scholarly journals Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity

2020 ◽  
Vol 8 (4) ◽  
pp. 304
Author(s):  
Sarah L. Rodriguez ◽  
Erin E. Doran ◽  
Rachel E. Friedensen ◽  
Elizabeth Martínez-Podolsky ◽  
Paul S. Hengesteg
Keyword(s):  
Software Engineering ◽  
Identity Development ◽  
Student Perceptions ◽  
Engineering Students ◽  
Design Thinking ◽  
Vital Role ◽  
Student Interest ◽  
College Level ◽  
Educational Stakeholders ◽  
Engineering Identity

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.

scholarly journals The power of interest: minoritized women’s interest in engineering fosters persistence beliefs beyond belongingness and engineering identity

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dina Verdín
Keyword(s):  
Identity Development ◽  
Measurement Invariance ◽  
Degree Completion ◽  
Classroom Environment ◽  
Sense Of Belonging ◽  
Engineering Students ◽  
Equation Modeling ◽  
Engineering Degree ◽  
Competence Beliefs ◽  
Engineering Identity

Abstract Backgrounds This study examined how developing an engineering identity through the interplay between interest, recognition, and performance/competence beliefs and establishing a sense of belonging supported women’s persistence beliefs in engineering. Persistence belief in this study is captured through women’s certainty of graduating with an engineering degree. Students’ levels of motivation, affective states, and actions are based on what students believe to be true. Data were gathered from a survey administered to engineering students at nine institutions across the USA. Only female engineering students were used in the analysis. Students were further grouped into categories based on the representation of their race/ethnicity in engineering; 121 women were identified as minoritized in engineering, and 252 were identified as part of the majority group in engineering. Structural equation modeling was used to understand how the development of an engineering identity and modes of belonging (i.e., belonging in the major and in the classroom environment) supported women’s certainty to graduate with an engineering degree. All latent constructs were examined for measurement invariance; partial measurement invariance was achieved. Equality constraints on the structural paths of the model were not enforced to allow for differences across groups. Results Seeing oneself as an engineer (i.e., internal recognition) did not support minoritized women’s certainty to persist toward degree completion, whereas this internal recognition supported majority women’s persistence. Belonging in the major and belonging in the classroom environment did not support minoritized women’s certainty to persist. Establishing a sense of belonging in the classroom environment supported majority women’s certainty to persist. Minoritized women’s persistence toward degree completion was supported by their interest in engineering and their confidence in performing well in engineering coursework. However, interest in engineering was two times more influential toward minoritized women’s persistence than their performance competence beliefs. Conclusion These findings provide educators with a nuanced understanding of how identity development and modes of belonging differentially affect women’s persistence beliefs. These findings suggest that educators need to understand the powerful influence minoritized women’s interest in engineering has on their persistence beliefs and create mechanisms to continuously reinforce interest.

DEVELOPING ESP TEACHING MATERIALS FOR THE STUDENTS OFTHE SOFTWAREENGINEERINGBASED ON PROBLEM BASED LEARNING AT THE AL-WASHLIYAHTELADAN VOCATIONAL SCHOOL

TABULARASA ◽  
2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Rodiani Fatmah Hasibuan ◽  
Busmin Gurning ◽  
Eddy Setia
Keyword(s):  
High School ◽  
Software Engineering ◽  
Research And Development ◽  
Engineering Students ◽  
Vocational School ◽  
Vocational High School ◽  
School Grade ◽  
English Reading ◽  
High School Grade ◽  
Reading Materials

This study dealt with the development of English Reading Materials of vocational school, Al-WashliyahTeladan Medan, majoring Software Engineering. The objectives of this study were to: 1) find out language skill and materials are needed by the students of Software Engineering, 2) develop the English materials for the majoring in software engineering students at the vocational high school grade XII. This study was conducted by Educational Research and Development R&D (Borg & Gall, 1989). The data of this research were from existing documents and the result of interview with teacher and student. The results of the research conveyed that the existing reading materials were mostly irrelevant because the title and content of the material was not appropriate and was not required for the students majoring in software engineering. The new English reading materials and syllabus were developed based on the students need related to the workplace. The materials and syllabus were developed from the existing materials from teacher. The developing materials were validated by two experts.

Sign in / Sign up

Export Citation Format

Share Document