Using Design Challenges to Develop Identity in First-Year Urban Planning Undergraduates

• In Event: 31.046 - Professional Identity Formation

Abstract

Traditionally, undergraduate students are introduced to foundational coursework with little professional context; this can lead students to make uninformed choices about degree paths and possible futures. Our theory is that first-year students benefit from early design experiences, because such experiences can support the development of professional identity. We examined student learning and identity development connected to a design challenge in a first-year undergraduate urban planning course, taught at a southwestern U.S. research university serving a very diverse population. Findings show students affirmed their professional identity or expressed intent to persist based on the design challenge experiences, implying the coursework/professional disconnect is problematic and warrants further research.

Authors

• Jordan Orion James, The University of New Mexico

• Vanessa Svihla, University of New Mexico