were performed with a great deal of autonomy in both how and what was explored. ‘Structured’ activities are those where the individuals did not self-impose or seek out the activity; activities were instead laid out by a mentor or expert. ‘Specific’ curiosity is where a clear path towards a specified outcome was clearly viewable by the individual creating, and ‘diversive’ curiosity is where activities are completed for the pure exploration or interest with no identified outcome. Three of these four pathways were identified in the first data set, while evidence of structured-diversive was missing. The absence of the structured-diversive pathway was hypothesized to be a result of the previous population interviewed rather than its absence among pre-college individuals.

In this follow up study, a series of seven 60–90-minute interviews with undergraduate engineering students were conducted discussing significant events encouraging students to major in engineering. Interviewees were asked to construct a written timeline of major events that impacted their pathways into engineering, starting with their earliest childhood memories. The timelines were then used as artifacts from which participants discussed those experiences as major turning points on their journey to engineering. Interviews thus focused on the “who,” “what” and “where” of each major event in their timeline. Purposeful sampling was used in this study to ensure inclusion of home-schooled student populations as well as public and private educational pathways. Our qualitative analysis of the interviews indicates the presence of all four pathways. All results taken together demonstrate how understanding individuals’ experiences through early childhood and high school can evolve or stagnate with age and development.
AU - Collette Patricia Higgins
AU - Melissa Wood Aleman
AU - Robert L. Nagel
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Structure versus Curiosity: Developing a model for understanding undergraduate students’ childhood pathways into engineering
UR - https://peer.asee.org/44277
DO - 10.18260/1-2--44277
ER -