2025 ASEE Annual Conference & Exposition

In this full length, empirical research paper we examine how one student strengthens their engineering identity by framing their identity as a problem solver in an n=1 case study. Prior work has proposed that students view problem solving as part of the engineering process and necessary for future career goals (Kirn, 2018). Other research has supported this in concluding that students see problem solving as necessary to engineering careers (Rippon, 2011). Other work has focused on the negotiation of identity in undergraduate programs, but has mainly focused on identities based on demographics within engineering scopes (Koul, 2018; Green, 2020). We propose that problem solving is not just a process that students go through, but rather it can evolve into a distinct identity. This paper seeks to add to the current literature surrounding the development of engineering identity by proposing that developing a strong problem solving identity through non-engineering avenues can decrease the impacts of experiences that prior research would define as weak identity markers (Carlone & Johnson, 2007; Godwin, 2016; Hazari, 2010).

As a part of a larger project, our research team interviewed 27 engineering students at the end of each semester while completing their first and second years of undergraduate engineering curriculum at a small, private university located in the American southwest. During the interviews, students were asked to reflect on their affective experiences in engineering classes and involvement in engineering related activities. Some of the interview questions were developed based on Godwin’s engineering identity framework (consisting of performance, competence, recognition, and interest). In the section of our interview protocol that asks about experiences that made the student feel like an engineer and which traits of an engineer they possess, one student expanded past engineering related experiences and cited experiences where their problem solver identity in non-engineering situations made them feel like an engineer. These unique answers inspired us to create this n=1 case study focusing on Projector Man (any pronouns), who experiences a high self-recognition through non-engineering avenues that overrode their weaker components of engineering identity.

We started by keyword searching “problem solver/solving” in transcripts of Projector Man’s four interviews and found that it came up in the context of engineering, theater, and gender identity discovery. From there we expanded the keyword search to include these contexts and compile a list of any times he described problem solving in a non-engineering context. We found that Projector Man’s experience with problem solving through involvement in the school’s theater community and during their self-discovery of their gender fluid identity influenced their self-recognition as an engineer when applying those same problem solving skills to engineering related activities.

Non-engineering identities can provide an outlet for students to display problem solving skills and identities, further strengthening engineering identity. This work prompts instructors to consider introducing intervention strategies into first-year engineering curriculum that guide students to recognize outside identities as beneficial to engineering. This could help students develop engineering identities in non-engineering contexts.