Marginalized Identities of Sense-Makers: Reframing Engineering Student Retention

Journal of Engineering Education

Volumn 103, Issue 1, 2014, Pages 8-44

  Danielak, Brian A ^a   Gupta, Ayush ^a   Elby, Andrew ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

Epistemology; Identity; Retention

Indexed keywords

VIDEO RECORDING;

CLINICAL INTERVIEW; ELECTRICAL ENGINEERING STUDENTS; ENGINEERING PROGRAM; EPISTEMOLOGY; IDENTITY; PERSONAL EPISTEMOLOGIES; RETENTION; SENSE OF BELONGING;

STUDENTS;

EID: 84893926731     PISSN: 10694730     EISSN: None     Source Type: Journal    
DOI: 10.1002/jee.20035     Document Type: Article

References (103)

1. Abu-Lughod, L. (1991). Writing against culture. In R. G. Fox (Ed.), Recapturing anthropology: Working in the present (pp. 139-162). Santa Fe, NM: School of American Research Press: Distributed by the University of Washington Press.
2. Atkinson, P., & Delamont, S. (2008). Analytic perspectives. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (3rd ed., pp. 285-311). Thousand Oaks, CA: Sage.
3. Ball, L. J., Onarheim, B., & Christensen, B. T. (2010). Design requirements, epistemic uncertainty and solution development strategies in software design. Design Studies, 31(6), 567-589. doi:10.1016/j.destud.2010.09.003
4. Bendixen, L. D., & Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69-80. doi:10.1207/s15326985ep3901_7
5. Bernold, L. E., Spurlin, J. E., & Anson, C. M. (2007). Understanding our students: A longitudinal-study of success and failure in engineering with implications for increased retention. Journal of Engineering Education, 96(3), 263-274.
6. Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41-62.
7. Boaler, J. (2000). Mathematics from another world: Traditional communities and the alienation of learners. Journal of Mathematical Behavior, 18(4), 379-397. doi:10.1016/S0732-3123(00)00026-2
8. Boaler, J. (2002). The development of disciplinary relationships: Knowledge, practice and identity in mathematics classrooms. For the Learning of Mathematics, 22(1), 42-47.
9. Boaler, J., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematical worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171-200). Westport, CT: Ablex.
10. Bucciarelli, L. L. (1994). Designing engineers. Cambridge, MA: MIT Press.
11. Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385-418. doi:10.1023/A:1011917914756
12. Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28(3), 235-251.
13. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121-152.
14. Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 311-329. doi:10.2307/1164355
15. Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112. doi:10.3102/01623737024002081
16. diSessa, A. A. (2007). An interactional analysis of clinical interviewing. Cognition and Instruction, 25(4), 523-565. doi:10.1080/07370000701632413
17. Downey, G. L., & Lucena, J. (2003). When students resist: Ethnography of a senior design experience in engineering education. International Journal of Engineering Education, 19(1), 168-176.
18. Duranti, A., & Goodwin, C. (Eds.). (1992). Rethinking context: Language as an interactive phenomenon. Cambridge, UK: Cambridge University Press.
19. Elby, A., & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85(5), 554-567. doi:10.1002/sce.1023
20. Eliot, M., & Turns, J. (2011). Constructing professional portfolios: Sense-making and professional identity development for engineering undergraduates. Journal of Engineering Education, 100(4), 630-654.
21. Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York, NY; London: Macmillan; Collier Macmillan.
22. Esmonde, I., Brodie, K., Dookie, L., & Takeuchi, M. (2009). Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom. Journal of Urban Mathematics Education, 2(2), 18-45.
23. Evans, J., Morgan, C., & Tsatsaroni, A. (2006). Discursive positioning and emotion in school mathematics practices. Educational Studies in Mathematics, 63(2), 209-226. doi:10.1007/s10649-006-9029-1
24. Felder, R. M. (1995). A longitudinal study of engineering student performance and retention. IV. Instructional methods and student responses to them. Journal of Engineering Education, 84(4), 361-367.
25. Felder, R. M., & Brent, R. (2004). The intellectual development of science and engineering students. Part 2: Teaching to promote growth. Journal of Engineering Education, 93(4), 279-291.
26. Felder, R. M., Felder, G. N., & Dietz, E. J. (1998). A longitudinal study of engineering student performance and retention. V. Comparisons with traditionally-taught students. Journal of Engineering Education, 87(4), 469-480.
27. Felder, R. M., Forrest, K. D., Baker-Ward, L., Dietz, E. J., & Mohr, P. (1993). A longitudinal study of engineering student performance and retention: I. Success and failure in the introductory course. Journal of Engineering Education, 82(1), 15-21.
28. Feucht, F. C. (2010). Epistemic climate in elementary classrooms. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 55-93). Cambridge, UK; New York, NY: Cambridge University Press.
29. Fontana, A., & Frey, J. H. (2008). The interview: From neutral stance to political involvement. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (3rd ed., pp. 115-159). Thousand Oaks, Calif: Sage.
30. Foor, C. E., Walden, S. E., & Trytten, D. A. (2007). "I wish that I belonged more in this whole engineering group": Achieving individual diversity. Journal of Engineering Education, 96(2), 103-115.
31. Froyd, J. E., & Ohland, M. W. (2005). Integrated engineering curricula. Journal of Engineering Education, 94(1), 147-164.
32. Gainsburg, J. (2006). The mathematical modeling of structural engineers. Mathematical Thinking & Learning, 8(1), 3-36. doi:10.1207/s15327833mtl0801_2
33. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
34. Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 191-215). Thousand Oaks: Sage.
35. Haerle, F. C., & Bendixen, L. D. (2008). Personal epistemology in elementary classrooms: A conceptual comparison of Germany and the United States and a guide for future cross-cultural research. In M. S. Khine (Ed.), Knowing, knowledge and beliefs (pp. 151-176). Dordrecht, the Netherlands: Springer. Retrieved from http://dx.doi.org/10.1007/978-1-4020-6596-5_7
36. Hall, R., & Stevens, R. (1995). Making space: A comparison of mathematical work in school and professional design practices. In S. L. Star (Ed.), The cultures of computing (pp. 118-145). Oxford, UK: Blackwell.
37. Hall, R., Stevens, R., & Torralba, T. (2002). Disrupting representational infrastructure in conversations across disciplines. Mind, Culture & Activity, 9(3), 179-210.
38. Hammer, D. (1989). Two approaches to learning physics. Physics Teacher, 27(9), 664-670. doi:10.1119/1.2342910
39. Hammer, D. (1994a). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151-183. doi:10.2307/3233679
40. Hammer, D. (1994b). Students' beliefs about conceptual knowledge in introductory physics. International Journal of Science Education, 16(4), 385. doi:10.1080/0950069940160402
41. Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Lawrence Erlbaum.
42. Hammer, D., & Elby, A. (2003). Tapping epistemological resources for learning physics. Journal of the Learning Sciences, 12(1), 53-90. doi:10.2307/1466634
43. Hammer, D., Elby, A., Scherr, R. E., & Redish, E. F. (2005). Resources, framing, and transfer. In J. P. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective. Greenwich, CT: IAP.
44. Harkema, S., Gerasimenko, Y., Hodes, J., Burdick, J., Angeli, C., Chen, Y., Edgerton, V. R. (2011). Effect of epidural stimulation of the lumbosacral spinal cord on voluntary movement, standing, and assisted stepping after motor complete paraplegia: A case study. The Lancet, 377(9781), 1938-1947. doi:10.1016/S0140-6736(11)60547-3
45. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140. doi:10.3102/00346543067001088
46. Holland, D. C., Lachiotte Jr., W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press. Retrieved from http://lccn.loc.gov/98019269
47. Jackson, M. (2010). Representing structure in a software system design. Design Studies, 31(6), 545-566. doi:10.1016/j.destud.2010.09.002
48. Jessor, R. (1996). Ethnographic methods in contemporary perspective. In Ethnography and human development: Context and meaning in social inquiry (pp. 3-14). Chicago, IL: University of Chicago Press.
49. Jocuns, A., Stevens, R., Garrison, L., & Amos, D. M. (2008). Students' changing images of engineering and engineers. Paper presented at the ASEE Annual Conference & Exposition, Pittsburgh, PA.
50. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39. doi:10.1207/s15327809jls0401_2
51. Jungebluth, P., Alici, E., Baiguera, S., Le Blanc, K., Blomberg, P., Bozóky, B., Macchiarini, P. (2011). Tracheobronchial transplantation with a stem-cell-seeded bioartificial nanocomposite: A proof-of-concept study. The Lancet, 378(9808), 1997-2004. doi:10.1016/S0140-6736(11)61715-7
52. Loui, M. C. (2005). Ethics and the development of professional identities of engineering students. Journal of Engineering Education, 94(4), 383-390. doi:10.1002/j.2168-9830.2005.tb00866.x
53. Lumsdaine, M., & Lumsdaine, E. (1995). Thinking preferences of engineering students: Implications for curriculum restructuring. Journal of Engineering Education, 84(2), 193-204.
54. Marra, R. M., Palmer, B., & Litzinger, T. A. (2000). The effects of a first-year engineering design course on student intellectual development as measured by the Perry scheme. Journal of Engineering Education, 89(1), 39-45.
55. Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2012). Leaving engineering: A multi-year single institution study. Journal of Engineering Education, 101(1), 6-27.
56. Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.
57. Meyers, K. L., Ohland, M. W., Pawley, A. L., Silliman, S. E., & Smith, K. A. (2012). Factors relating to engineering identity. Global Journal of Engineering Education, 14(1), 119-131.
58. Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage.
59. Min, Y., Zhang, G., Long, R. A., Anderson, T. J., & Ohland, M. W. (2011). Nonparametric survival analysis of the loss rate of undergraduate engineering students. Journal of Engineering Education, 100(2), 349-373.
60. Moller-Wong, C., & Eide, A. (1997). An engineering student retention study. Journal of Engineering Education, 86(1), 7-15.
61. Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317-377. doi:10.3102/00346543074003317
62. Muis, K. R., Bendixen, L., & Haerle, F. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18(1), 3-54. doi:10.1007/s10648-006-9003-6
63. Murphy, T. K., Shehab, R. L., Reed-Rhoads, T., Foor, C. E., Harris, B. K., Trytten, D. A., Moor, W. C. (2007). Achieving parity of the sexes at the undergraduate level: A study of success. Journal of Engineering Education, 96(3), 241-252.
64. Nasir, N. S., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143-179. doi:10.1080/10508400801986108
65. O'Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology & Education Quarterly, 24(4), 318-335.
66. Ochs, E., Schegloff, E. A., & Thompson, S. A. (Eds.). (1996). Interaction and grammar. Cambridge, UK: Cambridge University Press.
67. Ohland, M. W., Sheppard, S. D., Lichtenstein, G., Eris, O., Chachra, D., & Layton, R. A. (2008). Persistence, engagement, and migration in engineering programs. Journal of Engineering Education, 97(3), 259-278.
68. Olds, B. M., & Miller, R. L. (2004). The effect of a first-year integrated engineering curriculum on graduation rates and student satisfaction: A longitudinal study. Journal of Engineering Education, 93(1), 23-35.
69. Palmer, B., & Marra, R. M. (2004). College student epistemological perspectives across knowledge domains: A proposed grounded theory. Higher Education, 47(3), 311-335. doi:10.2307/4151547
70. Perry, W. G., & Harvard University. (1970). Forms of intellectual and ethical development in the college years; a scheme. New York, NY: Holt, Rinehart and Winston.
71. Piaget, J. (1960). The notion of thought. In J. Tomlinson & A. Tomlinson (Trans.), The child's conception of the world (pp. 37-60). Paterson, NJ: Littlefield, Adams & Co.
72. Piaget, J. (1970). Piaget's theory. In P. H. Mussen (Ed.), Carmichael's manual of child psychology (3d ed., Vol. 1, pp. 703-732). New York, NY: Wiley.
73. Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics. American Journal of Physics, 66(3), 212-224.
74. Redish, E. F., & Smith, K. A. (2008). Looking beyond content: Skill development for engineers. Journal of Engineering Education, (July 2008), 295-307.
75. Reif, F. (2007). Applying cognitive science to education: Thinking and learning in scientific and other complex domains. Cambridge, MA: MIT Press.
76. Rooksby, J. (2010). "Just try to do it at the whiteboard": Researcher-participant interaction and issues of generalisation. Proceedings of the Studying Professional Software Design (SPSD) Conference, San Diego, CA.
77. Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. Journal of the Learning Sciences, 2(1), 61-94. doi:10.2307/1466685
78. Russ, R. S., Coffey, J. E., Hammer, D., & Hutchison, P. (2008). Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking. Science Education, 93(5), 875-891. doi:10.1002/sce.20320
79. Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696-735. doi:10.2307/412243
80. Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345-372. doi:10.1002/sce.10130
81. Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23(2), 145-166. doi:10.1207/s15326985ep2302_5
82. Schoenfeld, A. H. (1991). On mathematics as sense-making: An informal attack on the unfortunate divorce of formal and informal mathematics. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.), Informal reasoning and education (pp. 311-343). Hillsdale, NJ: Lawrence Erlbaum.
83. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), Handbook for research on mathematics teaching and learning (pp. 334-370). New York, NY: MacMillan.
84. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. doi:10.1037/0022-0663.82.3.498
85. Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37-40. doi:10.1037/0022-0663.89.1.37
86. Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435-43.
87. Seiler, G. (2001). Reversing the "standard" direction: Science emerging from the lives of African American students. Journal of Research in Science Teaching, 38(9), 1000-1014. doi:10.1002/tea.1044
88. Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.
89. Sherin, B. L. (2001). How students understand physics equations. Cognition and Instruction, 19(4), 479-541.
90. Smith, C. L., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(3), 349-422. doi:10.2307/3233923
91. Stevens, R. (2010). Learning as a members' phenomenon: Toward an ethnographically adequate science of learning. Yearbook of the National Society for the Study of Education, 109(1), 82-97.
92. Stevens, R., Amos, D. M., Jocuns, A., & Garrison, L. (2007). Engineering as lifestyle and a meritocracy of difficulty: Two pervasive beliefs among engineering students and their possible effects. Proceedings of the 2007 ASEE Annual Conference & Exposition, Honolulu, HI.
93. Stevens, R., & Hall, R. (1998). Disciplined perception: Learning to see in technoscience. In Talking Mathematics in School: Studies of Teaching and Learning (pp. 107-150). Cambridge, UK: Cambridge University Press.
94. Stevens, R., O'Connor, K., & Garrison, L. (2005). Engineering student identities in the navigation of the undergraduate curriculum. Proceedings of the 2005 ASEE Annual Conference & Exposition, Portland, OR.
95. Stevens, R., O'Connor, K., Garrison, L., Jocuns, A., & Amos, D. M. (2008). Becoming an engineer: Toward a three dimensional view of engineering learning. Journal of Engineering Education, 97(3), 355-368.
96. Svihla, V. L. (2009). How differences in interactions affect learning and development of design expertise in the context of biomedical engineering design (Unpublished doctoral dissertation). University of Texas, Austin, TX. Retrieved from ProQuest Dissertations & Theses database. (UMI No. 1033344903)
97. Tang, A., Aleti, A., Burge, J., & van Vliet, H. (2010). What makes software design effective? Design Studies, 31(6), 614-640. doi:10.1016/j.destud.2010.09.004
98. Tonso, K. L. (2006a). Student engineers and engineer identity: Campus engineer identities as figured world. Cultural Studies of Science Education, 1(2), 273-307. doi:10.1007/s11422-005-9009-2
99. Tonso, K. L. (2006b). Teams that work: Campus culture, engineer identity, and social interactions. Journal of Engineering Education, 95(1), 25-37.
100. Walden, S. E., & Foor, C. E. (2008). "What's to keep you from dropping out?" Student Immigration into and within engineering. Journal of Engineering Education, 97(2), 191-205.
101. Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38(5), 529-552. doi:10.1002/tea.1017
102. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209. doi:10.2307/1167270
103. Yin, R. K. (1984). Case study research: Design and methods. Beverly Hills, CA, Calif: Sage.