Supporting Undergraduates' Motivation, Engagement, and Persistence in STEM Fields

Lisa Linnenbrink-Garcia, College of Education
Wednesday, March 11, 2020
11:15-1:00 (lunch available at 11:15, program begins at 11:30)
1425 Biomedical and Physical Sciences (BPS) Building


Abstract 

There are a variety of challenges for supporting college students’ engagement and learning. In this workshop, I will focus on five primary motivational design principles that faculty can draw from in developing their courses and when teaching or interacting with students. Participants will have the opportunity to learn about the design principles and then consider how they could be enacted in their own courses. Implications of this approach for supporting students’ engagement and learning within a specific course as well as their persistence in STEM fields will be discussed.


Biography

Lisa Linnenbrink-Garcia is a professor of educational psychology in the Deptartment of Counseling, Educational Psychology and Special Education (CEPSE) in the College of Education. Her research focuses on the development of achievement motivation in K-16 settings and the interplay among motivation, emotions and learning, especially in STEM fields. She is particularly interested in how educational contexts can be designed to support students’ academic engagement and learning. Specifically, she conducts longitudinal research on contextual supports for undergraduates persistence in STEM fields, with a focus on underlying psychological mechanisms. She is also currently working to develop a professional learning approach for middle school science teachers to help them enact motivationally supportive lessons aligned with the Next Generation Science Standards.