Factors relating to engineering identity

摘要:

Engineering identity is believed to relate to educational and professional persistence. In particular, a student's sense of belonging to the engineering community is critical to that path. The primary research questions were: 1) which students self-identify as engineers?; and 2) what are the key factors that relate to self-identification? To address these research questions, a cross-sectional study of all undergraduate engineering students at a medium sized, Midwestern private university was conducted in the spring of 2009. The majority of engineering students did selfidentify as engineers, with educational progression, gender and future career plans all being significant attributes. The factors that students most frequently identified as being necessary to be considered an engineer were intangible in nature and included: making competent design decisions, working with others to share ideas and accepting responsibility. Students' self-identification as engineers can be linked to a sense of belonging to the engineering college, as well as organisational recognition.

参考文献

1. Augustine, N., Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Future (2005).
2. Duderstadt, J.J., Engineering for a Changing World. Ann Arbor, MI: University of Michigan (2007).
3. Chubin, D., May, G. and Babco, E., Diversifying the engineering workforce. J. of Engng. Educ., 73-86 (2005).
4. Faulkner, W., Doing Gender in Engineering Workplace Cultures. I. Observations from the Field. Engineering
Studies, 1, 1, 3-18 (2009).
5. Colloquium, E.E., The research agenda for the new discipline of engineering education. J. of Engng. Educ.,
Special Report, October, 3 (2006).
6. Brophy, S., Klein, S., Portsmore, M. and Rogers, C., Advancing engineering education in P-12 classrooms. J. of
Engng. Educ., July, 369-387 (2008).
7. Poole, S., DeGrazia, J. and Sullivan, J., Assessing K-12 pre-engineering outreach programs. J. of Engng. Educ.,
January, 43-48 (2001).
8. Ohland, M., Sheppard, S., Lichtenstein, G., Eris, O., Chachra, D. and Layton, R., Persistence, engagement, and
migration in engineering programs. J. of Engng. Educ., July (2008).
9. Lichtenstein, G., Loshbaugh, H., Claar, B., Chen, B., Sheppard, S. and Jackson, K., An engineering major does not
(necessarily) an engineer make: career decision-making among undergraduate engineers. J. of Engng. Educ.
(2009).
10. Loui, M., Ethics and the development of professional identities of engineering students. J. of Engng. Educ., 94, 4,
383-389 (2005).
11. Tonso, K., On the Outskirts of Engineering. Learning Identity, Gender, and Power via Engineering Practice.
Rotterdam, The Netherlands: Sense Publishers (2007).
12. Chen, H., Donaldson, K., Eris, O., Chachra, D., Lichtenstein, G., Sheppard, S. and Toye, G., From PIE to
APPLES: The Evolution of a Survey Instrument to Explore Engineering Student Pathways. Paper presented at the
American Society for Engineering Education (2008).
13. Capobianco, B., Undergraduate women engineering their professional identities. J. of Women and Minorities in
Science and Engng., 12, 95-117 (2006).
14. Meyers, K. Ohland, M., Pawley, A. and Christopherson, C., The importance of formative experiences for
engineering student identity. Inter. J. of Engng. Educ. (2010).
15. Pierrakos, O., Beam, T.K., Constantz, J., Johri, A. and Anderson, R., On the development of a professional
identity: engineering persisters vs engineering switchers. Proc. Frontiers in Educ. Conf., 2009. FIE '09. 39th
IEEE, 1 -6 (2009).
16. Tate, E. and Linn, M., How does identity shape the experiences of women of color engineering students? J. of
Science Educ. and Technol., 14 (2005).
17. Walker, M., Engineering identities. British J. of Sociology of Educ., 22, 1, 75-89 (2001).
18. Tonso, K., Teams that work: campus culture, engineer identity, and social interactions. J. of Engng. Educ., 95, 1
(2006).
19. Baba, M. and Pawlowski, D., Creating Culture Change: An Ethnographic Approach to the Transformation of
Engineering Education. Paper presented at the International Conference on Engineering Education, Oslo, Norway
(2001).
20. Loshbaugh, H. and Claar, B., Geeks are Chic: Cultural Identity and Engineering Students Pathways to Their
Profession. Paper presented at the American Society for Engineering Education (2007).
21. Stevens, R., O'Connor, K. and Garrison, L., Engineering Student Identities in the Navigation of the Undergraduate
Curriculum. Paper presented at the American Society for Engineerig Education, Portland, Oregon (2005).
22. Felder, R. and Brent, R., The intellectual development of science and engineering students part 1 : models and
challenges. J. of Engng. Educ., 93, 4, 269-277 (2004).
23. Felder, R. and Brent, R. The intellectual development of science and engineering students part 2: teaching to
promote growth. J. of Engng. Educ., 93, 4, 279-291 (2004).
24. Litzinger, T., Wise, J. and Lee, S., Self-directed learning readiness among engineering undergraduate students. J.
of Engng. Educ., 94, 2, 215-221 (2005).
25. Reisslein, J., Sullivan, H. and Reisslein, M., Learner achievement and attitudes under different paces of
transitioning to independent problem solving. J. ofEngng. Educ., 96, 1, 45-55 (2007).
26. Tonso, K., On the Outskirts of Engineering. Rotterdam, The Neatherlands: Sense Publishers (2007).
27. Stevens, R., O'Connor, K., Garrison, L., Jocuns, A. and Amos, D., Becoming an engineer: toward a three
dimensional view of engineering learning. J. of Engng. Educ., July (2008).
28. Learner, R., Concepts and Theories of Human Development. Reading, Massachusetts: Addison-Wesley Publishing
Company (1976).
29. Crain, W., Theories of Development. (5th Edn), Pearson Prentice Hall (2005).
30. Erikson, E. H., Identity Youth and Crisis. (1st Edn), New York: W.W. Norton & Company (1968).
31. Chickering, A.W. and Reisser, L., Education and Identity. San Francisco: Jossey-Bass Publishers (1993).
32. Arnett, J., Emerging Adulthood: The Winding Road from the Late Teens Through the Twenties. New York: Oxford
University Press (2004).
33. Arnett, J., Emerging adulthood: a theory of development from the late teens through the twenties. American
Psychologist, 55, 5, 469 (2000).
34. Arnett, J., Emerging adulthood: what is it, and what is it good for? Society for Research in Child Development, 1
#2 (Journal Compilation), 68-73 (2007).
35. Arnett, J., Are college students adults? Their conceptions of the transition to adulthood. J. of Adult Development,
1 , 4, 213-224 (1994).
36. Pascarella, E. and Terenzini, P., How College Affects Students: Findings and Insights From Twenty Years of
Research. Ernest T. Pascarella, Patrick T. Terenzini; foreword by Kenneth A. Feldman. San Francisco: JosseyBass Publishers (1991).
37. Chubin, D., Donaldson, K., Olds, B. and Fleming, L., Educating generation net - can U.S. engineering woo and
win the competition for talent? J. of Engng. Educ., July, 245 (2008).
38. Constantinople, A. and Vassar, C., An Eriksonian measure of personality development in college students.
Developmental Psychology, 1 , 4, 357-372 (1969).
39. Whitbourne, S., Jelsma, B. and Waterman, A., An Eriksonian measure of personality development in college
students: a reexamination of constantinople's data and partial replication. Developmental Psychology, 18, 3, 369-
371 (1982).
40. Korte, R. and Smith, K., Portraying the Academic Experiences of Students in Engineering: Students' Perceptions
of their Educational Experiences and Career Aspirations in Engineering. Paper presented at the American Society
for Engineering Education, Hawaii (2007).
41. Lichtenstein, G., Loshbaugh, H., Claar, B., Bailey, T. and Sheppard, S., Should I Stay or Should I Go?
Engineering Students' Persistence is Based on Little Experiance or Data. Paper presented at the American Society
for Engineering Education (2007).
42. Seymour, E. and Hewitt, N., Talking About Leaving: Why Undergraduates Leave the Sciences. Bolder, Co.:
WestviewPress (1997).
43. Foor, C., Walden, S. and Trytten, D., I wish that I belonged more in this whole engineering group: achieving
individual diversity. J. of Engng. Educ., 96, 2, 103-115 (2007).
44. Lee, J.D., Which kids can become scientists? Effects of gender, self-concepts, and perceptions of scientists. Social
Psychology Quarterly, 61 , 3, 199-219 (1998)
45. Tonso, K., Engineering Gender - Gendering Engineering: What About Women in Nerd-dom? Paper presented at
the American Educational Research Association, SanDiego, CA (1998).
46. APS Academic Pathways Study Spring 2005 Survey. Retrieved 20 February 2006 from Center for the
Advancement of Engineering Education (CAEE) (2005).
47. Eccles, J., Midgley, C., Wigfield, A., Buchanan, C., Reuman, D., Flanagan, C. and Mac Iver, D., Development
during adolescence: the impact of stage-environment on young adolescents' experiances in schools and in families.
American Psychologist, 48, 2, 90-101 (1993).
48. Lent, R., Social Cognitive Career Theory: What Attracts Students to - and Keeps them in - STEM fields? A
Theoretical Perspecitve [Powerpoint Presentation focused on Social Cognitive Career Theory]: University of
Maryland (2007).
49. Dillman, D., Mail and Internet Surveys: The Tailored Design Method. (2nd Edn), Hoboken, NJ: John Wiley &
Sons, Inc. (2007).
50. Deutskens, E., Ruyter, K., Wetzels, M. and Oosterveld, P., Response rate and response quality of Internet-based
surveys: an experimental study. Marketing Letters, 15, 1, 21 -36 (2004).
51. Kaplowitz, M., Hadlock, T. and Levine, R., A comparison of Web and mail survey resonse rates. Public Opinion
Quarterly, 68, 1, 94-101 (2004).
52. Smith, W., Does Gender Influence Online Survey Participation? A Record-Linkage Analysis of University Faculty
Online Survey Response Behavior (Research Report). San Jose, CA: San Jose State University (2008).
53. Sax, L., Gilmartain, S. and Bryant, A., Assessing response rates and nonresponse bias in Web and paper surveys.
Research in Higher Educ., 44, 4 (2003).
54. Dillman, D., Tortora, R. and Bowker, D., Principles for Constructing Web Surveys. Pullman, WA: Washington
State University (1999).
55. Berdie, D., Anderson, J. and Niebuhr, M., Questionnaires: Design and Use. (2nd Edn), Metuchen, N.J.: The
Scarecrow Press, Inc. (1986).
56. Agresti, A. and Finlay, B., Statistical Methods for the Social Sciences. (3rd Edn), Upper Saddle River, NJ:
Prentice Hall (1997).
57. Dannels, D., Learning to be professional: technical classroom discourse, practice, and professional identity
construction. J. of Business and Technical Communication, 14, 1, 5-37 (2000).
58. Pawley, A., Universalized narratives: patterns in how faculty members define engineering. J. of Engng. Educ., 98,
4 (2009).
59. Brockman, J., Introduction to Engineering: Modeling and Problem Solving. (1 st Edn), Hoboken, NJ: John Wiley
& Sons, Inc., 1 (2009).
60. Bourdieu, P. The Forms of Capital. In: Granovetter, M. and Swedberg, R. (Eds), The Sociology of Economic Life.
(2nd Edn), 96-112 (2001).
61. Sax, L., The Gender Gap in College: Maximizing the Development Potential of Women and Men. (1st Edn), San
Francisco, CA: Jossey-Bass (2008).
62. Marra, R., Rodgers, K., Shen, D. and Bogue, B., Women engineering students and self-efficacy: a multi-year,
multi-institution study of women engineering student self-efficacy. J. of Engng. Educ., 93, 1 (2009).
63. Strenta, C., Elliott, R., Adair, R., Matier, M. and Scott, J., Choosing and leaving science in highly selective
institutions. Research in Higher Educ., 35, 5, 513-547 (1994).
64. Bozick, R. and DeLuca, S., Better late than never? Delayed enrollment in the high school to college tranistion.
Social Forces, 84, 1(2005) (2005).



下载
请登录后再下载
相关作者
统计