Student Engagement and Motivation (PD+)

This course provides an in-depth examination of student engagement, motivation, and psychological well-being in educational settings. Grounded in established motivational theories and contemporary research, students will analyze the factors that influence learners’ engagement, persistence, achievement, and personal development. Particular emphasis is placed on Self-Determination Theory (SDT) as a framework for understanding human motivation and behavior, including the roles of autonomy, competence, and relatedness in supporting effective learning. Students will explore autonomous and controlled behavior, major psychological theories of motivation, and the relationship between motivation, engagement, and student success.
Through the application of theory to authentic educational contexts, students will evaluate instructional practices and design learning environments that promote motivation, self-directed learning, healthy behaviors, and positive self-esteem. Students will explore and engage with course resources to develop practical strategies for fostering student engagement and psychological well-being across diverse learning environments. The course also introduces professional resources and tools that support the implementation of Self-Determination Theory and other motivational frameworks, preparing educators to create student-centered learning experiences that enhance both educational outcomes and lifelong learner development.

Enrollment, Delivery, and Completion Information 

• EDUC 5598PLinks to an external site.: Student Engagement and Motivation
• Credits: 1 semester credit hour (letter grade A-F)
• Enrollment Type: Open enrollment with self-registration
• Completion Timeframe: 90 days from the date of enrollment
• Delivery Format: Fully online
• Purpose: K-12 professional development recertification requirements

Recertification and Professional Advancement Statement

Successful completion of this course results in a letter grade and semester credit hour from Idaho State University. As a graduate 5000-level course aligned to Idaho State University’s Graduate Catalog EDUC 5598PLinks to an external site., the course includes engagement with a faculty member and a K–12 practitioner and is designed to support professional learning and implementation in educational settings. Learners enroll as non-matriculated students, and earned grades and semester credits are recorded on an ISU non-academic transcript endorsed by the university Registrar. Applicability of this course toward K–12 teacher license renewal, recertification, salary lane advancement, or other professional advancement is determined by the relevant state board of education, licensing authority, school district, human resources office, collective bargaining agreement, or other approving entity.

Student Expectations

To earn semester credit and a letter grade in this course, students must complete the course in full and engage at the level of rigor expected in a university course. The course includes academically engaged learning through readings, lectures, videos, discussions, applied activities, assignments, and assessments. Successful completion requires consistent participation and satisfactory performance on graded coursework.

Students must:

• Spend the time necessary to complete all assigned learning materials, activities, assignments, and assessments in support of the course learning outcomes
• Demonstrate thoughtful and substantive engagement by applying course knowledge through high-quality, timely work that produces practical strategies, tools, resources, or artifacts ready for use in educational settings
• Engage with instructor feedback, where applicable
• Successfully complete all graded requirements necessary to earn semester credit and a final letter grade

Required Materials and Technology

Students must have regular access to a reliable laptop or desktop computer capable of loading and running standard software.

The computer must support word processing, presentation tools, file downloads and uploads, data review, and multimedia tasks such as viewing videos, recording audio or video, and participating in web conferencing.

The learning management system supports mobile devices, but mobile access should be considered supplemental only. Mobile devices may limit a student’s ability to complete assignments successfully, particularly those involving file handling, multimedia creation, lesson plan development, or other course activities.

An up-to-date browser on any computer or device is required, along with a reliable internet connection.

General Technology Hardware for Online/Hybrid Courses - ISU Help DeskLinks to an external site.

No textbook purchase is required for this course.

Learning Outcomes

Upon successful completion of this course, learners will be able to:

Analyze foundational theories and concepts of motivation, engagement, and human behavior relevant to educational settings.

Apply Self-Determination Theory (SDT) to the design and evaluation of classroom learning environments.

Evaluate factors that contribute to students’ psychological well-being and healthy development in educational contexts.

Identify and utilize professional resources to support the implementation of motivation and Self-Determination Theory (SDT) in educational practice.

Course Deliverables & Takeaways

Learner Developed

• Motivation and Engagement Classroom Audit Toolkit: Cumulative professional artifact that is designed to support educators in evaluating and improving classroom conditions related to student motivation, engagement, autonomy, well-being, and self-esteem. Some artifacts within this toolkit include:
• Motivation and Engagement Concepts Guide
• Autonomous vs. Controlled Motivation Audit Section
• Motivation Theories Quick-Reference Guide
• Self-Determination Theory Classroom Audit Rubric
• Choice and Autonomy-Supportive Limits Evaluation Tool
• Well-Being and Self-Esteem Classroom Reflection Tool
• Professional Resource Guide and Final Action Plan
• Competition Design: Redesign of a previous lesson plan that incorporates a competitive element intended to increase student motivation and engagement.

Course Provided

• Comparing Major Motivational Theories Quick Chart: Visual chart providing a quick comparison of major motivational theories within educational psychology. Includes theory to practice applications that can be implemented right away.
• Comparing Major Engagement Theories Quick Chart: Visual chart providing a quick comparison of major engagement theories within educational psychology. Includes theory to practice applications that can be implemented right away. 
• Peer Profile Passion Project Implementation Guide: Implementation for a structured inquiry project that focuses on class building and peer relationships to foster the SDT components of autonomy and relatedness. 
• Root Cause Decision Matrix: A decision matrix that can be used to identify root causes of common student behaviors and how to respond/address them.

Units

Assignments and Grading

As a credit-bearing course, grading emphasizes knowledge acquisition, meaningful engagement, and the development of practical tools and artifacts that can be implemented in real educational settings.

Final Motivation and Engagement Classroom Audit Toolkit– 100%

Create a professional-quality implementation artifact that demonstrates your understanding of the course content and your ability to apply it in practice. The final artifact should synthesize learning across all 8 units and result in a comprehensive toolkit, plan, framework, resource set, or other professional-grade product that is ready to use in your educational setting. The project should reflect both knowledge mastery and practical application and be appropriate for use by a K–12 teacher or administrator.

Projects are assessed for clarity, accuracy, depth of understanding, alignment with course concepts, professional quality, and readiness for implementation in an educational setting. Final submissions should demonstrate the level of rigor expected of university coursework and be suitable for review in professional or accreditation contexts

Projects are assessed on clarity, accuracy, connection to course concepts, and appropriateness for course level.

Grading Scale: ISU grading policyLinks to an external site.

• A = 90–100%
• B = 80–89%
• C = 70–79% 
• D = 60–69%
• F = below 60%

Academic Integrity

Students are expected to follow institutional policies on academic honestyLinks to an external site.. Plagiarism, cheating, or misrepresentation of work undermines learning and will result in appropriate consequences as defined by university policy. If you are unsure whether something is acceptable, ask before submitting work.

Accessibility and Disability Services

The university is committed to providing an accessible learning environment. If you have a documented disability and need accommodations, contact the Disability Services office Links to an external site.as early as possible to ensure that reasonable accommodations can be arranged. Students without documentation who believe they may have a disability or learning difference are encouraged to consult Disability Services about evaluation options and campus resources.

Classroom Climate and Respect

This course addresses topics related to disability, learning differences, and personal experiences. Students are expected to maintain a respectful, supportive environment, keep classmates’ stories confidential, and listen with openness and empathy. Disagreement is normal, but it should be expressed respectfully.