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Journal of Women and Minorities in Science and Engineering

Erscheint 6 Ausgaben pro Jahr

ISSN Druckformat: 1072-8325

ISSN Online: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

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

Volumen 19, Ausgabe 3, 2013, pp. 245-271
DOI: 10.1615/JWomenMinorScienEng.2013006747
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ABSTRAKT

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.

REFERENZIERT VON
  1. Lee Walter C., Matusovich Holly M., A Model of Co-Curricular Support for Undergraduate Engineering Students, Journal of Engineering Education, 105, 3, 2016. Crossref

  2. Jones Brett D., Byrnes Meghan K., Jones Mia W., Validation of the MUSIC Model of Academic Motivation Inventory: Evidence for Use With Veterinary Medicine Students, Frontiers in Veterinary Science, 6, 2019. Crossref

  3. Buckley Jenni, Miranda Marcos, Trauth Amy, Johnson Marianne, Vaughan Michael, Zephirin Tasha, Dickerson Darryl, Davidson Rachel, The MEP Census: Characterizing Essential Programmatic and Intrastructural Elements of Minority Engineering Programs (MEP) Nationwide, 2019 ASEE Annual Conference & Exposition Proceedings, 2019. Crossref

  4. Jones Brett D., Motivating and Engaging Students Using Educational Technologies, in Handbook of Research in Educational Communications and Technology, 2020. Crossref

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