Motivating Your Students

2d: Motivating Your Students

In this module, faculty learn how to motivate students by developing students’ appreciation for their discipline. In addition, faculty learn to support student success through goal setting, incentivizing assignment completion, and using a variety of assessment and instructional strategies to meet varied learning needs.

To satisfy the module requirements, faculty must apply one or more techniques, such as discussing their interest in the discipline in class or in an online video, establishing incentives for assignment completion, or teaching students the DAPPS formula for setting goals.

Advising Subject Matter Expert(s)

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Module References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Arsham. H. (n.d.). Student to student: Your fellow students’ opinion and advice. Retrieved from

Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). San Francisco, CA: John Wiley & Sons.

Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Explore potential strategies. Retrieved from 

Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Downing, S. (2011). On course: Strategies for creating success in college and in life (7th ed.). Boston, MA: Wadsworth Cengage Learning.

Ellis, D. B. (2000). Becoming a master student: Tools, techniques, hints, ideas, illustrations, examples, methods, procedures, processes, skills, resources, and suggestions for success. Boston, MA: Houghton Mifflin.

Ellis, D. B. (2006). Becoming a master student (11th ed.). Boston, MA: Houghton Mifflin.

Fleming, N. (2003). Establishing rapport: Personal interaction and learning (Idea Paper #39). Retrieved from 

Fox, J. (2011, May 24). “Why are we doing this?” Establishing relevance to enhance student learning. Faculty Focus. Retrieved from 

Hayles, N.K. (2007). Hyper and Deep Attention: The Generational Divide in Cognitive Modes. Profession, pp. 187-199.

Howey, S. C. (1999). The relationship between motivation and academic success of community college freshmen orientation students (Doctoral dissertation). Retrieved from ERIC database. (ED465391)

Merisotis, J. (2015, October 15). Want to be happier and healthier? Then go to college [Blog post]. Huffington Post. Retrieved from

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.

Nilson, L. B. (2013). Creating self-regulated learners: Strategies to strengthen students’ self-awareness and learning skills. Sterling, VA: Stylus.

Nilson, L. B., & Goodson, L. A. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. San Francisco, CA: John Wiley & Sons.

Nist-Olejnik, S., & Holschuh, J. P. (2007). College rules! How to study, survive, and succeed in college (2nd ed.). Berkeley, CA: Ten Speed Press.

Trostel, P. (n.d.). It’s not just the money: The benefits of college education to individuals and to society. Retrieved from 

Walton, G. M., & Brady, S. T. (2017). The many questions of belonging. In A.J. Elliott, C.S. Dweck, & D.S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (2nd ed., pp. 272-293). New York, NY: Guilford Press.

Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: 

Wieman, C. (2013). Motivating learning. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: 

Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: 

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