Summer Bridge Program Influence on a Future Engineer Role Identity: A Case Study (Poster 27)

• In Event: AERA Poster Session Friday 3:20 p.m.
  In Poster Session: Student Identity and Autonomy

Abstract

Summer bridges have for decades proven to be effective for retention of first year students entering four-year technical degree programs, however little is known about if or how they help students develop future professional role identities. This case study investigates the effect that a summer engineering bridge program has on the future engineer role identity of a single participant. The Dynamic Systems Model of Role Identity, a holistic metatheoretical framework for motivation, engagement and learning through identity development, is used to analyze various sources of data collected before, during and after the summer bridge. Specifically, we investigate how the ontological and epistemological beliefs, purpose and goals, self-perceptions and self-definitions, and perceived-action possibilities reveal changes in one’s future engineer role identity.

Authors

• Ryan S. Hassler, Pennsylvania State University - Berks

• Mitchel Nevryanskiy, Pennsylvania State University - Berks