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Mastering Learning As A Teaching Methodology In Engineering Graphics

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1999 Annual Conference


Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999



Page Count


Page Numbers

4.375.1 - 4.375.11

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David S. Kelley

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

Session 1438

Mastery Learning as a Teaching Methodology in Engineering Graphics David S. Kelley Western Washington University


Mastery learning has been utilized successfully in education in such fields as English, Mathematics, Physical Education, and Science. Mastery learning is defined as the “attainment of adequate levels of performance on tests that measure specific learning tasks” [5]. The Engineering Graphics Technology Department at Oklahoma State University in Okmulgee has utilized various forms of mastery learning for the teaching of engineering graphics, drafting, and computer aided design. This paper describes how this department has incorporated mastery learning into its curriculum. Included in this paper will be background information on the theory of mastery learning and the Engineering Graphics Technology Department’s utilization of this theory in its courses. Additionally, qualitative feedback from students will be explored.

I. Introduction

From the first day of employment, industry places demands on technology graduates to be productive. New technicians and engineers have to be literate in applications and technologies in order to be successful in the world of work. In today’s competitive world, companies cannot afford new employees that do not meet minimum standards. Educational institutions have to graduate students who strive to meet high standards and who are proficient in the technological skills required of their job.

Many educational methodologies have been employed for the teaching of engineering graphics related courses. Common delivery approaches include demonstration, lecture, and modeling. These methodologies are followed normally in the educational process by hands on application of the subject matter. Hands on application can consist of individual or group assignments tailored around problem-solving activities and/or design activities. Traditionally, the final product of this application exercise is evaluated for its merit and how well it meets a particular standard. As an example, in an architectural design course, students may be given an assignment to design a floor plan for a residential building. Within this project, students may be given criteria for the design and for the project as a whole. When the instructor evaluates the project, it is common to give a grade based on the design and the quality of the work. Occasionally, students are given the option to improve their grade on the assignment.

A problem with the above approach to teaching is that it can allow some students to progress without meeting certain minimum standards. For an architectural project, a student may not properly design a kitchen; for a mechanical drafting assignment, a student may not apply rules of dimensioning correctly. Allowing students to progress without meeting standards can cause several problems. First, students may not learn a particular design standard. Allowing a student

Kelley, D. S. (1999, June), Mastering Learning As A Teaching Methodology In Engineering Graphics Paper presented at 1999 Annual Conference, Charlotte, North Carolina.

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