Science Career Pathways
In an ongoing NIH-funded project, we examine undergraduate persistence in science across two universities. Students take yearly surveys from freshman year to two years after they graduate from college. We are interested in how undergraduate enrichment experiences, such as conducting research in a lab or attending a science-related summer program, support students’ science motivation in college and their subsequent decisions to pursue a career in science.
Persistence in Undergraduate Engineering
In an ongoing NSF-supported project, we collaborate with a team in the College of Engineering to study the effects of motivation, curriculum, and campus support programs on students’ decisions to stay in or depart from their engineering majors. We are interested in contextual supports for psychological processes associated with learning, engagement, and persistence in engineering.
In collaboration with Central Michigan University, this study examines the motivational effects of flipping a college anatomy class. In a flipped classroom, students watch pre-recorded lectures at home instead of completing traditional homework, and then the professor uses class time to lead them in collaborative learning activities. We are interested in informing practice by providing insights about how this increasingly popular instructional technique affects student learning. Specifically, we are examining students’ goal-setting behaviors, self-regulatory strategies, motivation and emotion, engagement, and achievement.