Education Commons^™

Inclusion & Marginalization: How Perceptions Of Design Thinking Pedagogy Influence Computer, Electrical, And Software Engineering Identity, Sarah L. Rodriguez, Erin E. Doran, Rachel E. Friedensen, Elizabeth Martínez-Podolsky, Paul S. Hengesteg

Faculty Publications

Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role …