Engineering design motivations : a qualitative and quantitative analysis of university students

What motivates students to perform and pursue engineering design tasks? This study examines this question by way of three Learning Through Service (LTS) programs: 1) an on-going longitudinal study examining the impacts of service on engineering students, 2) an on-going analysis of an international senior design capstone program, and 3) an on-going evaluation of an international graduate-level research program. The evaluation of these programs incorporates both qualitative and quantitative methods, utilizing surveys, questionnaires, and interviews, which help to provide insight on what motivates students to do engineering design work. The quantitative methods were utilized in analyzing various instruments including: a Readiness assessment inventory, Intercultural Development Inventory, Sustainable Engineering through Service Learning survey, the Impacts of Service on Engineering Students’ survey, Motivational narratives, as well as some analysis for interview text. The results of these instruments help to provide some much needed insight on how prepared students are to participate in engineering programs. Additional qualitative methods include: Word clouds, Motivational narratives, as well as interview analysis. This thesis focused on how these instruments help to determine what motivates engineering students to pursue engineering design tasks. These instruments aim to collect some more in-depth information than the quantitative instruments will allow. Preliminary results suggest that of the 120 interviews analyzed Interest/Enjoyment, Application of knowledge and skills, as well as gaining knowledge are key motivating factors regardless of gender or academic level. Together these findings begin to shed light on what motivates students to perform engineering design tasks, which can be applied for better recruitment and retention in university programs.

Pasture Weaning at the McNay Memorial Research and Demonstration Farm: A Progress Report

In September 1995, 225 spring-born calves were weaned on pasture at the McNay Memorial Research and Demonstration Farm to explore procedures necessary to conduct a successful pasture-weaning program. In the two to three week post-weaning period, average daily gains (ADG) for the two groups weaned that year were 1.06 and 3.06 pounds; there were no health problems. In 1996, a research trial utilizing 242 spring-born calves was conducted to compare pastureweaned and feedlot-weaned calves. Half of the calves were weaned on pasture for three weeks and then placed in a feedlot for three more weeks. The other half of the calves were weaned directly into the feedlot for the six week post-weaning period. ADGs during the three week post-weaning period were 1.24 and 2.42 for the pastureweaned and feedlot-weaned calves. For the entire six week trial, ADGs were 1.83 and 2.40 for the pastureweaned and feedlot-weaned calves. There was no sickness in either weaning treatment during the six week trial. Initial experience indicates pasture-weaning is a feasible method of getting calves through a stressful procedure.