Using Motivational Theory to Implement S-STEM Activities Supporting Student Success

This research paper describes the early results from a scholarship program that has been initiated with an overall goal to increase degree completion of low-income, high-achieving undergraduates with demonstrated financial need in engineering. The project will achieve four major objectives: 1) provide scholarships 2) engage students with engineering faculty and industry partners; 3) create community among students; and 4) facilitate undergraduate research. Research questions aligned with the project objectives will address the following areas: RQ1: influence of mentorship on feelings of intellectual belonging? RQ2: influence of community building on experience RQ3: influence of participation in socially conscious research on intent to persist. We describe how expectancy-value-cost motivational theory is used to implement programming addressing these questions and analyze field notes and survey data to investigate how project programming may impact expectancy for success, value accrued, and costs for participation on the part of students.