This full research paper contains a vocabulary to describe role modeling in engineering education. The term role model is widely used in the literature, particularly in broadening participation. However, it is loosely defined. Both its everyday and academic use varies. This was also observed during our interviews with teachers in the discipline: there was no consensus on what a role model is nor on the meaning of adjectives used to describe a role model. Considering the benefits of role models and the need for terminology that supports a common understanding of role modeling, we have developed a vocabulary around this phenomenon. We aim to support educators by providing them with a means to reflect on different dimensions of role modeling. We define what a role model in engineering is, and what they may model: an aspect (a competency, a character attribute or an attitude) or an achievement. Main actors and types of awareness and intention of the modeling are covered, as well as how the modeling may be perceived by others. We indicate differences and overlaps with terms such as mentor. Finally, we discuss challenges due to subjectiveness: who defines the norm for what an ideal professional in engineering is?

This full paper in the research track presents how individuals in computing education may have role models that represent different ways of engaging in the discipline and/or profession as a student or a professional. The study is based on two rounds of interview-based data collection at a department of computing: a longitudinal study of undergraduate students' view of the discipline, and an examination of their teachers' experiences as role models in computing education. Our results challenge traditional views of role models as those who set the norms, presenting instead role models as potentially capable of change, at different scales (including none), depending on their level of power. These role models are students, academics, and other professionals. We show that the potential of role models must be understood with respect to how engagement in computing is constructed in social interaction. Actions are suggested for relevant stakeholders to reflect on which role models are receiving more or less exposure than they should and how through these role models participation in computing can be broadened in terms of not only diverse backgrounds but also ways of engaging in computing.

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