An Exploratory Study of Relational Agency in Firstyear Open-Ended Engineering Design

This research paper explores how first-year undergraduate engineering students experience relational agency while participating in open-ended design projects. The introduction of open-ended problems into the engineering curriculum allows students to see how engineers in the field address the ill-defined nature of problem-solving by giving them the freedom and authority to make decisions, develop ideas, and support each other. The concept of relational agency refers to the ability to offer or request support to engage with the world and achieve goals or complete tasks. However, few studies focus on relational agency and its impact on students' learning experiences. This qualitative study examines relational agency so that these insights can inform the development of open-ended design projects, ultimately providing more holistic, well-rounded, or enhanced learning experiences. To address this, we ask: What are the key factors of relational agency, and how do these factors influence undergraduate engineering students' learning experiences? Participants were tasked with completing an openended design project, such as designing a sorting device or mechanism. We conducted six retrospective, semi-structured interviews to gain a deeper understanding of students' learning experiences with the open-ended projects. Several themes emerged from the analysis: collective action, collective motivation, prior knowledge, and external resources. For example, through collective action, students found that their fluid interactionsupportive and collaborative-helped them reach their goals. Conversely, the divide-and-conquer approach created significant challenges, such as neglect of assigned duties. These findings have pedagogical implications for supporting student agency in core engineering courses that use open-ended projects.