Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/660
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dc.contributor.authorJames, Jordan O.
dc.contributor.authorSvihla, Vanessa
dc.contributor.authorQiu, Chen
dc.contributor.authorDatye, Abhaya K
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:40:30Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:40:30Z-
dc.date.issued2018-07
dc.identifier.citationJames, J. O., Svihla, V., Qiu, C., & Datye, A. K. (2018). A New Facet: Building Multifaceted Engineering Identity. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1427
dc.identifier.urihttps://repository.isls.org//handle/1/660-
dc.description.abstractWe redesigned a first-year course to support diverse students to develop a sense of belonging and professional identity in engineering. We collected student work (N=104) and interviewed a subset (n=8). Students cited altruism, family, camaraderie, work ethic, and enjoying science and mathematics. They positioned themselves as problem solvers capable of the hard work ahead. Students began to take up professional engineering identities without sacrificing prior identifies.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleA New Facet: Building Multifaceted Engineering Identityen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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