Campus Units

Education, School of, Center for Excellence in Learning and Teaching

Document Type

Article

Publication Version

Published Version

Publication Date

2020

Journal or Book Title

International Journal of Education in Mathematics, Science and Technology

Volume

8

Issue

4

First Page

304

Last Page

317

DOI

10.46328/ijemst.v8i4.952

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.

Comments

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.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Copyright Owner

International Journal of Education in Mathematics, Science and Technology

Language

en

File Format

application/pdf

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