A course on ethics and history of technology, taught to 1886 first-year engineering students of 14 engineering departments was redesigned using Self-Determination Theory (SDT) by adapting many course elements at the same time. We applied the situational level of Vallerand's hierarchical model, analysing how the elements of this ethics and history course influenced basic needs and motivation in a mediating role, which influenced in turn course outcomes. Regression analysis demonstrated the central role of "competence" in the "assignment" for "intrinsic motivation." A complementary qualitative analysis showed strong polarisation between different types of students and indicated many remaining challenges. We conclude that the Vallerand model was a useful tool for prioritising redesign in this course. We suggest further research in the use of this model, on the role and meaning of competence and on the role of frustration, in ethics and history courses in particular and engineering courses in general.