scholarly journals Catalyzing Engineering Student Identity Development through an Independent Design Project

2020 ◽  
Author(s):  
Kalen Kahn ◽  
Brian Novoselich
Keyword(s):  
Identity Development ◽  
Student Identity ◽  
Engineering Student ◽  
Design Project ◽  
Independent Design

scholarly journals Student Social Class Identity Development: A Perspective on Dual Credit Programming

2021 ◽  
Vol 6 (2) ◽  
pp. 90-98
Author(s):  
Alexandrea Horton
Keyword(s):  
Social Class ◽  
Identity Development ◽  
Dual Credit ◽  
Educational Experiences ◽  
Student Identity ◽  
Class Identity ◽  
Adolescent Students ◽  
Credit Program ◽  
Credit Programs ◽  
Dual Credit Programs

Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents’ educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students’ social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.

scholarly journals EXPANDING ACCESS TO ENGINEERING BY TEACHING PHYSICS THROUGH BIOENGINEERING: STUDENT IDENTITY REFLECTIONS

2020 ◽  
Author(s):  
Robyn Paul ◽  
Miriam Nightingale ◽  
Alina Ismaguilova ◽  
Laleh Behjat ◽  
Elena Di Martino ◽  
...  
Keyword(s):  
Identity Development ◽  
Engineering Students ◽  
First Year ◽  
Student Identity ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Bridge Program ◽  
Diverse Backgrounds ◽  
Student Reflections ◽  
Engineering Physics

Diversity in engineering is a key goal, however a barrier for students from diverse backgrounds is the physics requirements in engineering. Often, they will have to choose between the three sciences, and don’t realize that without physics, their options are limited. We launched a pilot program in 2019 to expand access into engineering. Students without high school physics can take a summer bridge program to teach them the fundamentals and prepare them for first year engineering. Physics is taught through bioengineering to leverage their biology background knowledge. This paper presents a thematic analysis of student reflections in the program, using student identity development as a framework.

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