Publication Title
International Journal of Education in Mathematics, Science and Technology
Document Type
Article
Abstract/Description
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.
Department
Higher Education and Learning Technologies
First Page
304
Last Page
317
Volume
8
Issue
4
ISSN
2147-611X
Date
2020
Citation Information
Rodriguez, S., Doran, E., Friedensen, R., Martínez-Podolsky, E., Hengesteg, P. (2020). 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(4), 304-317. https://doi.org/10.46328/ijemst.v8i4.952
Comments
Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity is published in International Journal of Mathematics, Science and Technology 8 no. 4, (2020) under a Creative Commons NonCommercial-ShareAlike 4.0 International License.