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Session 1793

An Approach to Teaching Lifelong Learning

Tim Healy Santa Clara University

Introduction

All of us continue to learn for all of our lives. The assumption that ABET2000 makes is that we can help our students to become more effective lifelong learners. This paper presents an approach to lifelong learning that has three components.

• Improving student motivation • Understanding the dimensions of learning • Understanding the styles of learning

Improving student motivation

Students are motivated to learn for a number of reasons, which can be divided into two classes, extrinsic motivators and intrinsic motivators. Here are examples of each.

Extrinsic motivators

• Grades • Certificate of completion • Good-paying job

Intrinsic motivators

• Love of learning • Satisfying curiosity

There is general agreement that intrinsic motivators are inherently superior to extrinsic motivators in producing learning results, particularly in the long run. There is considerable controversy about whether extrinsic motivators are negative in the sense that students may not respond to intrinsic drives once they have been rewarded for learning. Educational research suggests that this is sometimes the case, but not always. Nonetheless we have assumed that it is desirable to increase intrinsic motivation in our students, and hence we have sought ways to accomplish this. This effort begins with the

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

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Healy, T. (2004, June), An Approach To Teaching Lifelong Learning Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--12864