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Creators/Authors contains: "Martinez-Podolsky, Elizabeth"

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  1. ; ; ; ; (, 2018 Annual ASHE Conference (Association for the Study of Higher Education))
    This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an important foundation to foster student interest in the course and connection to their role as an engineer. 
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