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Investigating the Relationship among Faculty Knowledge of Self Determination Theory, the Classroom Learning Environment, and Engineering Student Outcomes

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

12

Page Numbers

26.1041.1 - 26.1041.12

DOI

10.18260/p.24378

Permanent URL

https://peer.asee.org/24378

Download Count

232

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Paper Authors

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Nicolas A. Brown Florida Atlantic University

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Nicolas is a Ph.D. candidate in the Department of Psychology at Florida Atlantic University. He earned his B.A. in Psychology from the University of California, Riverside (2009) and his M.S. in Experimental Psychology from Villanova University (2012). His research focuses on the interaction between individuals' personality and their everyday life experiences.

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Khaled Sobhan Florida Atlantic University

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Dr. Khaled Sobhan is a Professor of Civil Engineering at Florida Atlantic University. He is the Principal Investigtor of the NSF RIGEE Project titled "Exploring the disconnect between Self Determination Theory and the Engineering Classroom Environment." He is the recipient of a number of teaching awards including 2009 Excellence in Graduate Mentoring Award, and 2006/2007 Award for Excellence and Innovation in Undergraduate Teaching, both at Florida Atlantic University. He has been rigorously involved with the Engineers Scholars Program for gifted high-School students taking dual enrollment credit courses at FAU. Dr.
Sobhan received his MS degree from The Johns Hopkins University, and his Ph.D. degree from Northwestern University, both in Civil Engineering.

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Edgar An Florida Atlantic University

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Dr Edgar An received his B.S.E.E. degree from the University of Mississippi in 1985, M.S.E.E. degree from the University of New Hampshire in 1988, and PhD degree from the University of New Hampshire in 1991. From 1991 to 1994, he was a post-doc fellow in the Department of Aeronautics and Astronautics at the University of Southampton, UK, working on the European Prometheus project. He joined the Department of Ocean Engineering at Florida Atlantic University as an assistant professor in 1995, became an associate Professor in 1999, and became a full professor in 2005. He is currently the director of the Advanced Marine Systems Laboratory, and is in charge of advanced marine vehicle research and development. He is the director of the Undergraduate Program in the department.

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Ryne A Sherman Florida Atlantic University

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Received his Ph.D. in social/personality psychology in 2011 from the University of California, Riverside with a minor in quantitative psychology. Is currently an assistant professor in the Department of Psychology as Florida Atlantic University. His research focuses on the measurement of psychological situations and how the impact thought, emotion, and behavior in real life.

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Nancy Romance Florida Atlantic University Orcid 16x16 orcid.org/0000-0002-8449-0187

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Abstract

Investigating the Relationship between Faculty Knowledge of Self Determination Theory and the Learning Environment on Student Outcomes N. Brown, K. Sobhan, E. An, R. Sherman, N. Romance Florida Atlantic UniversityAbstractThe relationship between the faculty knowledge of Self-Determination Theory (SDT; Deci &Ryan, 1985) and the actual classroom environment has not been researched in engineeringdisciplines in terms of student outcomes. While research supports the relationshipbetween/among motivation, autonomy and student learning, little empirical research has focusedon the combined components of SDT (autonomy, competence and relatedness), facultyknowledge of SDT, its translation into undergraduate engineering instruction, and the impact onstudent learning.The primary objective of this study was to simultaneously assess the relationship betweenFaculty knowledge of SDT, the classroom learning environment and student outcomes (i.e.learning). The research design and measurement framework are developed through a meaningfulcollaboration between the researchers from Engineering, Psychology, and Education. Thisproject also takes advantage of current standards and techniques employed in the field of Social-Cognitive Psychology. From a broad perspective, this field provides a framework to guide andsupport how individuals (faculty and students) perceive, interpret and remember theirinteractions with each other. This paper overviews the initial faculty perceptions of autonomyand aspects of the SDT faculty workshop. Additionally, it presents analyses from three waves ofstudent surveys from over 250 undergraduates that were conducted in Fall 2013 through Fall2014. Nearly 50 engineering Faculty participated across the same period of time. Analyseshighlight the relationship between faculty knowledge and student perception of the classroomlearning environment as they relate to student learning outcomes.

Brown, N. A., & Sobhan, K., & An, E., & Sherman, R. A., & Romance, N. (2015, June), Investigating the Relationship among Faculty Knowledge of Self Determination Theory, the Classroom Learning Environment, and Engineering Student Outcomes Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24378

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