An assessment of graphics faculty and student learning styles

Abstract

It is generally accepted that the ability to visualize is an important tool for engineers and technologists especially in engineering graphics. Enhancing the spatial visualization abilities of engineering students has long been a focus of engineering graphics educators. Over the years a variety of tests and procedures have been developed to determine learning styles. As professors, we tend to teach the way we learn, whether that is an effective approach for the students or not. Understanding our own learning style as well as the styles of our students might help us become more effective as communicators and teachers. Kolb (2004), and Herrmann (1995) have developed different theories on learning styles. The Myers Briggs Type Indicator test (MBTI) is given to high school students to help them make educated decisions about their career choices. Traditionally, instructors have been encouraged to present information in several different modes to engage students with a variety of learning styles. This paper presents the results of a pilot study that examined the assessment of learning styles of graphic educators and graphics students. It was based on the Style Delineator by Anthony Gregore (2000). The Style Delineator, a self-assessment instrument for adults, can be used as a tool for understanding learning as well as teaching styles. For the purpose of this pilot study, the student participants were limited to undergraduates majoring in computer graphics technology. The faculty participants were university graphics instructors with a variety of academic and industrial backgrounds.