Engineering identity and project-based learning: How does active learning develop student engineering identity?

Abstract

This purpose of this research paper is to understand how the use of evidence-based pedagogical methods, such as active learning, for teaching engineering design concepts, influence students' engineering identity growth and increase retention in engineering programs. Students in a statics course (n=333) with active learning, used the entirety of the design process during a balsa bridge team project. Following testing of their bridges, students completed journal entries about their self-efficacy to design. Previous results suggest that students might better develop an engineering identity due to their participation in active learning. Newer results from an inductive qualitative content analysis on these journals (n=165) suggest active learning allows students to develop competence and individual interest, and further their engineering identity development, through increased and repeated exposure to opportunities of situational interest found in active learning. These results continue to support use of active learning as an effective teaching tool in engineering education, and as a potential method of increasing retention in engineering.