Motivating learners: A primer for engineering teaching assistants

Ana T. Torres-Ayala, Geoffrey L. Herman

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Although motivation in the classroom is often neglected in graduate student training, most instructors and TAs intuitively understand that motivation is critical for effective learning. These intuitions are corroborated by the research on motivation and learning that consistently shows that students do not learn well unless they are motivated to learn. In this paper, we present the basics of motivation theories, their impact on student learning and their implications for teaching engineering. It is a primer of motivation theories and how they can be used to inform and direct TAs work with engineering students. This primer was developed from the perspectives of a researcher of the preparation of future faculty and a developer of teaching assistant training programs.

Original languageEnglish (US)
Title of host publication119th ASEE Annual Conference and Exposition
PublisherAmerican Society for Engineering Education
ISBN (Print)9780878232413
StatePublished - 2012
Event119th ASEE Annual Conference and Exposition - San Antonio, TX, United States
Duration: Jun 10 2012Jun 13 2012

Publication series

NameASEE Annual Conference and Exposition, Conference Proceedings
ISSN (Electronic)2153-5965


Other119th ASEE Annual Conference and Exposition
Country/TerritoryUnited States
CitySan Antonio, TX

ASJC Scopus subject areas

  • General Engineering


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