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Full-Text Articles in Mechanical Engineering
A Study On The Student Success In A Blended-Model Engineering Classroom, Vimal Viswanathan, John Solomon
A Study On The Student Success In A Blended-Model Engineering Classroom, Vimal Viswanathan, John Solomon
Faculty Publications, Mechanical Engineering
One of the primary concern that many engineering educators face is the lack of engagement of students in their classroom. While literature suggests a variety of factors that might negatively influence student engagement, the theory of “Tailored Instructions and Engineered Delivery Using Protocols” (TIED UP) specifically addresses the lack of engagement arising from a weak pre-requisite base. TIED UP is a blended teaching model where the content delivery follows a set of protocols inspired by the brain-based learning approach. In a typical TIED UP classroom, content delivery is performed using short, animated and scripted concept videos that are generated before …
Application Of Brain-Based Learning Principles To Engineering Mechanics Education: Implementation And Preliminary Analysis Of Connections Between Employed Strategies And Improved Student Engagement, Firas Akasheh, John Solomon, Eric Hamilton, Chitra Nayak, Vimal Viswanathan
Application Of Brain-Based Learning Principles To Engineering Mechanics Education: Implementation And Preliminary Analysis Of Connections Between Employed Strategies And Improved Student Engagement, Firas Akasheh, John Solomon, Eric Hamilton, Chitra Nayak, Vimal Viswanathan
Faculty Publications, Mechanical Engineering
In a pilot study supported by NSF, an instructional model that uses brain based learning principles as instructional protocols has been developed and successfully implemented in the course Introduction to Fluid Mechanics at a HBCU. Motivated by that success, we extended a similar intervention to another course, Dynamics, in the same school. In this paper, we report preliminary data from this intervention. The main strategies implemented in this intervention include: organization of the course into specific concepts and sub-concepts, which are concisely presented by short (limited to 2-6 minutes) content-rich lectures (diagrams, animations, narrations), active learning through in-class worksheets, and …