WHERE LANGUAGE AND ENGINEERING MEET: FOSTERING EMERGING ENGINEERING IDENTITIES AMONG INTERNATIONAL ENGLISH LANGUAGE LEARNERS

Abstract -This paper explores the impact of incorporating discipline-specific content into a university pathways program designed for first-year engineering English language learners.~ In an effort to increase feelings of connectedness and encourage the development of student identity for students who must complete the bridging program before beginning full-degree studies, a collaboration with First-Year Engineering, FIRST Lego League and the Engineering IDEAS Clinics began whereby students worked with instructors, professors, and students from the Engineering Faculty as part of their language courses.~ Student motivation and sense of faculty connection increased through the integration of these discipline-specific assessments and activities, and, overall the students reflected positively on these experiences.