2026 ASEE Annual Conference & Exposition

This Theory/Methods full paper proposes an asset-based reflective and visualization methodology called Legacy Graphing to identify and activate strengths and to advance formation of engineering identity among students. Legacy graphs combines time (or temporality), developmental vectors (transitions, experiences, accomplishments), and context-rich narrative to derive trajectories of identify statuses among undergraduate students. This work is grounded in established developmental theories, including Marcia’s Identity Status model, which distinguishes four primary identity statuses based on the strength of the individual’s “exploration” of alternatives and their “commitment” to specific beliefs, values, or roles. These status trajectories - Identity Diffusion (low exploration, low commitment), Identity Foreclosure (low exploration, high commitment), Identity Moratorium (high exploration, low commitment), and Identity Achievement (high exploration, high commitment) – represent distinct and relatively stable configurations of commitment and exploration that persist over time. Legacy graphing provides a robust way to characterize these identity status trajectories. Furthermore, aligned with Social Cognitive Theory, the technique acts as an intentional intervention to foster self-efficacy, while also recognizing and mobilizing inherent individual and relational capacity and strengths (assets) for developmental growth. This paper will detail the development of the legacy graph methodology, along with practical tools and implementation strategies for engineering education researchers and practitioners.