Improving Student Engagement in Engineering Classrooms: The First Step toward a Course Delivery Framework using Brain-based Learning Techniques

Abstract

This paper presents the findings from a preliminary study concerning the engagement of students in engineering courses at Tuskegee University, which is a historically black college/university (HBCU). While student retention is a challenge in many STEM programs, it is a very critical concern in HBCUs. Lack of engagement of students in classrooms is identified as one of the contributing factors to the high drop out rates in engineering programs. The study described in this paper is a first step in an effort to introduce the brain-based learning techniques in engineering classrooms. The instructors of mechanical engineering courses are systematically introducing pre-developed tools, referred to as "PROTOCOLs", to deliver their course materials in the classrooms. This paper presents the findings from the preliminary data collected from a fluid mechanics class to explore the challenges that the engineering students face that negatively influence their engagement in classrooms. The key findings include the factors such as the gaps in their pre-requisite knowledge, their inability to relate theory to practice, and their inability to establish connections between related concepts. The paper presents the quantitative data pertaining to these categories along with their statistical interpretation. Further, the paper will detail how the proposed brain-based learning tools will supplement the existing teaching methods to improve student engagement by addressing many of these concerns.

A Study on the Student Success in a Blended-Model Engineering Classroom

“…This places the emphasis on the understanding pre-requisite concepts before teaching a new concept to the students. However, previous work 25 shows that a large fraction of students in a core engineering class do not satisfy this requirement. This might lead to the lack of understanding of the concepts and eventually to a disconnect from the course material.…”

“…These protocols are: (1) connecting the new concept to the necessary pre-requisite materials, (2) creation of a neural network, (3) integrating an active learning element, (4) repeating the use of neurons, (5) making use of the zone of proximal development (ZPD), (6) Adding an emotional component to the course content, (7) generating patterns of meaning, (8) providing an element of choice, and (9) generation of cognitive maps. A detailed description of these protocols is available elsewhere 25 . This paper focuses on how these protocols are applied in a junior level mechanical engineering design course at San Jose State University (SJSU).…”

Improving Student Engagement in Engineering Using Brain-Based Learning Principles as Instructional Delivery Protocols

“…More details of protocols are available in other papers 24,25 . Scripted short video lectures and other mandatory activities, such as concept tests, are used for student engagement inside and outside the classroom.…”

“…Access to, and reinforcement of, essential engineering math skill throughout the curriculum is important to resolve this problem. More details of this study are available in previous papers 24,25 . The analysis of pre-test data and the data on math skills inform us that a major fraction of students need a comprehensive review of basic math and pre-requisite concepts, even at junior and senior levels, in order to facilitate higher class room engagement.…”

A Protocol-Based Blended Model for Fluid Mechanics Instruction

“…Based at an HBCU-designated school with extensive support from the National Science Foundation (NSF), we have studied the phenomenon of the gap between our expectations and student performance in the mathematical competencies and preparation for advanced coursework [57][58][59]. As observed, such weaknesses connect to the level of student academic engagementboth inside and outside of the classroom.…”