Integrating Regional Industrial Theme Examples in  Process Control Education

Deschenes, Jean Sebastien

doi:10.24908/pceea.v0i0.4687

Cited by 1 publication

(2 citation statements)

References 9 publications

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“…Design Courses [13], [14], [15], [16], [17], [18], [19], [20], [21], [22], [23], [24], [25] Introductory Technical Courses [26], [27], [28], [29], [30], [31] Upper Level Technical Courses [32], [33], [34]…”

Section: Type Of Coursementioning

confidence: 99%

“…Case Studies, Real-World Labs, Service Learning [26], [32], [15], [17], [28], [34], [31], [35] Course Delivery [26], [27], [29], [36], [37], [30], [33], [38], [39] Assessment [13], [16], [40], [41], [22], [42], [23], [43], [44] Theory Based or Survey Results [11], [45], [46], [47], [10], [19], [48], [1], [39], [49], [24], [25], [50], [51], [52] Out-of-class activities [53], [54], [55], [56], [57], [58] While there have been many successful interventions that improved student motivation discussed in the CEEA 2010-2018 proceedings, the relevant motivation theory behind each intervention is often missing. Understanding motivation theory may not be necessary ...…”

Section: Type Of Interventionmentioning

confidence: 99%

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Using Motivation Theory to Inform Engineering Course Design

Sullivan

Brennan

2019

PCEEA

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Understanding motivation theory can support engineering educators in effective course design and provide insight into the individual and contrasting motivations of engineering students. This paper explores why there is value for educators to understand motivation theory and how learner orientations influence motivation. A categorization of 2010-2018 CEEA conference proceedings that address student motivation then sets the background for how instructors can use motivation theory to inform course design in lower level technical courses, upper level technical courses, design courses, and assessment.

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