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An Assessment Of Graphics Faculty And Student Learning Styles

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Assessment of Graphics Programs

Page Count


Page Numbers

10.153.1 - 10.153.8



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Paper Authors

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La Verne Abe Harris

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Judy Birchman

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Mary Sadowski

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

An Assessment of Graphics Faculty and Student Learning Styles

M A. Sadowski, Ph.D. School of Technology Purdue University, West Lafayette, IN 47907

J. A. Birchman, M.A. Computer Graphics Technology Purdue University, West Lafayette, IN 47907

L. V. Harris, Ph.D. Information and Management Technology Arizona State University, Mesa, AZ 85212

Abstract It is generally accepted that the ability to visualize is an important tool for engineers and technologists especially in Engineering Graphics. Enhancing the spatial visualization abilities of engineering students has long been a focus of engineering graphics educators. A variety of tests and procedures to determine learning styles have been developed and used over the years. As professors, we tend to teach the way we learn, whether that is good for the students or not. Understanding our own learning style as well as the styles of our students might help us become better communicators. There are a wide variety of tests and indicators for determining learning styles. Kolb (2001), Herrmann (1995), and others have similar but different theories on learning styles. Most of us are familiar with the Myers Briggs Type Indicator tests (MBTI) given to high school students to help them make educated decisions about their career choices. A search on the web will turn up numerous sites and on-line tests. Traditionally, instructors have encouraged to present information in several different modes to engage students with a variety of learning styles.

This paper presents the results of a pilot study that examined the learning styles of graphic educators and graphics students using the Style Delineator by Anthony Gregorc (2000). The Style Delineator is a self-assessment instrument for adults and can be used as a tool for understanding learning as well as teaching styles. For the purpose of this pilot study, the student participants were limited to undergraduates majoring in computer graphics technology. The faculty participants were university graphics instructors with a variety of academic and industrial backgrounds.

I. Introduction Much research has been done to assess how the human mind operates, how it perceives and processes information. These individual learning differences are referred to as “learning styles”

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Abe Harris, L. V., & Birchman, J., & Sadowski, M. (2005, June), An Assessment Of Graphics Faculty And Student Learning Styles Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14313

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