An official website of the United States government
The Colorado SCience and ENgineering Inquiry Collaborative for Rural K12 Outreach (SCENIC Colorado) is investigating an educational infrastructure for supporting engineering and science learning and identity formation as part of an outreach program with rural Colorado high schools. This research takes the rural context into careful consideration. While rural places are often described by their deficits (Reagan et al., 2019), this study operationalizes place-based pedagogy and the theoretical framework of rural cultural wealth (Crumb et al., 2022) to conceptualize and engage rural places from an asset-based perspective. We believe rural places can be rich environments for engineering and science learning. Therefore, we aspire to support high school students with the development of soil or air quality inquiry projects that are relevant to their local rural communities. Situated within a larger study on the SCENIC outreach program and its impact on student participation in and identification with engineering and science, this paper focuses more narrowly on place-based engineering with students in the rural context. The research questions are: What aspects of the outreach program's educational infrastructure enable place-based science and engineering inquiry? What aspects of place—their locality's history and culture—inform rural students' selection of environmental monitoring topics to investigate? How does conducting place-based environmental monitoring projects contribute to rural students’ engineering and science identity development?
more »
« less
Operationalizing Identity – Studying Changing Selves in Experimental Learning Environments: A Commentary to the Special Issue
This paper explores methodological questions in the study of identity through an examination and discussion of the empirical papers in this special issue. Particular attention is paid to the ways identity is operationalized in the study of how learning environments foster changes in students’ sense of self. The paper concludes that identity is a difficult construct to study in the context of learning environments because it is simultaneously performative and subjective, and these dual aspects of identity may be best operationalized in an interactional view, in which identity is conceptualized as a set of relations between aspects of identity rather than as a state that can be coded directly in data on learning.
more »
« less
- Award ID(s):
- 1661036
- PAR ID:
- 10248606
- Date Published:
- Journal Name:
- The Journal of experimental education
- Volume:
- 89
- Issue:
- 3
- ISSN:
- 0022-0973
- Page Range / eLocation ID:
- 1-8
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Motivation. Teachers can play a role in disrupting social inequities that are reflected in education, such as racial disparities in who succeeds in CS. Professional learning addressing inequities causes teachers to confront difficult topics, including how their own identities impact these problems. Understanding the differing ways teachers’ identities surface can provide insights into designing better supports for their professional learning. Objectives. The goal of this paper is to examine the teaching and racial identities of two secondary CS teachers who participated in professional learning focused on combining CS content and equity pedagogy. The second goal of this paper is to demonstrate how discourse analytic methods can be used to examine interviews and other interactional data. Method. Teachers were interviewed individually about their teaching identity, racial identity, and professional learning. Drawing on Bucholtz and Hall’s identity and interaction framework, interviews were examined for linguistic and discursive features reflecting positionality (i.e., how identity surfaces through the way individuals present themselves to and are perceived by others) and indexicality (i.e., various ways of referring to an identity). Results. Participants used personal deictics, quotative markers, code choice, and affective and epistemic stances when discussing and negotiating their identities with the interviewer. The data reflected ways teachers problematized questions about teaching identity, negotiated tensions in their disciplinary identities, found the topic of race difficult to address, and highlighted other aspects of their identities relevant to understanding and discussing race. Discussion. The study provides a demonstration of how discourse analytic methods can reveal nuances of teacher identity that may be overlooked with other qualitative approaches. Findings also revealed how teachers’ ethnic identities might be used as a lever in helping teachers discuss the difficult topic of race in education. Discourse analytic methods are encouraged for future CS education research focused on interactional analyses.more » « less
-
In this work-in-progress research paper, we explore key themes and patterns prevalent in definitions of thriving for undergraduate engineering students. Although there is growing research and acknowledgment of the breadth and complexity of thriving in engineering, the field has limited conceptual clarity regarding its range of definitions. Data for this research was collected from 47 engineering faculty and staff who are considered long-term members of the engineering education system who also play a vital role in creating environments conducive to thriving and forming relationships with students that facilitate thriving. Participants were asked to define engineering student thriving in an open-ended survey, where their responses were analyzed using thematic analysis. 29 codes emerged from the data, 18 of which align with prior research. 10 new codes emerged, relating to positive emotions (such as happy, excited, and passionate), learning (love of learning, growing, understanding and deep learning), wellbeing, identity, belongingness, and professional experiences. These findings highlight positive aspects of engineering thriving beyond the absence or reduction of suffering and hardship. Implications of these findings include developing measures with multi-dimensional focus and emphasizing the role of emotional support and identity development in engineering students.more » « less
-
Identity, or how people choose to define themselves, is emerging as an explanation for who pursues and persists in engineering. Recent developments in the study of engineering identity, including studies of math and science identity, tend to emphasize the academic aspects of engineering without considering aspects of professional practice central to the development of an engineering identity. This paper outlines the methods used to create a new survey measure: affect toward elements of engineering practice. We followed the item generation, refinement, and instrument validation steps required for psychometric validation of a new survey measure. Through this process a final list of 34 items was administered in a survey in the fall of 2016 to engineering undergraduates. We conducted an exploratory factor analysis and established internal consistency using Cronbach’s alpha on a subset of the data sample (n=384). The resulting factors reflect key elements of affect towards engineering professional practice.more » « less
-
de Vries, E. (Ed.)Historically, learning for young students has occurred in formal, in-person classroom environments. But in just a matter of weeks, children were mandated to transition to a completely new mode of learning, facing new learning challenges with heightened anxieties. To this end, we aim to better understand how our learning experience design (LXD) efforts support or hinder children’s engagement while participating in an online, video-based math course. This study operationalized LXD through the integration of e-learning instructional design (ID) as a lever for promoting students’ situational interest (SI), emphasis on human-centered design to support students’ user experience (UX), and the combination of SI and UX to foster student engagement in an online environment. Results provide practical implications for how we can intentionally iterate our designs to sustain children’s online engagement as we prepare for future instances of traditional, online and even hybrid models of instruction.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/https://doi.org/10.1080/00220973.2021.1878993
