Abstract
This Work in Progress Paper presents an NSF-funded study focused on understanding the role that makerspaces play in the identity development of engineering students from underrepresented groups (URGs). In recent years, makerspaces have become a popular addition to universities, with an implicit assumption that makerspaces will increase students choosing to major in STEM disciplines. The research question that guided this work is the following: How well do I-poems and thematic analysis help us uncover complex and nuanced understandings of the identities of engineering students and makers who are from URGs? For this paper, we share a passage from an interview and conduct an analysis of that passage using the I-poem analytic strategy and thematic analysis. In particular, we explore the possibilities inherent in using these analytic approaches to understand identity development. We discuss how the I-poem was effective in developing a more complex and nuanced understanding of the identity development of engineering student makers. Further implications of this novel approach are that I-poems show promise to resonate better with the reader and position the researcher and reader as 'standing alongside' the participant, instead of a more traditional approach of 'gazing at' our participants.
| Original language | English (US) |
|---|---|
| Title of host publication | Frontiers in Education |
| Subtitle of host publication | Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings |
| Publisher | Institute of Electrical and Electronics Engineers Inc. |
| ISBN (Electronic) | 9781538611739 |
| DOIs | |
| State | Published - Mar 4 2019 |
| Event | 48th Frontiers in Education Conference, FIE 2018 - San Jose, United States Duration: Oct 3 2018 → Oct 6 2018 |
Publication series
| Name | Proceedings - Frontiers in Education Conference, FIE |
|---|---|
| Volume | 2018-October |
| ISSN (Print) | 1539-4565 |
Conference
| Conference | 48th Frontiers in Education Conference, FIE 2018 |
|---|---|
| Country | United States |
| City | San Jose |
| Period | 10/3/18 → 10/6/18 |
Fingerprint
Keywords
- Diversity
- Engineering education research
- I-poems
- Inclusion
- Making
ASJC Scopus subject areas
- Software
- Education
- Computer Science Applications
Cite this
Exploring i-poems to explore the identity of underrepresented engineering student makers. / Kellam, Nadia; Cirell, Anna; Boklage, Audrey; Coley, Brooke.
Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings. Institute of Electrical and Electronics Engineers Inc., 2019. 8658496 (Proceedings - Frontiers in Education Conference, FIE; Vol. 2018-October).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Exploring i-poems to explore the identity of underrepresented engineering student makers
AU - Kellam, Nadia
AU - Cirell, Anna
AU - Boklage, Audrey
AU - Coley, Brooke
PY - 2019/3/4
Y1 - 2019/3/4
N2 - This Work in Progress Paper presents an NSF-funded study focused on understanding the role that makerspaces play in the identity development of engineering students from underrepresented groups (URGs). In recent years, makerspaces have become a popular addition to universities, with an implicit assumption that makerspaces will increase students choosing to major in STEM disciplines. The research question that guided this work is the following: How well do I-poems and thematic analysis help us uncover complex and nuanced understandings of the identities of engineering students and makers who are from URGs? For this paper, we share a passage from an interview and conduct an analysis of that passage using the I-poem analytic strategy and thematic analysis. In particular, we explore the possibilities inherent in using these analytic approaches to understand identity development. We discuss how the I-poem was effective in developing a more complex and nuanced understanding of the identity development of engineering student makers. Further implications of this novel approach are that I-poems show promise to resonate better with the reader and position the researcher and reader as 'standing alongside' the participant, instead of a more traditional approach of 'gazing at' our participants.
AB - This Work in Progress Paper presents an NSF-funded study focused on understanding the role that makerspaces play in the identity development of engineering students from underrepresented groups (URGs). In recent years, makerspaces have become a popular addition to universities, with an implicit assumption that makerspaces will increase students choosing to major in STEM disciplines. The research question that guided this work is the following: How well do I-poems and thematic analysis help us uncover complex and nuanced understandings of the identities of engineering students and makers who are from URGs? For this paper, we share a passage from an interview and conduct an analysis of that passage using the I-poem analytic strategy and thematic analysis. In particular, we explore the possibilities inherent in using these analytic approaches to understand identity development. We discuss how the I-poem was effective in developing a more complex and nuanced understanding of the identity development of engineering student makers. Further implications of this novel approach are that I-poems show promise to resonate better with the reader and position the researcher and reader as 'standing alongside' the participant, instead of a more traditional approach of 'gazing at' our participants.
KW - Diversity
KW - Engineering education research
KW - I-poems
KW - Inclusion
KW - Making
UR - http://www.scopus.com/inward/record.url?scp=85063448234&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85063448234&partnerID=8YFLogxK
U2 - 10.1109/FIE.2018.8658496
DO - 10.1109/FIE.2018.8658496
M3 - Conference contribution
AN - SCOPUS:85063448234
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - Frontiers in Education
PB - Institute of Electrical and Electronics Engineers Inc.
ER -