Kennesaw State University’s innovative approach to enhancing engineering education is making waves in the academic community. At the heart of this inquiry is Ordene Edwards, an associate professor of Educational Psychology, whose cutting-edge research is designed to tackle the persistent challenges of student retention and academic success within engineering programs. With the backing of a substantial five-year, $700,000 grant from the National Science Foundation (NSF), Edwards and his research team aim to explore and amplify student motivation as a means of improving performance and degree completion rates.
As students navigate the demanding landscape of engineering coursework, their ability to make meaningful connections between what they learn and their personal aspirations becomes pivotal. Research consistently indicates that when students perceive the relevance of their studies — recognizing how they intertwine with their goals, interests, and personal identities — they tend to engage more deeply in their academic pursuits. Edwards emphasizes, “Our objective is to foster a reflective process in students, encouraging them to consider the intrinsic value of their engineering courses, the enjoyment they derive from them, and the costs associated with active participation.”
Edwards’ research team comprises notable faculty members, including Craig Chin, who serves as the assistant chair of the Department of Electrical and Computer Engineering, and Roneisha Worthy, the assistant dean of student success and a professor of civil engineering. This collaborative group of experts also includes Dianhan Zheng, an associate professor of psychology, and Gita Taasoobshirazi, an associate professor of statistics. Each team member brings a distinct perspective, contributing to a holistic examination of how motivational strategies can shape the educational experiences of engineering students.
The foundational framework of their study is grounded in the situated expectancy-value theory, a well-established psychological model that suggests students’ perception of the value of their educational experience directly influences their motivation and subsequent success. By understanding that the significance of learning is not solely an abstract concept but rather a critical component of their overall educational journey, students are rerouted from a path of potential disengagement to one of persistence and achievement.
Chin articulates the broader implications of this research, noting its relevance to some of the most significant hurdles faced by engineering education today. “We are focusing on key issues like low graduation rates and the pervasive loss of motivation among students. This effort to personalize the educational experience can provide students with a tailored approach to remain engaged and enhance their academic performance over time,” he asserts. The longitudinal aspect of this research ensures that the interventions will not merely be temporary fixes but rather sustained enhancements to the educational paradigm.
In addition to academic performance, the initiative aims to equip engineering students with essential skills for career readiness. Zheng points out the pressing reality that many engineering graduates face the harsh truth of underemployment, a trend that contradicts the common belief that engineering majors enjoy a seamless trajectory to prosperous careers. This research is poised to illuminate the factors that contribute to a successful transition from collegiate life into the professional realm, thus addressing a critical gap in education and employment readiness.
The potential ramifications of their findings extend into the professional landscape, as understanding and bolstering the motivational factors that contribute to student success can also facilitate a smoother pathway into the workforce. By ensuring that students are not only academically prepared but also equipped with the psychological tools to navigate the complexities of their future careers, this research initiative holds promise for creating a new generation of resilient engineering professionals.
Edwards and his team’s proactive approach underscores the significance of intrinsic motivation as a cornerstone of educational advancement. Their work seeks to delve deeply into the nuances of student engagement, exploring how academic content can be contextualized to resonate more profoundly with individual students’ aspirations. This reflective process will empower students to articulate their own reasons for pursuing a degree in engineering, ultimately reinforcing their commitment to this demanding field of study.
Furthermore, integrating motivational strategies into the curriculum offers a dual benefit — improving both retention rates and the overall quality of education. As students progress through their engineering programs, their increased engagement can lead to higher academic performance, fostering a more competent and informed engineering workforce. The research team hopes that by bridging the gap between educational theory and practical application, their work will contribute to a more effective and sustainable educational model.
A critical aspect of this initiative involves actively measuring and evaluating the outcomes of the implemented strategies. This will provide valuable evidence regarding the efficacy of motivation-centered interventions, offering insights into their direct impact on student success metrics. By focusing on data-driven methodologies, Edwards and his team are positioned to make significant contributions to the field of educational psychology and engineering education, encouraging further research and exploration into motivation as a pivotal element of student success.
Ultimately, the groundbreaking work being conducted at Kennesaw State University exemplifies the transformative power of understanding student motivation. By fostering an academic environment that champions intrinsic value and connectivity within engineering coursework, Edwards and his team are paving the way for a future where all students can thrive — both in school and throughout their professional lives. Their commitment to elevating the student experience ensures that engineering remains a viable and rewarding pathway for generations to come.
Subject of Research: Enhancing Student Retention and Success in Engineering Education through Motivation
Article Title: Engineering a Motivational Landscape: A Pathway to Enhanced Student Success
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Image Credits: Matt Yung / Kennesaw State University
Keywords
Applied sciences and engineering, Engineering, Student motivation, Educational psychology, National Science Foundation, Retention rates, Career readiness
Tags: challenges in engineering student retentionenhancing academic success in engineeringfostering student engagement in academicsimproving degree completion rates in STEMinnovative approaches to engineering educationintrinsic value of engineering educationKennesaw State University engineering educationNSF grant for engineering retentionOrdene Edwards educational psychology researchreflective learning in engineering studentsrelevance of engineering courseworkstudent motivation in engineering programs
