Asee peer logo

The Impact of STEM Extracurricular Learning Experiences on Freshman Engineering Students’ Engineering Identity

Download Paper |

Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Page Count

12

DOI

10.18260/1-2--40951

Permanent URL

https://peer.asee.org/40951

Download Count

365

Request a correction

Paper Authors

biography

Leyi Chen

visit author page

Leyi Chen, Shanghai Jiao Tong University, Research interest: STEM experiences and undergraduates' engineering identity

visit author page

biography

Jiabin Zhu

visit author page

Associate Professor, School of Education, Shanghai Jiao Tong University. Dr. Jiabin Zhu's primary research interests relate to the development of engineering students, professional skills, the assessment of teaching and learning in engineering, the cognitive development of graduate and undergraduate students. For her work on the cognitive development of Chinese engineering doctoral students in U.S. institutions, she received the 2013 Doctoral Thesis Award from the School of Engineering Education, Purdue University. Dr. Zhu has chaired multiple projects from the Humanities and Social Science Program, Chinese Ministry of Education, Shanghai Philosophy and Social Science Program and others. She currently serves as an associate editor for Journal of Engineering Education and IEEE Transactions on Education. She also serves as a board member for the Research in Engineering Education Network. She obtained a Ph.D. in Engineering Education and a M.S. in Biomedical Engineering from Purdue University. She received another M.S. in Optics from Chinese Academy of Sciences and a B.S. in Physics from East China Normal University.

visit author page

author page

Chaoqun Zheng

author page

Zhinan Zhang

Download Paper |

Abstract

Currently, there are increasing studies on engineering identity. However, research about the impact of pre-college STEM extracurricular learning experiences on engineering identity of freshman engineering students is scarce. This work-in-progress explores the impact of pre-college STEM extracurricular learning experiences on students’ engineering identity. A qualitative research method was first employed to explore the variety of engineering students’ pre-college STEM extracurricular learning experiences. Questionnaires were then designed to collect quantitative data to explore the relationship between students’ pre-college STEM extracurricular learning experiences and their engineering identity. This study is expected to contribute to our current understanding on students’ pre-college STEM extracurricular learning experiences and their impact on engineering identity. It also has practical implications for individuals, families, schools, and society on how to improve students’ engineering identity through their pre-college STEM extracurricular learning experiences. Doing so might help potential students to pursue studies and careers in the engineering field.

Chen, L., & Zhu, J., & Zheng, C., & Zhang, Z. (2022, August), The Impact of STEM Extracurricular Learning Experiences on Freshman Engineering Students’ Engineering Identity Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40951

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015