Board 78: How Do Grades Matter? A Work in Progress Study on the Influence of Grades on Engineering Students’ Motivation & Decision Making

Cassie Wallwey; Michelle Soledad; Tyler Milburn

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Educational Research and Methods Division (ERM) Poster Session
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Page Count: 7
Permanent URL: https://strategy.asee.org/48377

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Paper Authors

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Cassie Wallwey Virginia Polytechnic Institute and State University orcid.org/0000-0003-1318-1843

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Cassie Wallwey, PhD is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests include studying effective feedback in engineering and mathematics courses, improving engineering student motivation and success, and understanding exclusion in engineering to fight its weed-out culture. Cassie has her Ph.D. in Engineering Education from Ohio State University, where she worked as a Graduate Research Assistant and Graduate Teaching Associate, primarily teaching first-year engineering and engineering mathematics. She also has both a B.S. and M.S. in Biomedical Engineering from Wright State, where she also worked as a Graduate Teaching Associate for an engineering mathematics course.

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Michelle Soledad Virginia Polytechnic Institute and State University orcid.org/0000-0002-2491-6684

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Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech, Lecturer at the Department of Engineering Education at The Ohio State University, and Assistant Professor at the Department of Integrated Engineering at Minnesota State University, Mankato. She holds a Ph.D. in Engineering Education from Virginia Tech.

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Tyler Milburn Virginia Polytechnic Institute and State University orcid.org/0000-0002-2117-7134

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Tyler Milburn is currently an Instructor in the Bradley Department of Electrical and Computer Engineering at Virginia Tech. Tyler received his B.S. and M.S. in Electrical and Computer Engineering from Ohio State in 2016 and 2018. In 2023, he completed his Ph.D in Engineering Education at Ohio State.

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Abstract

This WIP paper explores the utility of Expectancy Value Theory as a theoretical framework for studying the influence of grades on undergraduate engineering students.

Grades have long served as indicators of ability and intelligence, functioning as a gatekeeper for educational experiences and opportunities. Categorization or quantification of intelligence or ability has been identified to be problematic and inequitable in many ways, and for this reason new assessment practices are emerging in education and education research spaces. However, the practice of assigning grades to students remains central to the vast majority of educational systems.

A recent literature review revealed that there is limited research published that explores student’s perceptions of grades and grading systems as it impacts their own educational experiences and opportunities. What research has been done to explore grade and grading practices through student lenses has revealed conflicting feelings about grades. Students are consistently identifying the shortcomings of grades and grading systems, but also simultaneously acknowledging the utility of grades as forms of feedback on learning and motivators in educational settings. We expanded our exploration of students' perspectives of grades and their purpose in higher education by data scraping from Reddit forums for college students, which further solidified the centralization of grades to students’ education experiences - specifically the needs, desires, and drive for “good” grades by students navigating educational environments and experiences.

This work in progress submission will begin to explore how the centralization of grades to students’ experiences in college - specifically early years in college - act as a mediator and a motivator in students’ decision-making regarding habits, behaviors, resource allocation, etc. when navigating their college education. We specifically explore the use and alignment of expectancy value theory as a theoretical framework for the exploration of the influence of grades on engineering students’ academic decisions.

The research that follows this Work in Progress paper will provide a deeper insight into the influence that the assigning of grades has on the motivation and decision making of engineering students. These insights may serve as impetus for first-year and middle-year engineering learning environments that focus primarily on the learning process (design courses, project-based courses, etc.) potentially minimizing the unproductive impacts that grades may have on engineering students’ motivation, self-esteem, identity, and persistence in the field.

Citation
Format

Wallwey, C., & Soledad, M., & Milburn, T. (2024, June), Board 78: How Do Grades Matter? A Work in Progress Study on the Influence of Grades on Engineering Students’ Motivation & Decision Making Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/48377

TY  - CPAPER
AB  - This WIP paper explores the utility of Expectancy Value Theory as a theoretical framework for studying the influence of grades on undergraduate engineering students. 

Grades have long served as indicators of ability and intelligence, functioning as a gatekeeper for educational experiences and opportunities. Categorization or quantification of intelligence or ability has been identified to be problematic and inequitable in many ways, and for this reason new assessment practices are emerging in education and education research spaces. However, the practice of assigning grades to students remains central to the vast majority of educational systems. 

A recent literature review revealed that there is limited research published that explores student’s perceptions of grades and grading systems as it impacts their own educational experiences and opportunities. What research has been done to explore grade and grading practices through student lenses has revealed conflicting feelings about grades. Students are consistently identifying the shortcomings of grades and grading systems, but also simultaneously acknowledging the utility of grades as forms of feedback on learning and motivators in educational settings. We expanded our exploration of students&#39; perspectives of grades and their purpose in higher education by data scraping from Reddit forums for college students, which further solidified the centralization of grades to students’ education experiences - specifically the needs, desires, and drive for “good” grades by students navigating educational environments and experiences. 

This work in progress submission will begin to explore how the centralization of grades to students’ experiences in college - specifically early years in college - act as a mediator and a motivator in students’ decision-making regarding habits, behaviors, resource allocation, etc. when navigating their college education. We specifically explore the use and alignment of expectancy value theory as a theoretical framework for the exploration of the influence of grades on engineering students’ academic decisions.

The research that follows this Work in Progress paper will provide a deeper insight into the influence that the assigning of grades has on the motivation and decision making of engineering students. These insights may serve as impetus for first-year and middle-year engineering learning environments that focus primarily on the learning process (design courses, project-based courses, etc.) potentially minimizing the unproductive impacts that grades may have on engineering students’ motivation, self-esteem, identity, and persistence in the field.

AU  - Cassie Wallwey
AU  - Michelle Soledad
AU  - Tyler Milburn
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 78: How Do Grades Matter? A Work in Progress Study on the Influence of Grades on Engineering Students’ Motivation & Decision Making
UR  - https://strategy.asee.org/48377
ER  -