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Design Experiences, Engineering Identity, and Belongingness in Early Career Electrical and Computer Engineering Students

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Title: Design Experiences, Engineering Identity, and Belongingness in Early Career Electrical and Computer Engineering Students
Language: English
Authors: Rohde, Jacqueline (ORCID 0000-0002-8884-5571), Musselman, Lisa, Benedict, Brianna, Verdin, Dina (ORCID 0000-0002-6048-1104), Godwin, Allison (ORCID 0000-0002-0741-3356), Kirn, Adam (ORCID 0000-0001-6344-5072), Benson, Lisa, Potvin, Geoff (ORCID 0000-0002-8164-2309)
Source: IEEE Transactions on Education. Aug 2019 62(3):165-172.
Availability: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Peer Reviewed: Y
Page Count: 8
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Design, Engineering Education, Self Concept, Engineering, Computer Science Education, Academic Achievement, Academic Ability, Student Attitudes, Teamwork, Teaching Methods, Identification (Psychology), Student Interests, Peer Relationship, Undergraduate Students, Physics, Mathematics Skills, Personality Traits, Career Choice, Majors (Students), Educational Experience, Grades (Scholastic), Correlation, Student Characteristics
DOI: 10.1109/TE.2019.2913356
ISSN: 0018-9359
Abstract: Contribution: This paper found that design experiences can foster engineering identity and belongingness for early career electrical and computer engineering students. Students had different interpretations of what it meant to be an engineer (identity) and their belongingness in engineering. This paper provides novel insights into how students may be developing identities and belongingness in engineering, both critical for student retention and success. Background: Design experiences are crucial for engineering students, both for developing academic competencies and allowing students to see how they can become engineers. Existing literature has mixed results with respect to the influence of team-based design experiences on engineering identity and belongingness. Research Questions: 1) How do design experiences influence early career electrical and computer engineering students' identification and belongingness in engineering? and 2) How do these students describe what it means to identify as an engineer and belong in engineering? Methodology: The beliefs of electrical and computer engineering students were examined using mixed methods to understand the intersection of design experiences, engineering identity, and belongingness. Findings: Students interpreted their engineering identity and belongingness differently, particularly, with respect to how design experiences can shape these attitudes. Whereas students interpreted engineering identity through their performance and interest in authentic engineering tasks, they interpreted belongingness as a means of comparing themselves to their peers. The findings have implications for engineering education researchers, and design instructors, to foster ways of being and belonging in engineering.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1224718
Database: ERIC
FullText Text:
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  Data: Design Experiences, Engineering Identity, and Belongingness in Early Career Electrical and Computer Engineering Students
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  Data: <searchLink fieldCode="AR" term="%22Rohde%2C+Jacqueline%22">Rohde, Jacqueline</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8884-5571">0000-0002-8884-5571</externalLink>)<br /><searchLink fieldCode="AR" term="%22Musselman%2C+Lisa%22">Musselman, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22Benedict%2C+Brianna%22">Benedict, Brianna</searchLink><br /><searchLink fieldCode="AR" term="%22Verdin%2C+Dina%22">Verdin, Dina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6048-1104">0000-0002-6048-1104</externalLink>)<br /><searchLink fieldCode="AR" term="%22Godwin%2C+Allison%22">Godwin, Allison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0741-3356">0000-0002-0741-3356</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kirn%2C+Adam%22">Kirn, Adam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6344-5072">0000-0001-6344-5072</externalLink>)<br /><searchLink fieldCode="AR" term="%22Benson%2C+Lisa%22">Benson, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22Potvin%2C+Geoff%22">Potvin, Geoff</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8164-2309">0000-0002-8164-2309</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22IEEE+Transactions+on+Education%22"><i>IEEE Transactions on Education</i></searchLink>. Aug 2019 62(3):165-172.
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  Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
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  Data: 8
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Identification+%28Psychology%29%22">Identification (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
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  Data: 10.1109/TE.2019.2913356
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0018-9359
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Contribution: This paper found that design experiences can foster engineering identity and belongingness for early career electrical and computer engineering students. Students had different interpretations of what it meant to be an engineer (identity) and their belongingness in engineering. This paper provides novel insights into how students may be developing identities and belongingness in engineering, both critical for student retention and success. Background: Design experiences are crucial for engineering students, both for developing academic competencies and allowing students to see how they can become engineers. Existing literature has mixed results with respect to the influence of team-based design experiences on engineering identity and belongingness. Research Questions: 1) How do design experiences influence early career electrical and computer engineering students' identification and belongingness in engineering? and 2) How do these students describe what it means to identify as an engineer and belong in engineering? Methodology: The beliefs of electrical and computer engineering students were examined using mixed methods to understand the intersection of design experiences, engineering identity, and belongingness. Findings: Students interpreted their engineering identity and belongingness differently, particularly, with respect to how design experiences can shape these attitudes. Whereas students interpreted engineering identity through their performance and interest in authentic engineering tasks, they interpreted belongingness as a means of comparing themselves to their peers. The findings have implications for engineering education researchers, and design instructors, to foster ways of being and belonging in engineering.
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        Value: 10.1109/TE.2019.2913356
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        PageCount: 8
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      – SubjectFull: Design
        Type: general
      – SubjectFull: Engineering Education
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      – SubjectFull: Self Concept
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      – SubjectFull: Computer Science Education
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Identification (Psychology)
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      – SubjectFull: Student Interests
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