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Research Data - (EI)2: Exploring Inclusive Engineering Identities through Freshman Engineering Curriculum Change

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https://hdl.handle.net/10217/195591

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Browsing Research Data - (EI)2: Exploring Inclusive Engineering Identities through Freshman Engineering Curriculum Change by Author "Henderson, Heather Lysbeth, author"

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    Promoting inclusive engineering identities in first-year engineering courses: paper
    (Colorado State University. Libraries, 2016) Atadero, Rebecca A., author; Paguyo, Christina H., author; Rambo-Hernandez, Karen E., author; Henderson, Heather Lysbeth, author; ASEE, publisher
    In order to cultivate a diverse and inclusive engineering student population, engineering programs must purposefully teach engineering students to identify as engineers, appreciate diversity, and work in inclusive environments. In this NSF-funded project, we collaborate with engineering faculty to design and implement interventions for first-year engineering students to strengthen their engineering identities and raise their awareness of how diversity benefits the engineering profession. This paper and poster describe the activities implemented during the first intervention year of the project and preliminary findings. The paper addresses the following questions: 1. What experimental intervention activities potentially support engineering students in developing engineering identities and appreciating diversity? 2. What patterns emerge in participants' engineering identities and appreciation of diversity after the experimental intervention activities have been implemented? Do these patterns differ by section or by sex? To answer the first inquiry, we describe the experimental intervention activities and the classroom contexts in which they were implemented. Then a quantitative analysis of survey data is summarized to address the second inquiry. We conclude this paper with ideas about how to improve the efficacy and transportability of experimental intervention activities so they can be adapted for multiple classroom environments and professor teaching styles.
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    ItemOpen Access
    Promoting inclusive engineering identities in first-year engineering courses: poster
    (Colorado State University. Libraries, 2016) Atadero, Rebecca A., author; Paguyo, Christina H., author; Rambo-Hernandez, Karen E., author; Henderson, Heather Lysbeth, author
    Project goal: Change engineering culture to support robust learning in degree programs, more effective professional practice, and efforts to retain diverse students and professionals.
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    ItemOpen Access
    What is the relationship between mindset and engineering identity for first year male and female students? An exploratory longitudinal study
    (Colorado State University. Libraries, 2017) Henderson, Heather Lysbeth, author; Rambo-Hernandez, Karen E., author; Paguyo, Christina H., author; Aterdero, Rebecca A., author; ASEE, publisher
    Undergraduate students who leave engineering are most likely to do so during the first two years of coursework (Litzer & Young, 2012). During these first two years, students often encounter difficult coursework that may be not be overtly related to engineering (e.g., advanced calculus, physics; Suresh, 2006) while simultaneously developing their initial engineering identities. Students possessing a fixed mindset (e.g., intelligence based on genetics) versus a growth mindset (e.g., intelligence based on effort and hard work) are more likely to disengage when confronted with highly challenging coursework (Rattan, Savani, Chugh, & Dweck, 2015; Robins & Pals, 2002), which may be related to lower engineering identity. Implicit person theory argues that persons are more likely to persist with challenging tasks if they believe that intelligence is malleable (Robins & Pals, 2002). Additionally, it is well established that women are underrepresented in the field of engineering (Singh, Fouad, Fitzpatrick, & Chang, 2014). While a plethora of research exists to examine what factors contribute to the persistence of women in engineering, such as institutional factors and student characteristics, we focus on the relationship between mindset and engineering identity in this paper. The purpose of this study is to explore whether mindsets influence a student's engineering identity over time and to see if this relationship differs by gender.