Reauthoring Engineering Identities as Belonging to a Community Engaged Profession
In this scholarly practice paper, we critically examined if and how engineering students in a first-year design course internalized their professional identity as engineers who were engaged in their communities. We provide a description of the course, which used human-centered design projects as a mechanism to partner with community organizations. Based on a thematic analysis of three reflective essays (n = 105) for each student (n = 35), we found four distinct patterns related to identity development in relation to community engagement. We discuss implications from the findings regarding how educators can support students’ development as community-engaged professionals.
Copyright held by
American Society for Engineering Education (ASEE)
Huff, J. L., Lawrence, D., & Coleman, A. (2020, June 22-27). Reauthoring Engineering Identities as Belonging to a Community Engaged Profession. [Paper presentation]. American Society for Engineering Education Conference. Virtual. https://dx.doi.org/10.18260/1-2--35121