”Not seeing me as an engineer is, to me, not seeing me.”: Problem Solving as an Avenue to Engineering Identity Formation

This empirical research paper examines how one student strengthens their engineering identity by framing problem-solving as a core aspect of their identity in an in-depth n=1 case study. We propose that problem-solving is more than just a process, and can also become a distinct personal identity outside of traditional engineering contexts. After analyzing interviews with Projector Man, we found their experience with problem-solving in theater and through life challenges aided in the development of their strong engineering identity by reinforcing their engineering interest, performance, and self-recognition, which compensates for weaker conventional identity markers. Our findings highlight the potential of incorporating strategies in first-year engineering curriculum to help students connect non-engineering experiences to their engineering identities.