2023 ASEE Annual Conference & Exposition

Work in Progress: Engineering Identity Development after Two Years of Undergraduate Education

Presented at Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

This work-in-progress research paper explores how low-socioeconomic status (SES) high-achieving undergraduate engineering students develop their engineering identity. Identification with the engineering field, or engineering identity development, is an ongoing process for students. While scholars have used retrospective studies to understand the developmental aspect of this process, a longitudinal study that follows students’ engineering identity development could provide an advantageous viewpoint. In this study, we investigate the engineering identity of low-SES, high-achieving engineering students after two years of undergraduate education. Our preliminary results show significant changes in the second year of undergraduate school for students’ engineering identity. These changes are primarily apparent in their recognition and performance. A connection with socioeconomic status is more pronounced in their engineering identity development during the second year of their academic careers.

Authors

Janet Aderemi Omitoyin The University of Illinois at Chicago [biography]

Janet Omitoyin is a PHD student in the Department of Curriculum and Instructions, University of Illinois at Chicago (UIC). An astute scholar, Janetâ€™s quest for a solution to the problems of mathematics learning based on her experience as a student and
Dr. Renata A. Revelo The University of Illinois, Chicago [biography]

Renata Revelo is a first-generation college student, migrated from Ecuador to the United States as a teenager with her parents and sister. She is the first in her family to obtain a Ph.D. She is currently a Clinical Associate Professor at the University of Illinois, Chicago in the department of Electrical and Computer Engineering. Her research focuses on shifting the culture of engineering via the study of engineering identity which centers students of color and examines systemic change
Musab Kazi
Dr. Betul Bilgin The University of Illinois, Chicago [biography]

Betul Bilgin is a Clinical Associate Professor of Chemical Engineering at the University of Illinois at Chicago (UIC). With a Ph.D. in Chemical Engineering from Michigan State University, Dr. Bilgin has extensive experience in both biotechnology research and engineering education. Since joining UIC, she has developed and taught various undergraduate courses, integrating innovative teaching methods and industry-relevant content to enhance student learning and engagement.

Dr. Bilgin's research focuses on engineering education, particularly in fostering professional identity among engineering students and integrating data science into the chemical engineering curriculum. She has received multiple awards for her contributions to teaching and mentoring, including the ASEE Ray Fahien Award and the UIC COE Harold Simon Award. Dr. Bilgin is also actively involved in professional service, currently serving as the Director of the Chemical Engineering Division for ASEE and participating in various initiatives to improve engineering education and student success.
Justin Merchan
Prof. Houshang Darabi http://orcid.org/0000-0001-7881-6542 The University of Illinois, Chicago [biography]

Dr. Houshang Darabi is a Professor of Industrial and Systems Engineering in the Department of Mechanical and Industrial Engineering at the University of Illinois at Chicago. Dr. Darabi’s research focuses on the use of Big Data, process mining, data mining, Operations Research, high performance computing, and visualization in improving educational systems and students’ learning. Dr. Darabi’s research has been funded by federal and corporate sponsors including the National Science Foundation, and the National Institute of Occupational Health and Safety.

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