Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. This research paper is a pilot of a larger, mixed methods study that aims to capture the experience of sophomore engineering students' self-regulated learning (SRL) strategy use and the connections with the student's motivation with respect to the future. The overarching goal of the project is to understand the motivations and attitudes of undergraduate students in engineering, which is vital to answering the call for increasing the number of engineering graduates. Our project aim is to study engineering students' future time perspective (FTP) and how their FTP affects their use of SRL strategies. The quantitative portion of this study describes a cluster analysis of data from a motivation survey that characterizes students' FTP (n=118). The qualitative portion consists of case studies (n=4) which assess connections between students' FTP and SRL use. The cluster analysis showed three clusters of student FTP's. Interviews showed that clustering matched the FTP interview results, a variety of SRL strategy use among FTP's, and connections between FTP and SRL including perceived instrumentality and a timeline of short and/or long term goals. Future work will focus on the connection between FTP and SRL with the intent that practitioners may use this work to create programming related to these themes to increase SRL use among undergraduate engineering students.

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Lisa Benson is a Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. in

Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. Use of Self-Regulated Learning Strategies by Second-Year Industrial Engineering Students AbstractThe Study Cycle is a set of guidelines rich with self-regulated learning (SRL) techniques that enables students to plan, prepare, and enact their studying by focusing on five comprehensive steps: previewing before class, engaging in class, reviewing after class, holding study sessions, and seeking help as a supplement. This paper reports on initial findings of a qualitative study in which a workshop on the Study Cycle was taught to a class of second-year Industrial Engineering students as an intervention, aiming to understand effects of the module on engineering students' SRL strategy use in an engineering course. Students self-reported SRL strategy use in a one-minute paper pre-workshop and two sets of post-workshop reflections. This paper examines which components of the Study Cycle students self-report as being useful in their engineering courses prior to the module and their perceptions of effective study strategies after the module. Main findings include that students self-reported SRL strategies from all ten categories which were analyzed via a priori coding:

Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. AbstractThis research seeks to help educators understand factors that contribute to engineering students' motivation and the relationship between those factors and their problem solving processes. Understanding these relationships will aid researchers and practitioners in preparing students for a future of complex problem solving in the face of rapid technological change and globalization. This project addresses these research questions: What motivational attributes that characterize engineering students are relevant to their problem-solving skills and self-regulated learning? How do these relationships change over time? How do they differ between engineering disciplines?In our preliminary quantitative study, we developed the Motivation and Attitudes in Engineering (MAE) survey using achievement motivation as our theoretical framework. This study showed that a key factor in student success and learning is their motivation towards their future goals, especially with respect to career options. The relationships between that motivation and their activities in the present can be used by educators to increase interest in engineering, increase the relevance students see in their course activities, and prepare students to become effective engineers. These relationships were further explored through a series of qualitative studies, in which we identified three characteristic ways that students perceive their future goals and how those goals influence what they are doing in the present. Distinguishing characteristics between the three groups are depth into the future of their long-term goals, level of clarity with which students can describe their future, their ability to identify contingent steps needed to reach their goal, and what they perceive to be relevant and useful in the present to reaching their future goals.Students within these different characteristic ways of perceiving the future respond differently to classroom activities. For example, when asked about what they think an engineering problem is, students with distinct future goals and who make connections between future and present tend to think of engineering problems as being well-structured and having clear right/wrong answers. Students with ill-defined futures and no connections between future and present see engineering problems as "anything" and tend to approach them conceptually. These insights will allow educators to better understand th...