“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM

Figures & data

Figure 1. Timeline of TEEP courses and interviews with Alma. RV refers to when Alma viewed research videos in her interview and CV refers to when she viewed videos from her classroom.

Figure 2. In Content Course 1, participants compared different representations of the EDP.

Table 1. Evidence table for characterizing Alma’s appropriation of the EDP discourse, including descriptions of the activities in which she used EDP discourse, claims about how she drew on this discourse at the beginning and end of the program, data sources used to support these claims, and timing of relevant instances.

Activity in which Alma drew on EDP discourse	How Alma drew on the EDP	Data sources	Relevant Instances
Early in the program (Content course 1 before final project)
Discussion of engineering teaching and learning	Alma repeats the exact steps and order of the EDP as integral for teaching and engaging in engineering.	Discussion posts; interviews	Content Course 1 Weeks 2, 3, 5, 6 Interview 1
Engagement in engineering design	Alma made sense of her engagement in engineering by relying on exact steps and order of the EDP.	Lab posts; interviews	Content Course 1 Weeks 4, 5, 10
Pedagogical reasoning in engineering	Alma’s reliance on the EDP constrains what she planned for and noticed in students’ engineering.	Lesson planning; noticing of classroom videos	Interview 1 Video Discussion Interview 2 Lesson Planning Content Course 1 Week 2
Later in the program (End of content Course 1—pedagogy Course 2)
Discussion of engineering teaching and learning	Alma emphasizes that the EDP is nonlinear and encompasses diverse jobs.	Discussion posts; interviews	Content Course 1 Final Project Content Course 2 Weeks 1, 2, 3 Interviews 2, 3, 4
Engagement in engineering design	Alma made sense of her engagement in engineering by recognizing the fluidity of the EDP.	Lab posts; interviews	Content Course 1 Weeks 11, 12 Content Course 2 Weeks 2, 3, 6, 7, 11
Pedagogical reasoning in engineering	Alma’s recognition of the nonlinear and diverse nature of the EDP expanded what she planned for and noticed in students’ engineering.	Lesson planning; noticing of classroom videos	Interview 3 Lesson Planning Interviews 4 & 6 Video Discussion Pedagogy Course 2 Final Project