1. Getting the Most Out of Your Students
Dillon Kimmel & Hunter Evans
University of South Carolina

2. • Personal case studies
• We will explore Deci & Ryan‟s (1985) self-
Agenda
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

3. Case Study 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?

4. The Theory Self-determination Theory identifies three
needs that, if met, satisfy an individual‟s
intrinsic motivations, leading to increased
commitment & engagement:
1 Autonomy
2 Competence
3 Relatedness
Deci, E.L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

5. Autonomy
The Theory
• Something to call
„theirs‟
• Encouraged self-
initiation
• Limited supervision

6. 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

7. Autonomy
The Theory
• Something to call „theirs‟
• Encouraged self-initiation
• Limited supervision
• Feel they can do the
Competence job
• Receive positive
feedback

8. 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

9. Autonomy Relatedness
The Theory
• Something to call • Feeling close to the
„theirs‟ university
• Encouraged self- • Positive relationships
initiation • Aligns with career goals
• Limited supervision
• Feel they can do the
Competence job
• Receive positive
feedback

10. 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

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

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

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

15. We want to hear from you!
What strategies do you use to motivate
your students?

16. Back to your case study…
• 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?