Design Thinking in COVID-19 Online Spaces: How Students Develop Their Engineering Identities

• In Event: The Impact of COVID-19 on College Student Experiences

Abstract

The purpose of this qualitative research study was to understand how a design thinking-oriented engineering course delivered online supports undergraduate students’ engineering identity development. The findings emphasized the importance of language and framing in shaping identity in online learning spaces. In particular, online study-faculty interactions were an area for growth, including how faculty members introduce difficult course material. Finally, the study also demonstrated that online spaces complicate opportunities for engineering identity performance.

Authors

• Sarah Rodriguez, Virginia Tech

• Erin Doran, Iowa State University

• Amy Updegraff, Iowa State University

• Justin Sabrowsky, Appalachian State University