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

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Motivation and Engagement

Tagged Division

Educational Research and Methods

Page Count

11

Permanent URL

https://peer.asee.org/28493

Download Count

87

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Paper Authors

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John T. Solomon Tuskegee University

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John T Solomon is assistant professor in the mechanical engineering department of Tuskegee University. He received Ph.D in Mechanical Engineering from Florida State University, USA in 2010. Prior joining Tuskegee University he was working as a Research Associate in Florida Center for Advanced Aero Propulsion and an Adjunct Faculty at Florida State University. Dr. Solomon's research interests include high speed flow control, actuator development, experimental fluid mechanics, renewable energy and engineering education.

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Vimal Kumar Viswanathan San Jose State University Orcid 16x16 orcid.org/0000-0002-2984-0025

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Dr. Vimal Viswanathan is an assistant professor in the Mechanical Engineering Department at San Jose State University. He earned his Ph.D. from Texas A&M University. His research interests include design innovation, creativity, design theory and engineering education.

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Eric Hamilton Pepperdine University

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Eric Hamilton is Professor and Associate Dean of Education at Pepperdine University in Los Angeles. He holds a joint appointment in mathematics. Dr. Hamilton currently carries out research activities under support from the US National Science Foundation and Department of Education, studying means to enhance the creativity and media fluencies of mathematics teachers, intergenerational communication in mathematics between, and the use of artificial agents and language parsers in collaborative educational workspaces. Hamilton works extensively with educational and research partners overseas, particularly in east Africa. He has also led the NSF-funded Distributed Learning and Collaboration symposium series in Shanghai, Singapore and Germany. Dr. Hamilton came to Pepperdine from the US Air Force Academy, where he was a research professor and director of the Center for Research on Teaching and Learning. Prior to that, he held was a member of the US government’s senior executive service corps as the director for the education and learning technology research division at NSF. Originally tenured in computer science, he came to NSF from Loyola University Chicago, where he organized and led a large consortium on STEM learning, invented and secured patents on pen-based computing collaboration, and directed the Chicago Systemic Initiative in mathematics and science education. Hamilton earned undergraduate and graduate degrees from the University of Chicago and a PhD from Northwestern University.

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Chitra R. Nayak Tuskegee University

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Dr. Nayak joined Tuskegee University as an assistant professor in Physics during Fall semester of 2014. After completing her Ph.D (2009) in the area of computational nonlinear dynamics from Cochin University, India, she joined as a postdoctoral fellow in the interdisciplinary field of bacterial biophysics and immunology at Dalhousie University and University of Toronto, Canada. Her current area of research work includes nonlinear analysis of bio-signals and fluid dynamics. Dr. Nayak is also involved in education research at Tuskegee University.

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Abstract

This paper presents a study on the academic engagement issues of the upper level engineering students in an HBCU (name of the university will be added later) and strategies implemented to overcome these issues using brain based learning principles as instructional delivery protocols. 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.

Solomon, J. T., & Viswanathan, V. K., & Hamilton, E., & Nayak, C. R. (2017, June), Improving Student Engagement in Engineering Using Brain-Based Learning Principles as Instructional Delivery Protocols Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28493

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