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Full-Text Articles in Engineering

An Exploration Of The Factors That Motivate Gifted And Talented Black Males To Engage In Science, Technology, Engineering And Mathematics In A Gifted, Residential Community, Adrienne L. Coleman Jun 2014

An Exploration Of The Factors That Motivate Gifted And Talented Black Males To Engage In Science, Technology, Engineering And Mathematics In A Gifted, Residential Community, Adrienne L. Coleman

Adrienne Coleman

This study was an exploration of the factors that motivated gifted and talented Black males to engage in science, technology, engineering and mathematics (STEM). The specific problem addressed was the lack of motivation among Black males to become gifted and talented learners engaged in STEM. Thus, the purpose of this study was to examine the factors that motivate gifted and talented Black males to engage in STEM at the Illinois Mathematics and Science Academy (IMSA), a residential academy for gifted/talented students. Qualitative methodology was used to interview focus groups of 20 gifted and talented Black males who currently attended ...


Exploring The Factors That Influence And Motivate Female Students To Enroll And Persist In Collegiate Stem Degree Programs: A Mixed Methods Study, Rosemary L. Edzie May 2014

Exploring The Factors That Influence And Motivate Female Students To Enroll And Persist In Collegiate Stem Degree Programs: A Mixed Methods Study, Rosemary L. Edzie

Rosemary L Edzie

Nationally, the need for an increase in interest, enrollment, and degrees awarded from science, technology, engineering and mathematics (STEM) degree programs continues to suffer. While students are enrolling in collegiate STEM degree programs, it is not occurring at a rate that meets the workforce demand. In addition to the concern that there is not a sufficient amount of collegiate STEM majors, there is a concern over too few females enrolling and persisting in collegiate STEM degree programs. This mixed methods sequential exploratory research study considered the factors that influence and motivate undergraduate female students to enroll and persist in collegiate ...


The Impacts Of Societal Context On Student Motivation And Engagement, Jonathan Stolk Sep 2013

The Impacts Of Societal Context On Student Motivation And Engagement, Jonathan Stolk

Jonathan Stolk

Promoting a sense of societal connectedness is critical in today’s engineering educational environment. The NAE’s Grand Challenges for Engineering point to broad human concerns — sustainability, health, vulnerability, and joy of living — and human connectivity as the future of engineering problem solving. Engineering studies, however, are often presented in a completely decontextualized manner, with an emphasis on technical content that is free of any human meaning. As a result, students may have difficulty identifying either personal or societal value in their learning tasks. Through their course design, instructors can help students situate themselves and their engineering learning experiences within ...


Exploring The Factors That Motivate Female Students To Enroll And Persist In A Collegiate Stem Degree Program, Rosemary L. Edzie, Moe Alahmad Dec 2012

Exploring The Factors That Motivate Female Students To Enroll And Persist In A Collegiate Stem Degree Program, Rosemary L. Edzie, Moe Alahmad

Rosemary L Edzie

In the United States, collegiate enrollment in science and engineering programs continues to decline, while European and Asian universities have increased the number of science and engineering graduates. In addition, there is a growing concern over too few females enrolling and persisting in collegiate science, technology, engineering, and mathematics (STEM) degree programs. Through increasing access to pre-collegiate STEM activities, providing a better understanding of STEM career choices, instilling of confidence in math and science, and establishing student and industry based mentoring programs, more female students will enroll and persist in collegiate STEM degree programs. This paper sets to explore the ...


En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin Oct 2012

En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin

Robert Martello

Although lifelong learning is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong learners remains unclear. Instructors have only begun to understand the impacts of academic background, institutional climate, and pedagogy on students' development of the motivations and learning strategies characteristic of lifelong learners. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at a small private college and a large public university become more self-directed as they progress through the first two years ...


En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin Oct 2012

En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin

Jonathan Stolk

Although lifelong learning is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong learners remains unclear. Instructors have only begun to understand the impacts of academic background, institutional climate, and pedagogy on students' development of the motivations and learning strategies characteristic of lifelong learners. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at a small private college and a large public university become more self-directed as they progress through the first two years ...