Can Building an Electric Bicycle Build an Engineering Identity?
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2018 IEEE. This work in progress research to practice paper contains a report on the effects of a STEM PBL activity, designing and building an electric bicycle, on a diverse and underrepresented group of eighth grade students. The traditional methods for engaging students in science, engineering, and mathematics activities have proven insufficient for fostering equitable engagement among students from underrepresented populations. Therefore, there is a critical need for innovative approaches that foster equity, diversity, and inclusion in engineering fields that may increase the number of students from underrepresented populations in the engineering pipeline. Based on this need, the design and scope of this study is grounded in the following question: What effects does the STEM PBL activity of building an electric bicycle have on building an engineering identity among underrepresented students? Students participating in this study will be selected at random from 8th grade students to engage in a one-day workshop led by STEM professionals where they will convert a traditional bicycle into an electric bicycle using engineering design process. The implications of this study include the infusion of innovative strategies in STEM curriculum and pedagogy that encourage greater participation of students from diverse and underrepresented populations in STEM fields.
