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Board 84 : Active Learning Module Development for At-Risk Learners in Engineering Graphics

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Engineering Design Graphics Division Poster Session

Tagged Division

Engineering Design Graphics

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Paper Authors


Jeremy V. Ernst Virginia Tech

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Jeremy V. Ernst is Associate Director of the School of Education at Virginia Tech. He currently serves as the Director of the Office of Educational Research and Outreach and is Program Leader of the Integrative STEM Education graduate program. He is also a Fellow of the Institute for Creativity Arts and Technology at Virginia Tech. Jeremy specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He also has curriculum research and development experiences in technology, engineering, and design education.

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Shelley Glimcher North Carolina State University


Daniel P. Kelly North Carolina State University Orcid 16x16

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Daniel P. Kelly is a Teaching Assistant Professor in Technology Education at North Carolina State University. His Research interests are perception and motivation, under-represented populations in STEM, students in foster care, and instructional technology integration.

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Aaron C. Clark North Carolina State University

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Aaron C. Clark is a Professor of Technology, Design, and Engineering Education within the College of Education, as well as the Director of Graduate Programs and Associate Department Head for the Department of Science, Technology, Engineering and Mathematics Education. He has worked in both industry and education. Dr. Clark's teaching specialties are in visual theory, 3-D modeling, technical animation, and STEM-based pedagogy. Research areas include graphics education, game art and design, scientific/technical visualization and professional development for technology and engineering education. He is a Principle Investigator on a variety of grants related to visualization and education and has focused his research in areas related to STEM curricula integration.

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Researchers and practitioners have long sought ways to improve the pedagogical practices and methods in engineering and technical graphics courses. The focus of these methods has historically involved technology use, software integration, and enhanced assessment strategies (Mapson, Clark, & Ernst, 2008). This paper describes the creation of an active learning framework and process of module development in efforts to build requisite knowledge and skills for at-risk learners enrolled in university introductory engineering design and technical graphics courses. Students with a Grade Point Average (GPA) of less than 3.0 and unlikely to matriculate into the secondary level of an engineering major or related discipline are considered “at-risk” (Ernst & Clark 2012).

Specifically, the module sequence, strategy for building direct relevance for at-risk populations, and culminating performance-based learning tasks are identified and detailed. Student-originated reference points of learning are leveraged through relevant imagery, examples, and objects in further building personalized meaning and deeper comprehension of processes. Ten learning modules were initially developed within the Problem-Based Learning Modules (PBLM) framework and are currently being pilot tested under the Active Learning Modules to Support Problem-Based Learning: Effects on Engineering Retention and Academic Outcomes of At-Risk Students project funded through the National Science Foundation IUSE Program (Award # 1725874) to refine through evidence-based process outcomes.

Ernst, J. V., & Glimcher, S., & Kelly, D. P., & Clark, A. C. (2018, June), Board 84 : Active Learning Module Development for At-Risk Learners in Engineering Graphics Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30120

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