Narrative Integration in Engineering Education through Story-Based Pedagogy: Lessons from a First-Year Engineering Case Study

The first-year engineering (FYE) program is crucial in shaping students' initial perceptions of engineering, significantly influencing their motivation and decision to stay in engineering. An ineffective pedagogical approach can result in a lack of motivation, leading to a disconnect between the theoretical concepts taught and their practical application. This work-in-progress paper examines the implementation of Story-Based Pedagogy (SBP) as an innovative approach that combines elements from different pedagogies, such as service-learning, team-based learning, project-based learning, and collaborative learning, to overcome these challenges by introducing narrative elements into the curriculum to promote engagement and bridge learning to real-world engineering contexts. A significant problem within FYE is the lack of connection between students' learning experiences and their anticipated engineering practice. Many students enter engineering programs with high aspirations but find early coursework to be abstract and not clearly linked to the tangible problems and projects that inspired their educational goals. In response to this, our approach employs SBP as a means to reimagine the delivery of engineering fundamentals. By developing course content that incorporates storytelling, we aim to create a more immersive and relatable learning environment. The narrative approach is designed to make abstract concepts more concrete, situational learning more accessible, and to foster a sense of belonging. A case study will be conducted within a first-year engineering program to investigate the following research question: To what extent can narrative pedagogy improve the retention of complex concepts in first-year engineering curricula? Preliminary findings from a pilot study conducted at [BLINDED] in Spring 2023 suggest a positive impact within FYE, with students reporting increased engagement and motivation. While these early indications are promising, the forthcoming study aims to critically evaluate these findings by analyzing metrics related to engagement, retention, and conceptual understanding. The ultimate goal is to develop a robust pedagogical model that can be generalized across disciplines, contributing to the broader educational research and practice field. The continued development of SBP will incorporate feedback loops from both students and educators, ensuring that the pedagogy remains responsive to the needs of the educational community it serves.