Enculturating First-Year Engineering Students: A Theoretical Framework

The curriculum challenges presented to first-year engineering instructors at a Southwestern institution in the United States as well as the need to highlight the process of theory-building in engineering education motivated a team to conduct an umbrella research project related to the enculturation of engineering students. This umbrella project has generated six conference papers and this manuscript constitutes the last of the series focusing on the changes that students experience and perceive over time, once exposed to the first-year engineering curriculum, and how these changes inform a theory of enculturation. The research questions investigated how students perceive their enculturation, once they have progressed in their engineering programs, and how the results constitute a theory of enculturation.