Longitudinal Assessment of Spatial Skills Development in MET Students

Steven Nozaki; Nancy E. Study

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Engineering Design Graphics Division (EDGD) Technical Session 1
Tagged Division: Engineering Design Graphics Division (EDGD)
Page Count: 6
DOI: 10.18260/1-2--47752
Permanent URL: https://peer.asee.org/47752
Download Count: 51

Paper Authors

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Steven Nozaki Pennsylvania State University orcid.org/0000-0003-4733-246X

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Ph.D. Engineering Education - The Ohio State University

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Nancy E. Study Pennsylvania State University orcid.org/0000-0002-4448-4604

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Dr. Nancy E. Study is an Associate Teaching Professor in the School of Engineering at Penn State Behrend where she teaches courses in engineering graphics and rapid prototyping, and is the coordinator of the rapid prototyping lab. Her research interests include visualization, haptics, curriculum development, and graphics standards.

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Abstract

Traditionally employed as a diagnostic tool at the onset of an engineering curriculum, the PSVTR has demonstrated its effectiveness in gauging spatial aptitude with scores correlating to success in engineering graphics courses. This research will aim to systematically and regularly conduct the PSVTR longitudinally for a Mechanical Engineering Technology (MET) Department. This involves tracking students' spatial skills throughout their course of study and hopefully providing insights into the developmental trajectory of these crucial abilities. Our approach considers two potential longitudinal frameworks: administering the PSVTR at regular intervals during the entire academic journey, or strategically placing assessments at culmination points, such as the completion of core engineering courses. By adopting a longitudinal perspective, we aim to uncover nuanced patterns of spatial skills development, offering valuable data to inform curriculum design, teaching methodologies, and support mechanisms. By tracking the PSVTR over time, we seek to contribute insights that go beyond traditional assessments. Additionally, we explore the potential correlation between improved spatial skills and enhanced motor skills, tactile abilities, and the capacity to perform mechanical tasks—a combination emphasized by industry representatives seeking well-rounded MET graduates. Historically, standardized test scores and grades in non-engineering specific courses such as math, physics, and even computer science have been used as entrance to major requirements and to predict success in engineering, both as a student and a future practitioner. We hope to show that skills in non-traditionally assessed areas are equal or better predictors of long-term success. Additionally, spatial ability may be used as an indicator of performance in areas specific to MET In conclusion, our work addresses a critical gap in current spatial skills and ABET accreditation assessment practices, presenting a promising avenue for enhancing engineering education. By employing the PSVTR longitudinally, we aim to contribute valuable insights that can shape pedagogical strategies, ultimately fostering the growth of MET engineering students.

Citation
Format

Nozaki, S., & Study, N. E. (2024, June), Longitudinal Assessment of Spatial Skills Development in MET Students Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47752

TY  - CPAPER
AB  - Traditionally employed as a diagnostic tool at the onset of an engineering curriculum, the PSVTR has demonstrated its effectiveness in gauging spatial aptitude with scores correlating to success in engineering graphics courses. This research will  aim to systematically and regularly conduct the PSVTR longitudinally for a Mechanical Engineering Technology (MET) Department. This involves tracking students&#39; spatial skills throughout their course of study and hopefully providing insights into the developmental trajectory of these crucial abilities.
Our approach considers two potential longitudinal frameworks: administering the PSVTR at regular intervals during the entire academic journey, or strategically placing assessments at culmination points, such as the completion of core engineering courses. By adopting a longitudinal perspective, we aim to uncover nuanced patterns of spatial skills development, offering valuable data to inform curriculum design, teaching methodologies, and support mechanisms.
By tracking the PSVTR over time, we seek to contribute insights that go beyond traditional assessments. Additionally, we explore the potential correlation between improved spatial skills and enhanced motor skills, tactile abilities, and the capacity to perform mechanical tasks—a combination emphasized by industry representatives seeking well-rounded MET graduates. Historically, standardized test scores and grades in non-engineering specific courses such as math, physics, and even computer science have been used as entrance to major requirements and to predict success in engineering, both as a student and a future practitioner. We hope to show that skills in non-traditionally assessed areas are equal or better predictors of long-term success. Additionally, spatial ability may be used as an indicator of performance in areas specific to MET
In conclusion, our work addresses a critical gap in current spatial skills and ABET accreditation assessment practices, presenting a promising avenue for enhancing engineering education. By employing the PSVTR longitudinally, we aim to contribute valuable insights that can shape pedagogical strategies, ultimately fostering the growth of MET engineering students.

AU  - Steven Nozaki
AU  - Nancy E. Study
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Longitudinal Assessment of Spatial Skills Development in MET Students
UR  - https://peer.asee.org/47752
DO  - 10.18260/1-2--47752
ER  -