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Presented By: Engineering Education Research

Motivation and Identity as Signals of Systemic Problems in Engineering Education

Dr. Adam Kirn, University of Nevada, Reno

Dr. Adam Kirn Dr. Adam Kirn
Dr. Adam Kirn
There is a well-documented history of systemic engineering education problems ranging from a persistently chilly climate to a burgeoning mental health crisis. Outcomes of these problems include but are not limited to increased attrition, decreased learning, and reduced engineering innovation resulting from a homogenous engineering population. While these measures provide concrete evidence of systemic problems, they do not provide clear targets for change or an early warning system of how systemic problems influence students before crucial decision points.

To address the limitations of existing engineering education outcome measures, measures of how students internalize engineering experiences are needed. Students' motivations for engineering tasks and identifications as engineers can fill this gap as they are contextually responsive and connected to educational outcomes such as deep learning, student retention, and task persistence. Additionally, students' educational experiences directly influence their motivations and identities.

Informed by specific theories of motivation and identity (future time perspective and engineering role identity, respectively), this presentation describes how students' motivations and identities are shaped by their engineering education experiences and shape engineering education cultures. Specifically, I will discuss the homogenization of undergraduates' motivations and identities; the connections between motivation and identity and experiences of discrimination and bias; and the identity and motivationally undermining experiences of engineering graduate students. I will conclude by discussing actionable steps to shift engineering education defaults to foster students' motivations and identities.

Biographical Sketch: Dr. Adam Kirn is an Associate Professor of Engineering Education in the Department of Electrical and Biomedical Engineering at the University of Nevada, Reno. His research focuses on the ways students' motivations and identities shape and are shaped by their engineering education experiences. The results of this work seek to implement evidence-based practices to create educational defaults that foster student success and thriving. Adam has a B.S. in Biomedical Engineering from Rose-Hulman Institute of Technology, an M.S. in Bioengineer, and a Ph.D. in Engineering and Science Education from Clemson University.
Dr. Adam Kirn Dr. Adam Kirn
Dr. Adam Kirn

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