Analyzing the intersections of institutional discourse identities in engineering work at the local level

Marie C. Paretti and Lisa D. McNair
Engineering Studies (vol. 4, no. 1, 2012)

While examining scenarios present both within academia and industry, the authors utilize discourse analysis within this case study to investigate the ways in which engineers negotiate their identities through language and communication.

Teaching vs. Research: An Approach to Understanding Graduate Students' Roles through ePortfolio Reflection

Martina V. Svyantek, Rachel L. Kajfez, and Lisa D. McNair
International Journal of of ePortfolio (vol. 5, no. 2, 2015)

Using identity as a lens, this study explores perceived misalignments between current and future roles for engineering graduate students, and identifies the ways in which ePortfolios can promote reflective practices leading to deeper integration..

The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering

Brett D. Jones, Chloe Ruff, and Marie C. Paretti
Social Psychology of Education: An International Journal (vol. 16, no. 3, 2012)

This articles uses mixed methods to explore how first-year women in engineering experience and respond to gender stereotypes in the field..

Case study of prior knowledge: Expectations and identity constructions in interdisciplinary, cross-cultural, virtual collaboration

Lisa D. McNair, Marie C. Paretti, and Akshi Kakar
International Journal of Engineering Education (vol. 24, no. 2, 2008)

Case study data, in conjunction with a substantial literature review, identify research questions to guide curricular development in engineering that combines instruction and hands-on experience to help students construct professional identities that support sharing design knowledge in cross-cultural, cross-disciplinary team environments.

Understanding the mentoring needs of African-American female engineering students: A phenomenographic preliminary analysis

Courtney S. Smith and Marie C. Paretti
American Society for Engineering Education Annual Conference (2015)

This study explores the ways in which African American female students in engineering describe the ways in which faculty have provided meaningful and effective mentoring. The resulting model identifies a broad range of mentoring types and highlights the ways in which faculty across racial and gender lines can effectively support this population.

Faculty and Student Interdisciplinary Identities in Self-Managed Teams

Lisa D. McNair, Chad Newswander, Daniel Boden, and Maura Borrego
Journal of Engineering Education (vol. 100, no. 2, 2011)

This study demonstrates the ways in which intentional teaching strategies can effectively help students develop interdisciplinary identities. Key practices include faculty modeling of interdisciplinary practices, classroom structures that position students as decision-makers in groups based on affinity rather than discipline, and scaffolding to support self-managed teams and encourage valuing of different disciplinary perspectives.