This article examines the effectiveness of incorporating an applied learning experience in an upper level undergraduate motivation theory class. In this 3-part course requirement, students (a) participated in a 2-hr field experience, (b) completed a homework assignment based on their participation, and (c) worked in groups to develop a deeper understanding of motivational interventions and possible solutions for problems observed during the applied learning experience. Students identified the field experience and the group project as effective tools for understanding and applying motivation theory in a realistic setting.
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