Open-ended Modeling Problems and Engineering Identity

Engineering identity is an integral determinant of academic success in engineering school, as it allows students to have an understanding of themselves in relation to what they study. Studies in engineering and other STEM disciplines have shown a positive correlation between identity and retention. Previous studies by Carlone and Johnson, Hazari, and Godwin have examined the following facets of a STEM or engineering identity: performance, competence, recognition and interest. While many current papers examine how culture and social interactions may influence identity, this paper examines how doing engineering coursework can uncover or influence a student's engineering identity. This comparative case study examines how two students' experiences solving an Open-ended Modeling Problem (OEMP) in their statics class may have contributed to their engineering identities. Cristina and Dylan, our two cases, both recalled how they solved a problem about a hands-free crutch device in an interview at the end of the semester. None of the questions were explicitly about identity. The interviews indicate that both students were interested in solving these problems and recognized themselves as being capable of solving the problem. In the case of Cristina, the problem helped her build confidence, both through her understanding of the material and her problem solving abilities. Our results also saw both students discussing how the disciplinary authenticity made them 'feel like an engineer.' Implications of this work include a deeper understanding of how day-to-day problem solving within courses can influence engineering identity and may aid in understanding how certain activities and scaffolding can influence engineering identity. This is important as students who have strong engineering identities are more likely to stay in engineering, become competent engineers, and find success in their respective fields. This research can inform educators on the importance of assigning novel, ill-defined problems that require students to apply their critical thinking skills and logic skills in real world situations.