Research Initiation Grant: Exploring the Disconnect between Self Determination Theory and the Engineering Classroom Environment

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The proposed work is an empirical investigation to explore the effectiveness of the Self-Determination Theory (SDT) in the context of undergraduate engineering education. It ishypothesized that there is a disconnect between the principles outlined in SDT and the actualclassroom environment, thus creating a barrier to intrinsic motivation needed for student learning.Accordingly, the primary objectives will be to (i) assess the Faculty knowledge of SDT; (ii) developa measurement framework to assess the classroom environment as it relates to SDT; and (iii)determine the association among Faculty knowledge of SDT, student motivation, learningenvironment, and student learning.The research design and measurement framework are developed through a meaningful collaborationbetween the researchers from Engineering, Psychology, and Education. This takes advantage ofcurrent standards and techniques employed in the field of Social-Cognitive Psychology. Theresearch questions answered through this project are valuable in developing reform strategies forengineering education, and can also serve as a future model for other STEM disciplines. Thebroader objectives of the project support the NSF?s strategic goals of transforming the frontiers bypreparing a better engineering workforce with new capabilities and expertise. Also the NSF goal ofinnovating for society is achieved by producing research-based results that may be useful ininforming educational policy and practices.