Revolutionizing Engineering Education Through Industry Immersion and a Focus on Identity

• In Event: Changing the Professional Formation of Engineers: Revolutionizing Engineering and Computer Science Departments

Abstract

Purpose
The purpose of this project is to develop a mechanical engineering program where students are immersed in a culture of doing engineering with engineers, that in turn fosters an identity of being an engineer. This project studies how cultural changes within the program affect the identity of students and faculty, and, in turn, how these identity changes affect students’ engagement in and commitment to engineering.

Theoretical framework
Identity influences who people think they are, what they think they can do and be, and where and with whom they think they belong (Brewer, 1991; Cialdini et al., 1976; Deaux, 1993; Erikson, 1959; Tajfel & Turner, 1986; Stryker & Burke, 2000). In education, identity is a determining factor in one pursuing, persisting, and persevering in a field (Schlenker, 1985; Pierrakos, Beam, Constantz, Johri & Anderson, 2009; Beam, Pierrakos, Constantz, Johri & Anderson, 2009; Spears, Doosje & Ellemers, 1997). In engineering, it has been shown to be an important factor in attracting and retaining underrepresented minorities (Keller, 1992; Lee ,1998; Park, Cook & Greenwald, 2001). Identity development is a social process realized through a program’s culture, through the interactions of students, faculty, and industry, through participation in engineering-related activities, and through reinforcement of shared similarities (Stryker & Burke, 2000; Beam et.al., 2009; Cooley, 1902; Scheibe, 1985; Tonso, 2016).

Methods & data sources
This culture of doing engineering is created through changes in four areas that the research indicates are essential (Henderson, Beach, and Finkelstein, 2011): a shared department vision, faculty, curriculum, and supportive policies. A cross-cutting theme unifying these changes is a significant connection to industry. For example, faculty participate in Industry Immersion Experiences where they connect with industry for a summer month. These experiences foster faculty’s identities as practicing engineers, and faculty in turn foster similar identities in students. Faculty focused on the goal of mentoring students to become engineering professionals could reshape the experience of students at those universities and result in students better prepared for work in industry.
Areas of inquiry are guided by the following research questions:
1. How have the identities of the students and faculty changed?
2. How has the departmental culture changed?
3. What happened in response to the changes made and the changes that occurred?

Results & Scholarly significance
Results of the project will lead to a clearer understanding of the changes that promote engineering identities, particularly in women, and how such identities affect students’ sense of belonging in a program and their persistence in the major.
Understanding how identities affect students' engagement, performance, and persistence could transform how we teach STEM in K-16. Such knowledge will allow educators to target activities that produce the strongest effect on identity and to be mindful of those that negatively impact identity. Finally, a focus on identity encourages reflection and a larger discussion about how students see themselves, their education, and their profession, and how these views uniquely affect underrepresented or marginalized students. This conversation can lead to a better understanding of how best to create an inclusive educational system.

Authors

• Kathleen Cook

• Yen-Lin Han, Seattle University

• Greg Mason

• Teodora Rutar Shuman

• Jennifer Turns, University of Washington