Clark, A. C., & Schettig, E., & Ernst, J. V., & Kelly, D. P. (2023, June),  Supporting Student Persistence in Engineering Graphics through Active Learning Modules  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42294

\bibitem{asee_peer_42294}
  Clark, A. C., \& Schettig, E., \& Ernst, J. V., \& Kelly, D. P. (2023, June), \emph{ Supporting Student Persistence in Engineering Graphics through Active Learning Modules}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42294

Aaron C. Clark, Erik Schettig, Jeremy V. Ernst, and Daniel P. Kelly.  " Supporting Student Persistence in Engineering Graphics through Active Learning Modules".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42294 Internet.  29 Apr, 2024

\bibitem{asee_peer_42294}
  Aaron C. Clark, Erik Schettig, Jeremy V. Ernst, and Daniel P. Kelly.
  " Supporting Student Persistence in Engineering Graphics through Active Learning Modules".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42294 Internet.  29 Apr, 2024

@INPROCEEDINGS{asee_peer_42294
author = "Aaron C. Clark, Erik Schettig, Jeremy V. Ernst, and Daniel P. Kelly"
title = " Supporting Student Persistence in Engineering Graphics through Active Learning Modules"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42294}
number = {10.18260/1-2--42294}
}

TY  - CPAPER
AB  - 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. 

AU  - Aaron C. Clark
AU  - Erik Schettig
AU  - Jeremy V. Ernst
AU  - Daniel P. Kelly
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  -  Supporting Student Persistence in Engineering Graphics through Active Learning Modules
UR  - https://peer.asee.org/42294
DO  - 10.18260/1-2--42294
ER  -