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

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.