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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Copyright Owner
International Journal of Education in Mathematics, Science and Technology
Copyright Date
2020
Language
en
File Format
application/pdf
Recommended Citation
Rodriguez, Sarah L.; Doran, Erin E.; Friedensen, Rachel E.; Martínez-Podolsky, Elizabeth; and Hengesteg, Paul S., "Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity" (2020). Education Publications. 177.
https://lib.dr.iastate.edu/edu_pubs/177
Included in
Engineering Education Commons, Gender Equity in Education Commons, Scholarship of Teaching and Learning Commons
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.