The General Engineering Program exists at Virginia Tech to provide curriculums that engage, challenge and support entry-level engineers. One important part of this initiative is helping students identify with a specific engineering branch, and overtime develop an identity within it. Yet, there exists little research on what entry-level engineers believe it means to be an engineer, especially during these stages of early formation and continual shifting. In order to generate insight on this topic we developed a contextual inquiry method to help inquire into engineering identity. Two participants were placed in an online chatroom and allowed to talk for ten minutes, with one trying to answer the question 'Am I talking to an engineer or not?' and asked to give their reasoning. Comparisons allow entry-level engineering students to articulate their beliefs on what characteristics, behaviors and personalities make up their cohort -- thus exposing their ideas about identity. Moreover, this methodology also provides opportunities for participants to critique their own bias and further develop and expose their opinions on identity. Additionally, our findings showcase the complexity around student's perceptions of engineers. For example, participants' responses pointed to: many sources that inform identity, the difficulty of identifying what is uniquely engineering, how identity is impacted by the ideal image of an engineer, that identity is a spectrum, and that identity varies with respect to associations and time. As a result, through our inquiry and representation of results we demonstrate the validity of our methodology as a HCI research tool along with the power of narrative forms of representation. / Master of Science / The General Engineering Program exists at Virginia Tech to provide curriculums that engage, challenge and support entry-level engineers. One important part of this initiative is helping students identify with a specific type of engineering, and overtime develop an identity within it. Yet, there exists little research on what entry-level engineers believe it means to be an engineer, especially during their freshmen year of college when they are still forming and changing their ideas about engineering identity. In order to generate insight on this topic we developed a methodology to help inquire into engineering identity. Two participants at a time were placed in an online chatroom and allowed to talk for ten minutes, with one trying to answer the question ‘Am I talking to an engineer or not?’ and asked to give their reasoning. Comparisons allow entry-level engineering students to articulate their beliefs on what characteristics, behaviors and personalities make up their cohort -- thus exposing their ideas about identity. Moreover, this methodology also provides opportunities for participants to critique their own assumptions about engineering identity and further develop and expose their opinions on identity. Additionally, our findings showcase the complexity around student’s perceptions of engineers. For example, participants’ responses pointed to: many sources that inform identity, the difficulty of identifying what is uniquely engineering, how identity is impacted by the ideal image of an engineer, that identity is a spectrum, and that identity varies with respect to associations and time. As a result, through our inquiry and representation of results we demonstrate the validity of our methodology as a Human Computer Interaction research tool along with the power of using written stories to represent results.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/91464 |
| Date | 15 July 2019 |
| Creators | Trammell, Melanie Kaye |
| Contributors | Computer Science, Harrison, Steven R., McCrickard, D. Scott, Tatar, Deborah Gail |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Thesis |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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