| The purpose of this study was to determine whether participation in an innovation ecosystem positively influenced student retention in science, technology, engineering and mathematics (STEM) disciplines by increasing student engagement, motivation, self-efficacy, and achievement. Tinto's (1975) student integration model served as a basis for the design of the academic and social systems into which the student would integrate. Tinto (1975) posited that the level of student integration into these two systems influenced retention. Bandura's (1986) social cognitive theory provided a blueprint for the impact this integration had on the student as an individual.;Participants were university students enrolled in STEM coursework at a mid-sized university in the southwestern United States. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ) and the Burch Engagement Student Survey (BESS) at the beginning and end of the fall semester. The MSLQ measured motivation and had a subscale to measure self-efficacy. The BESS measured four constructs of student engagement: cognitive out of class, cognitive in class, physical engagement, and emotional engagement as they pertained to a specific course. Student achievement was determined based on student self-reported anticipated final course grades at the end of the fall semester. Retention data was calculated using student self-reported enrollment plans for STEM courses following the research study.;The treatment group participated in the innovation ecosystem. This consisted of two, one-hour weekly sessions. Students and mentors collaborated on innovation projects for local businesses and received additional instruction on the use of divergent and convergent thinking tools, entrepreneurial skills such as business plan development, and business strategy, and effective communication.;Analyses were conducted on data from the two surveys to determine if there was a statistically significantly difference in the levels of self-efficacy, engagement, and motivation between the treatment and control groups. Data were collected on the students' expected grades in STEM courses to determine if levels of self-efficacy, motivation, and engagement influenced student academic achievement. Students also self-reported their intentions towards future STEM education plans and goals.;Results indicated that the treatment did not increase self-efficacy, motivation, or engagement scores. However, treatment group scores in these areas did not decrease at the same rate as the control group. Results appeared to indicate that retention rates were higher for the treatment group and treatment group motivation post scores were statistically significantly higher than those in the control group. |
