Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Engineering curricula have begun to provide opportunities for inclusive and diverse learning. The National Science Foundation (NSF) Integrative Graduate Education and Research Traineeship (IGERT) Program: Global Traineeship in Sustainable Electronics” is an example of one such initiative. The program brought together s an interdisciplinary group of students to study the environmental, economic, and societal aspects of the global electronics lifecycle. The IGERT was designed as a two-year training program with a two-week international trip to India as a key event in the educational experience with an international experience trip in India. There were three cohorts altogether, but the dynamics of each group were substantially diﬀerent. In the ﬁnal IGERT cohort, for instance, the students demonstrated a notably high degree of self-motivation and group cohesion. This third cohort actively sought additional experiences outside the original planned courses and trips.
Assuming the final IGERT cohort exhibited a higher level of motivation, the aim of this work is to glean insight into what and how specific curriculum design may promote the learning experiences in which students take initiative beyond the scope of the program, especially in interdisciplinary fields.
We identiﬁed four factors that might inﬂuence the experiential learning within a framework incorporating the self-determination theory (SDT) and the expectancyvalue model: the factors considered are value, relatedness, competence, and autonomy. Utilizing a non-experimental approach, we surveyed the last cohort to identify when and why they felt or failed to feel motivated during the program and what curriculum modules were most valuable for their learning experiences.
We found that all four factors (value, relatedness, competence, and autonomy) grew throughout the program. In particular, the international workshop in India marks the point when students started to see shared values with their peers; the self-organized seminar course marks the point when students developed the feeling of autonomy. The most valuable aspects of the program were ranked to be international ﬁeld trips, peers, and team projects. For the latter two aspects, deﬁned in this work as the group dynamic, the most important factors for building a sense of community are group pro-activity, cohesiveness, and attitude.
Wang, C., & Clarkson, C. M., & Andler, J., & Korey, M., & Frost, K. D., & Reeves, M. S., & Handwerker, C. A. (2020, June), Lessons Learned from the NSF IGERT Program: Cultivating Student Motivation in the Interdisciplinary and International Contexts Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34912
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015