1 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Ways the Spatial Visualization Curriculum has been implemented

2 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. EnViSIONS Enhancing Visualization Skills – Improving Options aNd Success Goal of EnViSIONS Project Test materials to assess and improve spatial visualization skills developed at Michigan Tech at a variety of institutions

3 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. EnViSIONS Partners Michigan Tech Penn State – Behrend Purdue University Virginia State University Virginia Tech University of Iowa

4 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Penn State Erie – the Behrend College Tested the spatial skills of engineering technology students enrolled in an introductory graphics and solid modeling course Encouraged those who did poorly on the PSVT:R to enroll in an optional one-credit course Optional course met for two hours a week – first hour was Sorby and Wysocki software, then workbook – second hour was CAD or spatial visualization games Asked students to share strategies as they worked through the material Provided an incentive to take the optional course (jump drive or $25 gift certificate) Covered all workbook modules

5 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Virginia State University Incorporated spatial visualization into an existing graphics course taken by Industrial Technology, Mechanical Engineering Technology and Manufacturing Engineering students Course met twice a week – first day was spatial visualization, second day was CAD Spatial visualization curriculum used lecture and the workbook with occasional software demonstrations Covered all workbook modules

6 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Virginia Tech Offered an optional 1-credit course targeting first year engineering and engineering-bound (University Studies) students who did poorly on a spatial visualization diagnostic Course met once a week for 75 minutes Used lecture, software, workbook Covered all workbook modules plus orthographic projection of inclined and curved surfaces

7 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Project Evaluation Pre- & post-tests Student and Instructor evaluations quality of the module too simple or too advanced how beneficial are different aspects of the module (i.e. software activities, classroom instruction, working with others) Universities may compare retention rates, overall GPAs, and follow-on course grades in the future

8 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Pre- and Post-Tests Purdue Spatial Visualization: Rotations (PSVT:R) Lappan (10 question subset) Mental Cutting Test (MCT) (10-question subset)

9 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. UniversityPre- Test Post- Test % Gain Michigan Tech 52%75%23% p< Penn State Behrend 53%69%15% p< Virginia State 47%69%22% p< Virginia Tech 58%77%19% p< PSVT:R Pre- and Post-Test Results Pre-test scores ranged from 47-58% Pre-test scores ranged from 47-58% Gains ranged from % Gains ranged from % Gains were significant Gains were significant Table 5: Purdue Spatial Visualization Test: Rotations

10 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. UniversityPre- Test Post- Test % Gain Michigan Tech 58%75%17% p< Penn State Behrend 48%64%16% p<0.05 Virginia State 45%62%17% p< Virginia Tech 56%81%28% p< Lappan Pre- and Post-Test Results Pre-test scores ranged from 45-71% Pre-test scores ranged from 45-71% Gains ranged from 9-28% Gains ranged from 9-28% Gains were significant Gains were significant Table 6: Lappan

11 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. UniversityPre- Test Post- Test % Gain Michigan Tech 44%70%26% p< Penn State Behrend 38%57%19% p<0.001 Virginia State 41%56%15% p< Virginia Tech 43%72%29% p< Mental Cutting Test Pre- and Post-Test Results Pre-test scores ranged from 38-46% Pre-test scores ranged from 38-46% Gains ranged from % Gains ranged from % Gains were significant Gains were significant Table 7: Mental Cutting Test

12 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. University of Iowa Offered a seven-session (1.5 hour each) pilot training course to engineering students who scored below 60% on the PSVT:R Training was twice a week for three weeks Covered six spatial visualization modules Isometrics, orthographics, rotations, reflections & symmetry, cutting planes & cross-sections Lecture – software – workbook Paid students $100 to take the training

13 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Purdue University Implemented four of the spatial visualization modules in an education course taken by Engineering and Technology Teacher Education majors (ETTE students) Course focuses on methods to teach design and communication technology in middle and high school Covered isometrics, orthographics, one-axis rotations and flat patterns modules in one two-hour lab session

14 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Purdue University Implemented four of the spatial visualization modules in a Geometric Modeling class taken by engineering technology and industrial design students Course included CAD and sketching techniques Covered isometrics, orthographics, one-axis rotations and flat patterns modules in four lecture periods, one of the lab sections used the workbook software and completed the workbook exercises during four successive lab periods (over four weeks)

15 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Purdue University Implemented four of the spatial visualization modules in the Academic Boot Camp summer program 5 week summer transition program for incoming freshmen ABC students are registered to study in College of Engineering College of Technology College of Science Organized by Purdue's Minority Engineering Program Covered isometrics, orthographics, one-axis rotations and flat patterns modules in five 1 hour classes over five weeks

16 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. UniversityPre- Test Post- Test % Gain Iowa48%72% 25% p<0.005 Purdue - ETTE 67%80%13% p<0.05 Purdue – Modeling 70%75%5% p<0.2 Purdue- ABC 64%69%5% p>0.4 PSVT:R Pre- and Post-Test Results Pre-test scores ranged from 48-70% - Iowa had the only group whose pre- test average was below 60% Pre-test scores ranged from 48-70% - Iowa had the only group whose pre- test average was below 60% Gains ranged from 5-25% Gains ranged from 5-25% Gains were significant at Iowa and the Purdue ETTE course Gains were significant at Iowa and the Purdue ETTE course Table 8: Purdue Spatial Visualization Test: Rotations

17 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. UniversityPre- Test Post- Test % Gain Iowa59%69%10% p>0.4 Purdue - ETTE 63%75%14% p<0.1 Purdue – Modeling 77%87%9% p<0.1 Purdue- ABC 58%59% 0.7% p>0.4 Lappan Pre- and Post-Test Results Pre-test scores ranged from 48-77% Pre-test scores ranged from 48-77% Gains ranged from % Gains ranged from % Gains were not significant except in Penn State Behrend MCE-Wise group Gains were not significant except in Penn State Behrend MCE-Wise group Table 9: Lappan

18 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. UniversityPre- Test Post- Test % Gain Iowa34%60%26% p<0.05 Purdue - ETTE 59%60%1% p>0.4 Purdue – Modeling 48% 1 55% 1 10% p<0.05 Purdue - ABC 49%54%5% p>0.4 MCT Pre- and Post-Test Results Pre-test scores ranged from 34-59% Pre-test scores ranged from 34-59% Gains ranged from 1-26% Gains ranged from 1-26% Purdue did not cover cutting planes and cross- sections module Purdue did not cover cutting planes and cross- sections module Table 10: Mental Cutting Test

19 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Summary of Pre- and Post-Test Results Spatial Skills improved Spatial Skills improved Statistically significant gains are observed at partnering schools covering all modules Statistically significant gains are observed at partnering schools covering all modules Even when only a portion* of the material is covered, statistically significant gains are sometimes observed Even when only a portion* of the material is covered, statistically significant gains are sometimes observed * Minimum of 4 modules including: Isometrics Isometrics Orthographics Orthographics Rotations about a Single Axis Rotations about a Single Axis

20 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Things to consider when adopting the curriculum... Venue Summer Program Existing Course New Course Target Audience Identification of low visualizers Recruitment IRB

21 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Things to consider... Materials to Use Recommend Workbook or Workbook + Software Snap Cubes Modules to Cover Recommend at least the following 4 modules Isometric Drawings Orthographic Drawings Rotations about a single axis Rotations about 2 or more axes

22 Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Acknowledgements National Science Foundation (Grant HRD ) Linda Boyle & Chris Peterson Brus, U of Iowa Dawn Blasko, Kathy Holliday-Darr, Jennifer Trich Kremer, Penn State Behrend Kara Harris, LaVerne Abe Harris, Mary Sadowski, Pat Connolly, Purdue Nancy Study, Virginia State Jean Kampe and Mara Knott, Virginia Tech