Getting the Most Out of Your Students

Dillon Kimmel & Hunter EvansUniversity of South Carolina

Ag

en

da

• Personal case studies

• We will explore Deci & Ryan’s (1985) self-determination theory as it relates to factors that motivate our students.

• Share ideas from our own organizations

• Analyze the case study based on what we’ve learned

Case

Stu

dy Reflect on a current struggle with

your organization regarding motivating students:

• What was the student(s) background?

• What was their role?• What affect did it have on your

organization?

Th

e T

heory Self-determination Theory identifies

three needs that, if met, satisfy an individual’s intrinsic motivations, leading to increased commitment & engagement:

1

Relatedness

Autonomy

2 Competence

3Deci, E.L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Th

e T

heory Autonomy

• Something to call ‘theirs’

• Encouraged self-initiation

• Limited supervision

So what can we do to meet the need for student autonomy?

• Allow students to take ownership of things

• A more ‘hands-off’ approach when possible

• New ideas are encouraged and expected

Th

e T

heory Autonomy

• Something to call ‘theirs’

• Encouraged self-initiation

• Limited supervision

Competence • Feel they can do the job

• Receive positive feedback

So what can we do to meet the need for student competence?

• Consistent encouragement and appreciation

• Be in-tune with what’s happening in our student’s lives

• Be reasonable with expectations

Th

e T

heory Autonomy

Competence

Relatedness

• Feeling close to the university

• Positive relationships• Aligns with career goals

• Feel they can do the job

• Receive positive feedback

• Something to call ‘theirs’

• Encouraged self-initiation

• Limited supervision

So what can we do to meet the need for student relatedness?

• Make work meaningful (not just free labor at events!)

• Ensure we’re recruiting students who are a good fit

• Make time for bonding among group members

“…students involved in advisory board gain valuable skills in marketing, advertising, and public relations.”

“…students involved in advisory board gain valuable skills in marketing, advertising, and public relations.”

“…students involved in advisory board gain valuable skills in marketing, advertising, and public relations.”

We want to hear from you!

What strategies do you use to motivate your students?

• Can you determine which need (competence, autonomy, relatedness) may not be being met?

• If so, what are some strategies you could use to motivate the students(s) involved?

Back to your case study…