Learning A La Carte: A Theory-Based Tool For Maximizing Student Engagement

Abstract

It is well-established that motivation is a critical component of one’s best performance of a task.  A primary model in the field of motivation is the self-determination theory (SDT).  The three pillars of SDT include competency, autonomy, and relatedness; when supported these have been shown to improve the quality, consistency, and persistence of one’s effort at a task.  It is the purpose of this article to examine relevant SDT research, and utilize relatable trans-disciplinary findings in support of the discussion of a novel course development technique that maximizes student engagement in the higher education environment—the assessment menu