Student Motivation and Self-efficacy in Entrepreneurial-minded Learning (EML): What These Mean for Diversity and Inclusion in Engineering Classrooms

This Work-in-Progress paper reports on the development and deployment of active learning classroom experiences designed to support student entrepreneurial mindset (EM), self-efficacy, and motivation. The activities were designed for two core undergraduate engineering courses, Computational Modeling in Engineering and Control Systems and Instrumentation, typically completed in the junior year. The design of the course activities was guided by (1) the "three C's" of the Kern Engineering Entrepreneurial Network (KEEN) framework: Curiosity, Connections, and Creating Value and (2) four inclusive classroom practices: representation, safe spaces for failure, promoting collaboration over competition, and supporting student autonomy. The Computational Modeling in Engineering activities implemented a Problem Solving Studio (PSS) pedagogy that introduced students to the contributions of scientists, mathematicians and engineers from traditionally underrepresented groups. In the 21st century, an undergraduate student can complete a 4-year degree in STEM without encountering a minority instructor, without reading a textbook written by a minority academic scholar, and without learning a theory proposed by a minority scientist. The PSS activities are intended to provide students with the opportunity to see different aspects of their identities represented in contributions to STEM fields, allowing them to see themselves as creators and innovators. Student motivation as it relates to engaging in these inclusive activities was measured using the Situational Motivation Scale (SIMS). The Control Systems and Instrumentation activities employed the PSS approach in scaffolding experiences with "Making" activities. The literature suggests that "Making" activities and other hands-on learning opportunities increase student self-efficacy and have positive effects on retention of minority students, particularly into postgraduate studies. Here we focus on assessing the short-term effects of "Making" activities. Assessment included pre- and post-student self-efficacy surveys with three distinct areas of measurement: general self-efficacy, self-efficacy in course outcomes, and self-efficacy in EM-related constructs. Preliminary data suggests that inclusive PSS activities resulted in positive student motivational responses comprising high levels of identified regulation and external regulation, with moderate levels of intrinsic motivation. Relative to the average motivational response of the entire class, underrepresented student responses were more positive, with high levels of intrinsic motivation, identified regulation, and external regulation. Student self-efficacy in the instrumentation course was shown to increase with daily "Making" activities. Data collected in future iterations of the course will enable a more robust instrument validation across sections and cohorts.