The Center for Research on Lifelong STEM Learning and the College of Engineering are pleased to be co-hosting this seminar and forum on Thursday March 13th at 2:00 p.m. in Furman Hall Rm 105. The interactive seminar is expected to last one hour, faculty are welcome to stay longer to interact with Dr. Matusovich and colleagues. Refreshments and snacks will be provided.
Motivation is a term used frequently within undergraduate education and there is considerable research that focuses on understanding engineering student motivation in particular. In this interactive seminar, we will consider ways to incorporate knowledge about student motivation, drawn from research and practice, into the design of courses and curricula. First we will explore seminar participants’ beliefs about undergraduate student motivation. We will then discuss a sampling of findings from 5 different in-progress research studies which examine engineering student motivation for learning and/or faculty motivation for teaching. Finally, we will consider how to connect instructors’ experiences in the classroom with research-based findings on motivation to inform curricular change.
Holly M. Matusovich is an assistant professor in the Department of Engineering Education at Virginia Tech. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut, and a Ph.D. in Engineering Education from Purdue University. Dr. Matusovich came to academia after nearly 12 years in engineering practice. She currently teaches in the first year engineering program and also in the engineering education graduate program. Her research focuses on student and faculty motivation and student identity development in the context of engineering classrooms and careers. Dr. Matusovich is a Co-PI and the lead qualitative researcher for two NSF-funded studies, A Mixed-Methods Study of the Effects of First-Year Project Pedagogies on the Retention and Career Plans of Women in Engineering and on the collaborative research project, Engineering Pathways Study: The College-Career Transition Informing Educational Practice. Dr. Matusovich is also PI on the NSF-funded projects Lifting the Barriers: Understanding and Enhancing Approaches to Teaching Communication and Teamwork Among Engineering Faculty, Understanding Barriers to Engineering as a Career Choice Among Appalachian Youth, and a Co-PI on the multi-institutional Building Theories that Inform Practice: Exploring Engineering Epistemologies Through Cross Disciplinary Data Analysis. She received a CAREER award from NSF for her project titled, Does Motivation Matter for Conceptual Change? Exploring the Implications of “Hot Cognition” on Conceptual Learning.