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1. Development of Engineering Identity

   Khan, M. J. (April 2020, ASEE GSW Coneference)

   Academic success of students in engineering has been reported in research literature to be correlated to the development of their engineering identity. This paper provides results of a cross-sectional study of undergraduate students’ development of engineering identity at a Historically Black College/University (HBCU). A validated 11-item questionnaire on engineering identity was administered to freshmen through seniors. The data was analyzed to determine correlations between engineering identity, time spent in college, and academic success. This work is supported by NSF Grant# 1832041. 

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2. Robo-Identity: Exploring Artificial Identity and Multi-Embodiment

   https://doi.org/10.1145/3434074.3444878  

   Lee, Minha; Kontogiorgos, Dimosthenis; Torre, Ilaria; Luria, Michal; Tejwani, Ravi; Dennis, Matthew J.; Pereira, Andre (March 2021, HRI '21 Companion: Companion of the 2021 ACM/IEEE International Conference on Human-Robot Interaction)

   null (Ed.)

   Interactive robots are becoming more commonplace and complex, but their identity has not yet been a key point of investigation. Identity is an overarching concept that combines traits like personality or a backstory (among other aspects) that people readily attribute to a robot to individuate it as a unique entity. Given people's tendency to anthropomorphize social robots, "who is a robot?" should be a guiding question above and beyond "what is a robot?" Hence, we open up a discussion on artificial identity through this workshop in a multi-disciplinary manner; we welcome perspectives on challenges and opportunities from fields of ethics, design, and engineering. For instance, dynamic embodiment, e.g., an agent that dynamically moves across one's smartwatch, smart speaker, and laptop, is a technical and theoretical problem, with ethical ramifications. Another consideration is whether multiple bodies may warrant multiple identities instead of an "all-in-one" identity. Who "lives" in which devices or bodies? Should their identity travel across different forms, and how can that be achieved in an ethically mindful manner? We bring together philosophical, ethical, technical, and designerly perspectives on exploring artificial identity. 

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3. A generalization of Franklin’s partition identity and a Beck-type companion identity

   https://doi.org/10.1007/s11139-025-01121-7  

   Gray, Gabriel; Hovey, David; Kronholm, Brandt; Payne, Emily; Swisher, Holly; Watson, Ren (July 2025, The Ramanujan Journal)
4. Understanding Professional Identity of Computer Science Teachers: Design of the Computer Science Teacher Identity Survey

   https://doi.org/10.1145/3446871.3469766  

   Ni, Lijun; McKlin, Tom; Hao, Han; Baskin, Jake; Bohrer, Jason; Tian, Yan (August 2021, ICER 2021: Proceedings of the 17th ACM Conference on International Computing Education Research)

   null (Ed.)

   Motivation: Recent efforts to expand K-12 computer science education highlight the great need for well-prepared computer science (CS) teachers. Teacher identity theory offers a particular conceptual lens for us to understand computer science teacher preparation and professional development. The emerging literature suggests that teacher identity is central to sustaining motivation, efficacy, job satisfaction, and commitment, and these attributes are crucial in determining teacher retention. While the benefits associated with a strong sense of teacher identity are great, teachers face unique challenges and tensions in developing their professional identity for teaching computer science. Objectives: This exploratory study attempts to operationalize computer science teacher identity through discussing the potential domains, proposing and testing a quantitative instrument for assessing computer science teachers’ professional identity. Method: We first discussed the potential domains of computer science teacher identity based on recent teacher identity literature and considerations on some unique challenges for computer science teachers. Then we proposed the computer science teacher identity scale, which was piloted through a national K-12 computer science teacher survey with 3,540 completed responses. The survey results were analyzed with a series of factor analyses to test the internal structure of the computer science teacher identity scale. Results: Our analyses reveal a four-factor solution for the computer science teacher identity scale, which is composed of CS teaching commitment, CS pedagogical confidence, confidence to engage students, and sense of community/belonging. There were significant differences among the teachers with different computer science teaching experiences. In general, teachers with more computer science teaching experience had higher computer science teacher identity scores on all four factors. Discussion: The four-factor model along with a large national dataset invites a deeper analysis of the data and can provide important benchmarks. Such an instrument can be used to explore developmental patterns in computer science teacher identity, and function as a pedagogical tool to provoke discussion and reflection among teachers about their professional development. This study may also contribute to understanding computer science teachers’ professional development needs and inform efforts to prepare, develop, and retain computer science teachers. 

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5. Inventive Identity Toolkit

   Buning, Nyssa; Garner, Joanna K; Hintz, Eric S; Hodges, Grace; Howard, Callie; Kaplan, Avi; Lovejoy, Jesse (January 2025, Lemelson Center for the Study of Invention and Innovation, National Museum of American History, Smithsonian Institution)

   The Change Your Game | Cambia tu juego (formerly Game Changers) project has developed an Inventive Identity Toolkit for wide distribution across the informal science learning (ISL) community. The toolkit is aimed at exhibition designers and informal science educators; it provides practical tips to help visitors explore their inventive identities so they can see themselves as creative problem solvers. The toolkit first offers background on Joanna K. Garner and Avi Kaplan’s theoretical frameworks, the Dynamic Systems Model of Role Identity (DSMRI), and the Visitor Identification and Engagement in STEM (VINES) model. The toolkit then includes design tips for applying the DSMRI-VINES models and encouraging visitors’ inventive identity exploration in unstaffed exhibition galleries. Similarly, the toolkit offers specific facilitation techniques (and associated training exercises) to help educators encourage inventive creativity in informal learning spaces staffed by facilitators. The toolkit also provides a catalog of verbal and behavioral indicators that signify when a visitor has activated their inventive identities; this will help researchers and evaluators measure the efficacy of exhibitions, learning labs, and other informal learning environments that strive to foster these kinds of identity shifts. Finally, the toolkit provides a template for designing public programs and community events around inventiveness in sports. We have shared the Inventive Identity Toolkit with the informal science learning (ISL) community at informalscience.org. 

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