Self-Determination Theory Applied to a Second-Year Engineering Classroom

Integrated Learning Stream (ILS) is the program for second-year electrical engineering students at the University of Calgary. During the semester, students complete reflections about their learning. This paper aims to find insight into students’ motivation during the ILS program. Using self-determination theory as the conceptual framework, student reflections were qualitatively coded. From the themes that emerged, a narrative discussion provides insight into how to foster students’ intrinsic motivation in future years of the program. The discussion also aims to be applicable to any post-secondary engineering classroom.