'Professional' Acts: Analyzing sites of identity and interactive response in chemical engineering students

摘要

In September 2012, we began a five-year longitudinal study following eleven (11) Chemical Engineering and Applied Chemistry (CHE) students who began their second year of study in 2012-2013. The study focuses on the development of professional identity and voice in CHE students at the University of Toronto. In this paper, we will present an analysis of one participant's experience in two related sites of learning, identity and interactive response, which will allow us to showcase early "professional" acts, the responses to them, and the ways in which they evolved over the first year of the study period.