2023 ASEE Annual Conference & Exposition

Supporting Student Persistence in Engineering Graphics through Active Learning Modules

Presented at Engineering Design Graphics Division (EDGD) Technical Session 2

Self-efficacy, academic success, and mental rotation are positively associated with student persistence and retention in engineering and engineering technology degree programs, and engineering graphics courses play a vital role in students' success in engineering education. This paper details the investigation of active learning modules applied through a facilitative instructor model at two institutions in the United States and how the modules encourage the development of students’ knowledge and skills as well as the self-efficacy levels and mental rotation abilities of students enrolled in introductory engineering graphics courses.
Students access the active learning modules through an online learning management system. Modules consist of ten units that engage students through relatable examples and practices of foundational principles and applications of engineering graphics. The team took measurements of self-efficacy, mental rotation ability, and academic success and which were then analyzed using paired t-tests.
Results support previous findings that there are significant differences in self-efficacy, academic success, and mental rotation abilities of students when instructors provide supplemental materials. The data also supports that students at risk of non-matriculation benefit from the combination of active learning modules and additional video tutorials in the realms of self-efficacy, final exam scores, and course grades. Students not at risk of non-matriculation show higher self-efficacy and mental rotation ability levels when using the active learning modules. With this information, engineering and engineering technology degree programs can incorporate elements of active learning modules through a facilitative instructor model to promote student success in both subgroups, increasing persistence and retention rates. Furthermore, the team provides the active learning module material through open access for educators and students to utilize.

Authors

Dr. Aaron C. Clark North Carolina State University at Raleigh [biography]

Dr. Aaron C. Clark, DTE is Department Head and Professor for Science, Technology, Engineering and Mathematics Education within the College of Education at North Carolina State University. He is a member of the Technology, Engineering and Design Education faculty. Research areas include graphics education, engineering education, visual science and professional development. He has also served in various leadership roles in disciplines related to engineering education and career and technical education. Dr. Clark is recognized as a Distinguished Technology Educator by the International Technology Engineering Education Association and for the American Society of Engineering Education; Engineering Design Graphics Division.
Mr. Erik Schettig North Carolina State University at Raleigh [biography]

Erik is a lecturer in the Technology, Engineering, and Design Education department and a Ph.D. student in the Learning and Teaching in STEM program at NC State University. He has served as a technology, engineering, and design education teacher in middle and high schools. Erik teaches introductory engineering graphics courses at NCSU and his research interests focus on developing engaging professional development opportunities and curricula for educators to gain experiences in technology, engineering, and design practices that they can incorporate into their classrooms.
Dr. Jeremy V. Ernst Embry-Riddle Aeronautical University - Worldwide [biography]

Dr. Jeremy Ernst is Professor of Technology and Vice President for Research at Embry-Riddle Aeronautical University. He has had prior academic and administrative appointments at Virginia Tech as well as North Carolina State University.
Dr. Daniel P. Kelly http://orcid.org/0000-0002-6463-7022 Texas Tech University [biography]

Dr. Daniel P. Kelly is an Assistant Professor of STEM education at Texas Tech University in the Department of Curriculum and Instruction. He earned his doctorate in Technology Education from North Carolina State University where he also served on the facu

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