Asee peer logo

Innovative Learning Strategies to Engage Students Cognitively

Download Paper |

Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Student Success, Learning Strategies, and Retention in the Aerospace Industry

Tagged Division

Aerospace

Tagged Topic

Diversity

Page Count

11

DOI

10.18260/1-2--34833

Permanent URL

https://peer.asee.org/34833

Download Count

187

Request a correction

Paper Authors

biography

Chadia A. Aji Tuskegee University

visit author page

Chadia Affane Aji is a Professor in the Department of Mathematics at Tuskegee University. Dr. Aji received her Ph.D. and M.S. in Mathematics from Auburn University and a Bachelor in Chemical Engineering from Texas A&M University. Her research interests lie in the areas of numerical analysis, computational applied mathematics, complex analysis, and on improving students' learning in STEM disciplines. Dr. Aji is involved in retention activities at Tuskegee University. She helps designing strategies to assist incoming freshmen cope with first year mathematics classes. She developed teaching modules to improve students' learning in mathematics using technology.

visit author page

biography

M. Javed Khan Tuskegee University

visit author page

Dr. M. Javed Khan is Professor and Head of Aerospace Science Engineering Department at Tuskegee University. He received his Ph.D. in Aerospace Engineering from Texas A&M University, M.S. in Aeronautical Engineering from the US Air Force Institute of Technology, and B.E. in Aerospace Engineering from the PAF College of Aeronautical Engineering. He also has served as Professor and Head of Aerospace Engineering Department at the National University of Science and Technology,Pakistan. His research interests include experimental aerodynamics, aircraft design and engineering education.

visit author page

biography

Ana M. Tameru Tuskegee University

visit author page

Dr. Ana M. Tameru received her Ph.D. from Auburn University, Auburn, Alabama. Her research interest is in the area of Biomathematics to develop mathematical model for infectious diseases. She has been working in the field of differential equation in mathematics for the past 18 years and has been applying this to analyze the spread and control of infectious diseases. She has been collaborating with different universities such as Arizona State University, Alabama State University and others. Dr. Tameru’s expertise in these areas will help in the area of mathematical models to address applied mathematics research.

visit author page

Download Paper |

Abstract

The role of cognitive engagement in promoting deep learning is well established. This deep learning fosters attributes of success such as self-efficacy, motivation and persistence. However, the traditional chalk-and-talk teaching and learning environment is not conducive to engage students cognitively. The biggest impediment to implementing an environment for deep learning such as active-learning is the limited duration of a typical class period most of which is consumed by lecturing. In this paper, best practices and strategies for cognitive engagement of students in the classroom are discussed. Several lower level math and aerospace engineering courses were redesigned and offered during the academic year at a historically black university. The learning strategies in these redesigned courses included the “flipped” pedagogical model which allowed the integration of the active-learning strategy in the classroom. The research study is to determine the impact of these redesigned courses on student academic performance and persistence in STEM courses. The efficacy of the design of the flipped approach was also investigated. A between-group quasi-experimental research design was used for comparing student academic performance in traditional classroom (control group) and redesigned classroom (intervention group). A within-subject, repeated measures design was also used to assess the impact on the students’ self-regulated learning. A validated instrument was used to measure the effect of the redesigned learning environment on the motivational beliefs and self-regulated learning. Data on the academic performance of the students were collected. Analyses of these data indicated a significant impact on student academic performance. A positive change in student motivation and self-regulated learning was observed. Data analysis also validated the design of the intervention. This research is supported by NSF Grant# 1712156.

A. Aji, C., & Khan, M. J., & Tameru, A. M. (2020, June), Innovative Learning Strategies to Engage Students Cognitively Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34833

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015