Rockenbaugh, L. A., & Kotys-Schwartz, D. A., & Reamon, D. T. (2011, June), Project-Based Service Learning and Student Motivation  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18854

\bibitem{asee_peer_18854}
  Rockenbaugh, L. A., \& Kotys-Schwartz, D. A., \& Reamon, D. T. (2011, June), \emph{Project-Based Service Learning and Student Motivation}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18854

Lauren A. Rockenbaugh, Daria A. Kotys-Schwartz, and Derek T. Reamon.  "Project-Based Service Learning and Student Motivation".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18854 Internet.  24 Apr, 2024

\bibitem{asee_peer_18854}
  Lauren A. Rockenbaugh, Daria A. Kotys-Schwartz, and Derek T. Reamon.
  "Project-Based Service Learning and Student Motivation".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18854 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_18854
author = "Lauren A. Rockenbaugh, Daria A. Kotys-Schwartz, and Derek T. Reamon"
title = "Project-Based Service Learning and Student Motivation"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18854}
number = {10.18260/1-2--18854}
}

TY  - CPAPER
AB  -               Project-Based Service Learning and Student MotivationWe know from motivation theory that enhanced motivation in students leads to increases inengagement and active learning, mastery, and general well-being and fulfillment. We know lessabout the types of instructional strategies and curricular interventions that work to enhancestudent motivation in a typical engineering course. Grounded in self-determination motivationtheory and expectancy-value motivation theory, the purpose of this research is to evaluate howthe context of project-based service learning affects student motivation in a requiredundergraduate Mechanical Engineering course – Component Design.Our research aims to answer: 1) How does project-based service learning affect students’intrinsic motivation for engineering as compared to conventional (non-service) project-basedlearning? 2) How do students value a project-based service learning activity differently than theyvalue a conventional project-based learning activity? 3) How does project-based service learningaffect student engagement in the course as compared to conventional project-based learning?The research, which began in 2009, will be completed over a three-year period. The students andactivities in Component Design, an existing junior-level course, will serve as the research focus.Specifically, we will integrate project-based service learning curriculum into a required designand build activity for Component Design students. Using a conventional design project as thecontrol, we will investigate how the context of project-based service learning affects studentmotivation. A mixed-methods assessment strategy will be employed. Both quantitative data frompre- and post- project surveys and qualitative data from interviews and focus groups will beevaluated.This paper will discuss the research design, theoretical framework, and the impact of theconventional project-based learning activity on student motivation in Component Design.
AU  - Lauren A. Rockenbaugh
AU  - Daria A. Kotys-Schwartz
AU  - Derek T. Reamon
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Project-Based Service Learning and Student Motivation
UR  - https://peer.asee.org/18854
DO  - 10.18260/1-2--18854
ER  -