Targeted Curricular and Co-Curricular Activities and Identity Development Across Two Projects Supporting Diverse STEM Undergraduates

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: STEM Student Identity (Table 1)

Abstract

This study draws upon focus group data collected in during two S-STEM projects (one focused on mathematics and computer science and the other on engineering) at a university in the Northwestern United States. Using the Dynamic Systems Model of Role Identity (Kaplan & Garner, 2017), students’ responses are analyzed for the influence of curricular and co-curricular activities on their developing role identities as STEM undergraduates and future STEM professionals. Findings indicate that a panel discussion in one project strongly impacted students’ awareness of different mathematics and computing related action possibilities, while an introductory course in the other led to changed beliefs about engineering. These findings have important implications for STEM identity researchers and student support activity designers / facilitators alike.

Authors

• Joseph Arthur Brobst, Old Dominion University
  Presenting Author

• Elizabeth Litzler, University of Washington
  Non-Presenting Author

• Sura Alqudah, Western Washington University
  Non-Presenting Author

• Regina G. Barber, National Public Radio
  Non-Presenting Author

• Jill Davishahl, Western Washington University
  Non-Presenting Author

• Perry Fizzano, Western Washington University
  Non-Presenting Author

• David Hartenstine, Western Washington University
  Non-Presenting Author

• Andrew Klein, Western Washington University
  Non-Presenting Author