Identity and Belonging - becoming a Computing/IT professional
Student identity, in relation to discipline and study cohort, is an important research area that has emerged during the last decade. Sense of identity is linked to student perseverance, satisfaction in one's studies, and retention. This project explores students' experiences of participation, and discusses participation
as a part of a broader goal of understanding how student identity develops over time. The research has its foundations in the broader discourse of a holistic view of learning, going beyond pure cognitivism to consider both social interaction and personal development.
The project data are drawn from a longitudinal study, which follows students from two computing study programs over a period of three years. The aim is to acquire a better understanding of the students' disciplinary and professional identity development as they engage with the curriculum. The focus on participation is inspired by Lave and Wenger?s social theory of learning and Phenomenography is used for much of the primary data analysis.
Staff
Principal researcher, PhD student
Anne Peters
Supervisors:
Anders Berglund
Anna Eckerdal
Arnold Pears
Selected publications
. In Proc. 9th Workshop in Primary and Secondary Computing Education, pp 70-79, ACM Press, New York, 2014. (DOI).. In Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, pp 1-8, IEEE Computer Society, Los Alamitos, CA, 2014. (DOI, fulltext:preprint
).. Licentiate thesis, IT licentiate theses / Uppsala University, Department of Information Technology nr 2014-004, Uppsala University, 2014. (fulltext).. In Proc. 9th International Computing Education Research Conference, pp 187-188, ACM Press, New York, 2013. (DOI).. In Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, pp 114-121, IEEE Computer Society, Los Alamitos, CA, 2013. (DOI, fulltext:postprint).. In Proc. 42nd ASEE/IEEE Frontiers in Education Conference, pp 88-93, IEEE, Piscataway, NJ, 2012. (DOI).