Research show that engineering students need to develop more accurate conceptual understanding. Doing so requires the motivation to engage in the difficult work of developing a conceptual understanding which often requires more effective learning strategies than those that students currently use. Although prior studies have attributed learning to motivation based on theories for interest, relatedness, usefulness, or changes over time, we wanted to approach our data from a more open and emergent standpoint, and have our findings grounded in the views of our participants. In this research study, we wanted to understand student learning in settings such as those related to hobbies, sports, or other interests for which students describe having engaged in the activity of learning and compare our findings to learning in academic settings. We analyzed transcripts from semi-structured interviews with 17 engineering students. The interview was part of a larger study to understand engineering specific learning strategies. We see similarities in the behavioristic approach to learning through practice and reward in both the settings. However, important to note are the differences in learning in the two settings. We have described how engineering students often seem to value the coach or expert as a role model in non-academic settings, however, not many students seemed to equate faculty or academic coaches to serve as possible role models. Multiple students mentioned technology in helping them understand techniques and principles outside the classroom. However, the role of technology to aid in learning for concepts relevant inside the classroom was only highlighted by two participants. We believe that the findings from this research can inform engineering educators on successful strategies employed by engineering students in non-academic settings, and this in turn may be useful to incorporate in academic settings to improve student engagement and hence conceptual understanding.
Dr. Sreyoshi Bhaduri is an Engineering Educator and People Research Scientist. As part of Global Talent Management Science at Amazon, she employs innovative and ethical mixed-methods research approaches to uncover insights about the 21st century workforce.
Sreyoshi has a doctorate in Engineering Education, and Masters degrees in Applied Statistics (M.A.) and Mechanical Engineering (M.S.). She earned her Bachelors degree in Mechatronics Engineering from Manipal University in India. Sreyoshi has been recognized as a Graduate Academy for Teaching Excellence (VTGrATE) Fellow, a Global Perspectives Program (GPP) Fellow, a Diversity scholar, and was inducted in the Bouchet Honor Society in 2017.
Sreyoshi is passionate about improving belonging among women in Engineering. She serves as Senator at SWE (Society of Women Engineers) - the world’s largest advocate and catalyst for change for women in engineering and technology with over 42,000 global members. She also champions and serves as advisor at Sisters in STEM - a not-for-profit led by school students, aimed at increasing interest, engagement, and allyship in STEM. Learn more about her work at - www.ThatStatsGirl.com
Dr. Holly Matusovich is the Associate Dean for Graduate and Professional Studies in the College of Engineering at Virginia Tech and a Professor in the Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won the Hokie Supervisor Spotlight Award in 2014, received the College of Engineering Graduate Student Mentor Award in 2018, and was inducted into the Virginia Tech Academy of Faculty Leadership in 2020. Dr. Matusovich has been a PI/Co-PI on 19 funded research projects including the NSF CAREER Award, with her share of funding being nearly $3 million. She has co-authored 2 book chapters, 34 journal publications, and more than 80 conference papers. She is recognized for her research and teaching, including Dean’s Awards for Outstanding New Faculty, Outstanding Teacher Award, and a Faculty Fellow. Dr. Matusovich has served the Educational Research and Methods (ERM) division of ASEE in many capacities over the past 10+ years including serving as Chair from 2017-2019. Dr. Matusovich is currently the Editor-in-Chief of the journal, Advances in Engineering Education and she serves on the ASEE committee for Scholarly Publications.
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