Skip to main content
Article
Understanding Student Motivation: A Key to Effective Curriculum Design
2013
  • Jonathan Stolk, Olin College of Engineering
Document Type
Article
Publication Date
1-1-2013
Abstract
This chapter explores student motivation as a potential key to the success of today's college curricula. It argues that curriculum designers and instructors could benefit from developing a more nuanced view of motivation - one that extends beyond the labeling of individuals as "motivated" or "unmotivated." Designing curricula that help students develop self-motivation for learning is an achievable goal, but one that involves several steps. First, instructors need to change their thinking about motivation and develop the knowledge to more accurately characterize student motivational responses. Second, instructors need to develop the ability to explain how classroom variables link to specific motivational responses, and how student motivations change in response to diverse pedagogies, learning activities, and environments. Finally, instructors must develop skills in designing and delivering curricula that promote the growth of engaged, self-determined, and self-motivated learners.
Comments

© 2013 Peter Lang Publishing, Inc. This book chapter was published in The College Curriculum: A Reader (Joseph L. DeVitis and Linda Irwin-DeVitis, eds.), and can be found here.

Citation Information
Jonathan Stolk. "Understanding Student Motivation: A Key to Effective Curriculum Design" (2013)
Available at: http://works.bepress.com/jonathan_stolk/36/