June 24, 2017
June 24, 2017
June 28, 2017
There is an increasing need to prepare future engineers with technical and professional skills to be competitive in the global market. Technical knowledge has been traditionally taught in an effective way but the professional skills had been placed in a second tier until the new global economy and information technology developments started calling for engineers with traits and abilities beyond the technical knowledge. Teamwork, communication, and global awareness skills are now essential topics in the engineering curriculum. As a result, students are exposed to educational experiences where these competencies can be developed. However, the effectiveness of those educational experiences is closely related to the level of internal motivation and perception of value that students have regarding those experiences as supported by studies reported in the literature. Internal motivation and interest are important drivers contributing to the learning process. In the case of engineering, students can appreciate the technical aspects of their career. Nevertheless, they might not easily recognize the value of teamwork, communication, and global awareness competencies in an engineering environment. Incorporation of multinational global design projects into engineering courses early in the curriculum has the purpose not only of highlighting the significance of professional competencies but also creating a learning experience where students can start developing those skills. Therefore, of particular interest is to determine the intrinsic motivation and value perception that students have about a multinational design projects introduced in the first year. This paper presents the results of an evaluation aimed to determine the level of motivation and perception of value that a group of students in US institutions have when participating in a multinational design project. The evaluation was done with a questionnaire based on the Intrinsic Motivation Inventory (IMI) and was given to the students at the beginning and the end of their participation in the multinational project. The data collected provides information in four sub-scales which are: interest/enjoyment, perceived competence, pressure/tension, and value/usefulness. These sub-scales provide information about students’ interests, belief, and feelings about the international project that reflect their level of interest and perception of value. The results show a statistically significant change in the level of intrinsic motivation and perception of value that is contrary to the educational intention of the learning experience. Possible causes and recommendations are provided as part of this work.
Rodriguez, J., & Esparragoza, I. E., & Ocampo, J. R. (2017, June), Comparison of Intrinsic Motivation of Freshmen Engineering Students as they Participate in a Multinational Design Project Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28055
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