Facilitative Teaching Utilizing Active Learning Modules in Engineering Graphics: A Model for Promoting Success and Engagement in Technology and Engineering Education

Abstract

Success in post-secondary engineering graphics courses in technology and engineering often relies on self-efficacy, academic success, and mental rotation abilities. Using a facilitative instructor model, the Improving Undergraduate STEM Education (IUSE) team applied active learning modules as supplemental material at two post-secondary institutions in the United States of America, then used a quasi-experimental design iterative study approach to investigate impacts in an introductory engineering graphics course. Active learning modules were composed of ten units that engaged students through relatable examples and practices of foundational principles and applications of engineering graphics that are heavily applicable to the Standards for Technological and Engineering Literacy. The modules were presented to students through an online learning management system that encouraged elements of self-regulated learning. Measurements of self-efficacy, mental rotation ability, and academic success were gathered. Differences in academic and non-academic indicators were examined in combination with students at risk of non-matriculation and students not at risk of non-matriculation subgroups. Results from paired t-tests supported previous findings that there are positive impacts of supplemental materials available to students. Students at risk of non-matriculation benefited from the combination of active learning modules and supplementary video tutorials resulting in greater self-efficacy and higher final exam scores than at-risk students whose modules did not include video tutorials. Students not at risk of non-matriculation had higher levels of self-efficacy and mental rotation ability when video tutorials were not included. With this information, engineering, engineering education, and other STEM programs can model elements of active learning modules to promote early student success in both subgroups. Furthermore, the IUSE team has published the material through open access for educators and students to utilize.