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Self-determined motivation can be observed when one engages in a behavior that is conducted out of choice and personal values per Chan, Fung, Xing, and Hagger (2014). Low student selfdetermination is characterized by behaviors, such as very poor class attendance, a failure to attempt to turn in assigned homework or attend scheduled exams, poor exam performance, a lack of study time, and lackluster, laissez-faire attitudes and deportment (Oleck, 2007). Over the next two-to-three decades, better-educated individuals leaving the workforce will be replaced by those who have lower levels of education and skills (Oleck, 2007). Students will be entering the workforce lacking the motivation, required skills, and behaviors that are needed to succeed in society. Self-determination theory (SDT) provides a broad framework for the study of human motivation and personality. Deci and Ryan (1985) developed this theory that distinguishes between intrinsic motivation and extrinsic motivation. Intrinsic motivation reflects an internally driven curiosity, interest, and passion. Extrinsic motivation refers to doing something because it leads to a separable outcome, such as receiving managerial praise or a monetary reward for delivering a good performance. This study explored what innovative teaching practices can be employed by faculty members to increase the self-determination (SD) levels of underperforming undergraduate students. The intent of the project was to provide educators with innovative insights and teaching tools that can be used to turn around and improve the low SD levels of these under-achieving students.

examination of innovative pedagogical practices for turning around or enhancing student persistence rates