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

Abstract

This paper presents a plausible solution using brain based learning principles as instructional delivery protocols to address the issue of lack of academic engagement among the upper level engineering students. The study was conducted at Tuskegee University, an HBCU and can be implemented universally in other institutes due to its foundation on brain based learning principles. Although student engagement issues inside engineering classrooms have several components, we focus our attention in this paper mainly on two issues: the dis-engagement arising due to the lack of understanding of pre-requisites and insufficient mathematical skills of students reaching junior and senior engineering classes. A previous pilot study confirmed that a large fraction of students who reach junior and senior level classes require repeated review of pre-requisite concepts and need assistance in reviewing their basic and essential mathematical skills before they can successfully engage in their classes. To address these issues, an instructional delivery framework titled "Tailored Instructions and Engineered Delivery Using PROTOCOLs" (TIED-UP) has been designed and explored, where mandatory brain-based learning procedures were used along with a media rich online delivery strategy. This paper summarizes the efforts currently undertaken to develop this framework based on brain-based learning theories to address some of these issues. In this framework, each course concept is broken down to interconnected sub-concepts. Short conceptual videos that use a number of mandatory instructional protocols were developed for the instruction of each of these concept and sub-concept. The study shows that such an intervention has significantly increased students' academic success as measured by grades and caused a substantial decline in their failure rate, when compared against a control group.

Application of Brain-based Learning Principles to Engineering Mechanics Education: Implementation and Preliminary Analysis of Connections Between Employed Strategies and Improved Student Engagement

“…The foundational deficiency and resulting disengagement can be particularly at play and self-perpetuating for students coming from underserved communities. An NSF-funded study performed at the mechanical engineering department at an HBCU school confirmed that foundational deficiency exists at upper level classes and this impedes engagement and their achievement of desired learning outcomes [16,17]. Mandating pre-requisite course has not been successful at preventing ill-prepared students from making their way to the upper level engineering courses.…”

“…Using the principles of brain and learning sciences [18,19], Solomon et al [16] proposed a novel instructional framework titled "Knowledge and Curriculum Integration Ecosystem" (KACIE) to improve student engagement and learning outcomes. The framework is based on a set of systematic cognitive neuroscience learning procedures (we call them protocols) to be followed during classroom interactions and in designing and delivering instructional materials.…”

“…Examples of such protocols include: P1 Connect to old/prior information, P2 Create neural connections, P3 Active learning component and P4 Repeated use of neurons. More details of the nine protocols appear in [16]. The framework does not require that all the protocols must be used in any particular implementation.…”

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.…”

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

“…"Tailored Instructions and Engineered Delivery Using Protocols" (TIED UP) is a media-rich blended model used for teaching engineering concepts. Developed at Tuskegee University, this model is reported to be effective in improving student grades and their engagement in the classroom 19 . This model relies on the principles of brain-based learning [20][21][22] .…”