Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity
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The School of Education seeks to prepare students as educators to lead classrooms, schools, colleges, and professional development.
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The School of Education was formed in 2012 from the merger of the Department of Curriculum and Instruction and the Department of Educational Leadership and Policy Studies.
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2012-present
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- College of Human Sciences (parent college)
- Department of Curriculum and Instruction (predecessor)
- Department of Educational Leadership and Policy Studies (predecessor)
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Abstract
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.
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This article is published as Rodriguez, Sarah L., Erin E. Doran, Rachel E. Friedensen, Elizabeth Martínez-Podolsky, and Paul S. Hengesteg. "Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity." International Journal of Education in Mathematics, Science and Technology 8, no. 4 (2020): 304-317. DOI: 10.46328/ijemst.v8i4.952. Posted with permission.