Cultivating a more academically successful engineering student body will not only produce more and better engineers but it will also broaden the talent pool in support of our nation’s STEM innovation ecosystem. Two significant challenges that engineering programs face though are student retention and career readiness. Expectancy-value theory offers a relevant motivational grounding to understand these challenges faced by engineering students. The project will assess the effectiveness of a long-term, multi-construct task value intervention (MTVI) intended to promote academic and career success by connecting student motivation to academic tasks. Research has shown that interventions to enhance task values strongly influence STEM outcomes and could address retention and career readiness challenges. This research will enable the exploration of understanding the effect of combining multiple task value interventions simultaneously, the consequence of repeated exposure over time, and the influence of the interventions on work-integrated learning and career-related outcomes. This project aligns with NSF’s mission to enhance STEM learning and learning environments and promote STEM workforce development, while providing fresh scientific insights into the impact of motivational interventions on STEM education and workforce development. Student success and student performance are influenced by academic outcomes and academic experiences (e.g., task values, participation, engagement). T