Findings and Critique of an Extracurricular Program in the Science of Learning to Improve Educational Outcomes for Engineering Students Extracurricular Program in the Science of Learning

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Published: Jan 16, 2020

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Thomas J. Van Hoof, MD, EdD
University of Connecticut Schools of Nursing and Medicine
Stephen J. Walsh, ScD
University of Connecticut School of Nursing
Jacob Missal, BS
Department of Mathematics, College of Liberal Arts and Sciences, University of ConnecticutUniversity of Connecticut
Daniel D. Burkey, PhD
University of Connecticut School of Nursing

Abstract

The science of learning (learning science) is an emerging interdisciplinary field that concerns itself with how the brain learns and remembers important information. The authors describe an innovative extracurricular program that introduced first-year undergraduate students in engineering to learning science, specifically the biological steps in the learning process and study strategies consistent with that process. The evaluation of the first two years of the program included data about attendance, satisfaction, grade point average, retention, and learning approach. This article describes the program and its evaluation findings, and the authors offer a critique in light of expert opinion and relevant research in order to improve program evaluation, recruitment, retention, and possibly effectiveness.

Article Details

Issue
Vol. 20 No. 2 (2020): Journal of STEM Education: Innovation and Research
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Articles
Copyright for articles published in this journal is retained by the Institute for STEM Education and Research with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
Author Biographies

Thomas J. Van Hoof, MD, EdD, University of Connecticut Schools of Nursing and Medicine

Thomas J. Van Hoof, MD, EdD holds a Doctor of Medicine with a specialty in Psychiatry and a Doctor of Education degree focused on educational administration. He is the Director of Teaching and Learning in the School of Nursing, an Assistant Director of Faculty Development in the Center for Excellence in Teaching & Learning, and an Associate Professor in the Schools of Nursing and Medicine at the University of Connecticut. In addition to the science of learning, his research focuses on the use of educational interventions to change clinician behavior and to improve patient outcomes.

Stephen J. Walsh, ScD, University of Connecticut School of Nursing

Stephen J. Walsh holds a Master of Science in Theology, a Master of Science in Applied Mathematics, and a Doctor of Science in Biostatistics. He is an Associate Professor in the School of Nursing at the University of Connecticut. He provides statistical consultation to faculty and student researchers within the school. His research focuses on secondary analysis of existing data.

Jacob Missal, BS, Department of Mathematics, College of Liberal Arts and Sciences, University of ConnecticutUniversity of Connecticut

Jacob Missal holds a bachelor’s degree in Actuarial Science. He has an interest in analyzing data in support of educational projects that improve teaching and learning.

Daniel D. Burkey, PhD, University of Connecticut School of Nursing

Daniel D. Burkey holds a Master of Science in Chemical Engineering Practice and a PhD in Chemical Engineering. He is a Professor-in-Residence in Chemical & Biomolecular Engineering, the Associate Dean for Undergraduate Engineering and Diversity in the School of Engineering, and University Teaching Fellow. His research focuses on the use of game-based and game-inspired educational interventions to help improve student learning and engagement, as well as the professional formation of engineering students, with a special emphasis on ethical and moral reasoning in the profession.