A Two-step Model for the Interpretation of Meaningful Recognition
Kelsey Scalaro, Indira Chatterjee, Ann-Marie Vollstedt, Jeffrey LaCombe, Adam Kirn
Abstract
This qualitative research paper explores how undergraduate engineering students interpret recognition as meaningful. Presented is the two-step PIER model for the Perception and Interpretation of Engineering Recognition along with two use-cases of the model. Recognition, how students feel others see them as an engineer, has been shown to influence how students see themselves as an engineer. This paper draws on the conceptualization of recognition from the performance/competence, interest, and recognition (PCIR) model for subject related roleidentity. The 16 participants in this study are in a four-year long cohort and take part in focus groups at the end of each semester. At the time of this study, participants have been in three focus group and are in the middle of their second year in an engineering program. Questions about identity and recognition prompt students to share their experiences with how they view themselves and feel they are seen by others. These experiences were used to develop a model to understand the ways perceived recognition is interpreted as meaningful by students. Two usecases of this model are presented to illustrate ways the PIER model may be used by students based on their experience with an engineering identity.