Do I Think I’m an Engineer? Understanding the Impact of Engineering Identity on Retention

Hughes, Bryce E.; Schell, William J.; Annand, Emma; Beigel, Romy; Kwapisz, Monika B.; Tallman, Brett

doi:10.18260/1-2--32674

Cited by 15 publications

(16 citation statements)

References 22 publications

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“…The central role identity plays in learning is driving a growing segment of the engineering education literature as engineering identity might underpin motivation, self‐efficacy and commitment to engineering (Godwin & Lee, 2017; Hughes et al., 2019; Meyers et al., 2012; Pierrakos et al., 2009; Tonso, 2014). One definition is that ‘engineering identity is a particular type of role identity that students author during their experiences in engineering, typically in college’ (Godwin, 2016, p. 1).…”

Section: Developing a Model Of Engineering Leadership Identitymentioning

confidence: 99%

Developing an engineering leadership identity

Schell

Hughes

2022

New Drctns Student Lead

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This article posits the importance of viewing leadership development in engineering through an identity lens. The model presented shows the development of an engineering leadership identity at the intersection of engineering and leadership identities and explores that development through the findings from two national surveys with additional support from a deeper investigation using student focus groups.

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Section: Developing a Model Of Engineering Leadership Identitymentioning

confidence: 99%

Developing an engineering leadership identity

Schell

Hughes

2022

New Drctns Student Lead

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“…Numerous aspects of identity continue to gather interest by engineering educators and researchers. This interest is driven by the positive effects that development of an engineering identity appears to generate, including improvements in motivation, self-efficacy, and persistence in the field [4,5,[12][13][14]. For this work, we consider engineering identity to be a form of professional identity [5] that is largely authored by students through their experiences in engineering education during college [15].…”

Section: Engineering and Leadership Identities In Engineering Educationmentioning

confidence: 99%

“…The LID model shows college students progressing through six stages on their way to developing a solid sense of leadership identity, and the transition point between the third and fourth stages is where they make this shift in their thinking about leadership. We have hypothesized in earlier work that bringing legitimate peripheral participants who understand leadership as a process into a community of practice could blend their sense of leadership identity with their burgeoning professional identities in generative ways for the communities in which they practice [4,8,9].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The engineering profession in the USA continues to struggle with the seemingly intractable problem of improving representation in the profession, e.g., [1,2]. During recent years, engineering education researchers focused on student retention have seen promising results through the application of identity-based approaches, e.g., [3,4]. However, much of the identity-based research in engineering utilizes those groups most represented in the field [5].…”

Section: Introductionmentioning

confidence: 99%

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“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities

et al. 2021

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Background: How do Indigenous engineering students describe their engineering leadership development? The field of engineering has made only slow and modest progress at increasing the participation of Indigenous people; an identity-conscious focus on leadership in engineering may help connect the practice of engineering with Indigenous students’ motivations and values. Methods: This study utilized a grounded theory qualitative approach to understand how Indigenous engineering students at a U.S.-based university experience engineering leadership. We explored the experiences of four Indigenous engineering students through one interview and one focus group. Results: Students pointed out how Indigenous peoples had long engaged in engineering work before contact with European settlers, and they saw an opportunity for leadership in applying their engineering knowledge in ways that uplifted their home communities. Conclusion: In addition to ways that engineering programs can better support Indigenous students who aspire to become practicing engineers, our study pointed to new directions engineering programs could take to frame engineering work as providing a toolkit to improve one’s community to leverage a wider set of motivations for entering engineering among many different communities underrepresented in engineering, including Indigenous students.

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“…Integration-one has integrated leadership into their own identity. While the LID model does not yet have a validated survey instrument, one national dataset used in the quantitative component of this research includes several measures that closely related to identity constructs, as discussed in Methods and in previous research [36].…”

Section: Leadership Identitymentioning

confidence: 99%

Results of a Pilot Effort with First-year Students

Tallman

Sybesma

Schell

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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is currently a Doctoral student in Engineering at Montana State University (MSU), with focus on engineering leadership. His previous degrees include a Masters degree in Education from MSU (active learning in advanced quantum mechanics) and a B.S. in Mechanical Engineering from Cornell. Prior to his academic career, he worked in the biotech (Lead Engineer), product design, and automotive (Toyota) sectors for 14 years, and is a licensed Professional Engineer. He has also taught high school and attended seminary. You can find more of his engineering education work at educadia.org or on his YouTube channel. Miss Tessa Sybesma, Montana State UniversityTessa is in her fourth year of study at Montana State University and has participated with a campus research team for the last year. She is currently enrolled in Industrial and Management Systems Engineering and has interests in facilities planning, change management, and project management. She also finds education, human development, and peer support to be motivating topics. While at MSU Tessa has been involved with CRU, a campus ministry, and is currently vice president of Alpha Pi Mu, an Industrial Engineering honors society.

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Do I Think I’m an Engineer? Understanding the Impact of Engineering Identity on Retention

Abstract: Angeles, as well as an M.A. in Student Development Administration from Seattle University and a B.S. in General Engineering from Gonzaga University. His research interests include teaching and learning in engineering, STEM education policy, and diversity and equity in STEM.

Cited by 15 publications

References 22 publications

Developing an engineering leadership identity

Developing an engineering leadership identity

“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities

Results of a Pilot Effort with First-year Students

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