scholarly journals The Importance of Collaborative Design for Narrowing the Gender Gap in Engineering: An Analysis of Engineering Identity Development in Elementary Students

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Mandy McLean ◽  
Jasmine M. Nation ◽  
Alexis Spina ◽  
Tyler Susko ◽  
Danielle Harlow ◽  
...  
Keyword(s):  
Identity Development ◽  
Elementary Students ◽  
Gender Gap ◽  
Collaborative Design ◽  
Engineering Identity

‘We have the right to stand up’: Elementary students’ conceptual understandings of civic virtue and engagement

2019 ◽  
pp. 174619791988685
Author(s):  
Julie L Pennington ◽  
Kathryn M Obenchain ◽  
Hannah Carter ◽  
Melissa Bedford
Keyword(s):  
Social Studies ◽  
Elementary Students ◽  
Collaborative Design ◽  
Classroom Teacher ◽  
Civic Virtue ◽  
The United States ◽  
High Stakes ◽  
Accountability Measures ◽  
Elementary Instruction ◽  
The Right

Early purposes of education in the United States concentrated on preparing young citizens to understand democratic principles in order to participate in their democratic communities. Today elementary instruction has contracted in response to years of high stakes accountability measures. Social studies has not been a focus of federal accountability measures and therefore has become increasingly absent in elementary classrooms. The purpose of this study was to examine how elementary students understood and applied their knowledge of civic virtue and engagement within an integrated social studies and literacy unit of instruction based on the framework of Critical Democratic Literacy. A modified version of Design-Based Research was used with a classroom teacher in a multiage first, second, and third grade classroom with the goal of ‘improving practice’ and engaging in ‘an iterative, collaborative design’ in an authentic instructional environment. Findings demonstrated that the elementary students understood the concepts of civic virtue and civic engagement in both historical and present contexts, as well as its relevance to their lives and the lives of others as helping and standing up in the face of injustice.

scholarly journals Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity

2020 ◽  
Vol 8 (4) ◽  
pp. 304
Author(s):  
Sarah L. Rodriguez ◽  
Erin E. Doran ◽  
Rachel E. Friedensen ◽  
Elizabeth Martínez-Podolsky ◽  
Paul S. Hengesteg
Keyword(s):  
Software Engineering ◽  
Identity Development ◽  
Student Perceptions ◽  
Engineering Students ◽  
Design Thinking ◽  
Vital Role ◽  
Student Interest ◽  
College Level ◽  
Educational Stakeholders ◽  
Engineering Identity

Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role as engineers. This study suggests that design thinking is a fruitful area to explore to create more inclusive engineering environments. This study’s findings will assist educational stakeholders in understanding the design thinking pedagogy and engineering identity experiences of CES undergraduate engineering majors. Findings may encourage institutions to view the engineering curriculum in terms of identity development and understand how intersectional identities influence the ways students, particularly those from marginalized backgrounds, experience the environment.

scholarly journals The influence of policy implementation in the Midwest: How an SSTEM program broadens participation and enhances engineering identity for community college students

2021 ◽  
Vol 29 ◽  
pp. 29
Author(s):  
Sarah L. Rodriguez ◽  
Maria L. Espino ◽  
Brian D. Le ◽  
Kelly Cunningham
Keyword(s):  
College Students ◽  
Community College ◽  
Identity Development ◽  
Community College Students ◽  
Phenomenological Approach ◽  
Future Research ◽  
Power Dynamics ◽  
And Mathematics ◽  
Four Year Institutions ◽  
Engineering Identity

This qualitative research study describes how a Midwest community college’s implementation of an Scholarships in Science, Technology, Engineering, and Mathematics (SSTEM) program influences engineering identity development for its students with financial need. Using a phenomenological approach, the study finds that the program enables community college students to have greater financial freedom and an ability to focus on engineering identity. In addition, the SSTEM program enhances student connections with STEM faculty, program staff, and peers. The study highlights the need for creating spaces for engineering identity development, developing connections between faculty, staff, and students, and enhancing transfer connections through different experiences. Future research might look to longitudinal designs and investigate additional contexts, engineering disciplines, gender differences, and programmatic structures to add nuance to these findings. The study suggests that practitioners might frame SSTEM and engineering experiences as opportunities for financial freedom and identity development and make further enhancements to transfer connections to four-year institutional partners. In terms of policy, the study suggests that policymakers consider identity development experiences an important aspect of funding SSTEM programs while enhancing programmatic support services available to students and placing greater emphasis on the collaborative actions, planned activities, and power dynamics between two- and four-year institutions funded by the SSTEM program.

scholarly journals Factors Influencing Engineering Identity Development of Latinx Students

2019 ◽  
Vol 62 (3) ◽  
pp. 173-180
Author(s):  
Meagan R. Kendall ◽  
Maya Denton ◽  
Nathan Hyungsok Choe ◽  
Luis M. Procter ◽  
Maura Borrego
Keyword(s):  
Identity Development ◽  
Factors Influencing ◽  
Engineering Identity
Sign in / Sign up

Export Citation Format

Share Document