图书馆订阅: Guest
Begell Digital Portal Begell 数字图书馆 电子图书 期刊 参考文献及会议录 研究收集
妇女和少数民族科学家和工程师
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN 打印: 1072-8325
ISSN 在线: 1940-431X

妇女和少数民族科学家和工程师

DOI: 10.1615/JWomenMinorScienEng.2013006747
pages 245-271

MOTIVATING ENGINEERING STUDENTS: EVALUATING AN ENGINEERING STUDENT SUPPORT CENTER WITH THE MUSIC MODEL OF ACADEMIC MOTIVATION

Walter C. Lee
Virginia Polytechnic Institute and State University Blacksburg, VA, USA
Rachel Kajfez
The Ohio State University
Holly M. Matusovich
Department of Engineering Education, Virginia Tech, 345 Signature Engineering Building, Blacksburg, Virginia, 24061, USA

ABSTRACT

Recruitment and retention are persistent issues for undergraduate engineering programs. In response, many engineering colleges aim to support underrepresented populations through engineering student support centers (ESSCs) such as minority engineering programs and women in engineering programs. Because much of the existing research surrounding ESSCs focuses on student satisfaction and graduation rates, there is a need to better understand how ESSCs are designed and how they contribute to attracting and retaining engineering students. We argue that a successful ESSC creates an environment for positive motivation, leading to increased recruitment and retention. To test this idea, we examined an ESSC (referred to as DiversityX) that has a strong record of increasing student retention in order to understand how it meets the components in the MUSIC Model of Academic Motivation: eMpowerment, Usefulness, Success, Interest, and Caring. For this, we adopted a mixed-methods approach, in which we started with a deductive content analysis of DiversityX documents and followed up with inductive semi-structured interviews of DiversityX staff. We found that all MUSIC model components were represented and that there is general consistency between activities offered and the intentions of the center administrators. We also found that ESSCs may look at prospective and current students' motivations differently. Finally, ESSCs can leverage stakeholders beyond the students themselves to indirectly target student motivation. The results, which are centered on the MUSIC model of academic motivation, offer insight that is useful to other ESSCs beyond DiversityX.