Marie C. Paretti

TL;DR: In this paper, the authors examined the relationship among the following motivation constructs for female and male first-year engineering students: (a) expectancy-related constructs that included engineering selfefficacy (i.e., a judgment of one's ability to perform a task in engineering) and expectancy for success in engineering; (b) value-related constructions that included identification with engineering and engineering values; (c) engineering achievement; and (d) engineering career plans.

TL;DR: In this paper, a review of the literature with a case study of students in a sustainable engineering program to identify the key challenges to success in interdisciplinary contexts is presented. But, the authors still lack rigorous research about learning barriers, outcomes, and concrete interventions to support this interdisciplinary development.

TL;DR: In this article, the authors synthesize research on communication learning in college from the fields of composition and technical communication and illustrate its relevance to the engineering classroom with a case study of a capstone design course.

TL;DR: This paper identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses and identified several instructional elements that led to motivating opportunities.

TL;DR: In this article, the authors employ expectancy value theory and examine the success and value beliefs motivating individuals' choices to create and sustain innovations within the engineering education system, and find that the same motivation constructs generally matter for research, practice, and research-informed practice, although practice-informed research was nearly absent from the data.