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.