Professional identity development: a review of the higher education literature

Trede, Franziska; Macklin, Robert; Bridges, Donna

doi:10.1080/03075079.2010.521237

Cited by 471 publications

(487 citation statements)

References 22 publications

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“…Trede, Macklin, & Bridges 26 offer three criteria for developing classroom activities so students can participate in engineering practices, develop engineering identities, and integrate the value of Page 26.418.4…”

Section: Literature Review On Professional Identitymentioning

confidence: 99%

“…We identified these activities based upon criteria for developing professional identities 25,26 , review of literature, and student feedback from the surveys. In selecting these activities we have sought to identify practices that are discrete activities that can be implemented without requiring significant re-working of the existing curriculum, are applicable to the full range of engineering disciplines, and demand relatively low time commitment from the engineering faculty instructors.…”

Section: Proposed Experimental Activitiesmentioning

confidence: 99%

“…Results from this study suggest that delivering a message about egalitarian social norms at the beginning of the semester has strong potential to cultivate an inclusive learning environment and an appreciation for diversity in colleges of engineering. We will incorporate this activity as an example of doing 25 engineering and understanding similarities among engineers 26 . Page 26.418.12…”

Section: Egalitarian Social Norms Bennett and Sekaquaptewamentioning

confidence: 99%

“…Finally, students will have the opportunity to ask questions. We will integrate this panel as an example of interacting with engineers 25 , similarities among engineers 26 , differences from nonengineers 26 , and identification with engineering 26 .…”

Section: Egalitarian Social Norms Bennett and Sekaquaptewamentioning

confidence: 99%

See 3 more Smart Citations

Creating Inclusive Environments in First-year Engineering Classes to Support Student Retention and Learning

Paguyo

Atadero

Rambo‐Hernandez

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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A new NSF-funded experimental study seeks to incorporate innovative curriculum activities that cultivate inclusive engineering identities and demonstrate how the engineering profession benefits from diversity. We intend to expand first-year engineering student perceptions about who can be an engineer and what engineers do. This effort aims to create a cultural shift in engineering departments so students think beyond stereotypical perceptions of who belongs to the engineering profession (White men) toward more expansive notions about how the engineering profession needs diversity to thrive. Arguably, inclusive engineering departments will contribute to the retention and success of students who are underrepresented in engineering in terms of gender and race, but also in terms of backgrounds, talents, and interests.In this paper, we begin with an overview of scholarship regarding pedagogical practices that foster strong engineering identities and position diversity as essential for strong engineering practice. Next, we address the following research question: How do freshmen engineering students in traditional engineering courses identify with engineering and perceive diversity in engineering? To answer this question, we summarize findings from preliminary survey by tracking over time the engineering identities and perceptions about diversity in engineering of engineering freshmen during their first semester in two existing first-year courses. We conclude with theoretically-based and evidence-driven activities that will be incorporated in the same firstyear engineering courses in subsequent years of this NSF grant. Theoretical FrameworkOur theoretical approach is grounded in sociocultural theories of learning, where learning is viewed as a shift in how students participate in community practices 8 . Becoming an engineer, for example, can be viewed as a shift in how students participate in engineering practices, where freshmen begin to appropriate engineering ways of talking, being, and interacting. Over time, freshmen who take up engineering behaviors become sophomores, juniors, seniors, and graduates who eventually identify as engineers. However, some professions have traditionally excluded populations from participating in community practices 11 , including engineering norms that tend to marginalize women and people of color 24 , thus preventing students from learning how to become engineers since few entry points exist for them to participate meaningfully in engineering practices or identify as engineers. Through the sociocultural framework, learning how to become an engineer depends upon the ability of institutions and educators to provide access for students to participate in engineering practices. Some examples of engineering practices include collaborating in teams to identify, critically analyze, and solve problems with innovation; using skills and knowledge in math, science, engineering, and communication to help society; and recognizing how lifelong learning and resourcefulness fortifies engineering. Whe...

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Section: Literature Review On Professional Identitymentioning

confidence: 99%

Section: Proposed Experimental Activitiesmentioning

confidence: 99%

Section: Egalitarian Social Norms Bennett and Sekaquaptewamentioning

confidence: 99%

Section: Egalitarian Social Norms Bennett and Sekaquaptewamentioning

confidence: 99%

See 2 more Smart Citations

Creating Inclusive Environments in First-year Engineering Classes to Support Student Retention and Learning

Paguyo

Atadero

Rambo‐Hernandez

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…For example, three ways in which the institution can foster identity formation as an engineer are: (1) program admission criteria, coursework, etc. (institutional identity), (2) coops and internships (self-identification through exposure to the norms and values held by professional engineers), and (3) communities of practice (recognition by other in-group members as a professional in the field) 12,13 . Co-ops and internships contribute to students' desire to become an engineer 14 , retention and work self-efficacy 15 , and higher starting salaries and the potential for a job offer by graduation 16 .…”

Section: Literature Reviewmentioning

confidence: 99%