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Abstract

In 2019, the Mechanical Engineering and Bioengineering Department at Valparaiso University decided to replace the required, senior-level thermodynamics II course with a course focused entirely on sustainability. To determine which course led to greater attainment of sustainability learning objectives and increased intrinsic motivation, students in the last cohort of the thermodynamics course and in the first cohort of the sustainability course were surveyed. The thermodynamics course was a required, three credit, senior-level course that included lessons on sustainability as well as four sustainability projects. The replacement course was a required, two credit, junior-level course focused entirely on sustainability, and it also included four sustainability projects. The impacts of each course on student motivation and their self-assessment of the learning objectives were compared to determine which course was better from an educational perspective. The results showed that students’ self-evaluation of the learning objectives was not significantly different between the two courses. Students in the thermodynamics course also stated they were more motivated intrinsically while also increasing their confidence and competence. Due to the increase in motivation with no significant decrease in the achievement of the learning objectives, it can be argued that the enhanced thermodynamics course was better for teaching sustainability concepts than the course focused entirely on sustainability.

Keywords

Sustainability project-based learning intrinsic motivation extrinsic motivation identified regulation external regulation

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Comparisons of student motivation and achievement of sustainability learning objectives in two project-based learning courses

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