July 26, 2021
July 26, 2021
July 19, 2022
Self-Determination Theory (SDT) posits that when three basic psychological needs-competence, relatedness and autonomy-are met, individuals will be intrinsically motivated to support their own personal growth and well-being. Using self-determination theory to inform practice, the Self-Determination Critical Mass of Engineering Technology Scholars (SD-CoMETS) project at XXX seeks to build a more diverse student population through the recruitment and retention of students to the Engineering Technology (ET) programs within the College of Engineering Technology (CET) at XXXX. This project is funded by a National Science Foundation Scholarships in Science Technology & Math (S-STEM; NSF Award No. ######) awarded in 2020. The SD-COMETS program is a comprehensive program aimed at increasing enrollment of economically disadvantaged, academically talented students in ET academic programs at XXX, with targeted recruitment of underrepresented groups. The project is designed to increase first and second-year persistence, known to be the critical years for degree completion. Using a research-based approach, factors in the engineering education environment that contribute to the underrepresentation of women; First Generation; African American, Latin American and Native American (AALANA); and Deaf or Hard of Hearing students in these programs, are addressed. The scholarship program includes the development of a comprehensive Scholar Support Network (SSN) and activities to promote inclusive pedagogical practices that engage a broader spectrum of learners and support competence, relatedness, and autonomy. Each SD-CoMETS scholar will work with a faculty mentor to develop their personalized SSN and be provided guidance on how to best make use of it. This paper presents the Faculty Mentoring Scholars Protocol developed to guide mentoring practice and evaluation of mentoring activities for the SD-CoMETS program.
Dell, E., & Christman, J., & O'Neil, J. A. (2021, July), Using Self-determination Theory to Guide Mentoring Activities for Underrepresented Students in Engineering Technology Programs Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/38000
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