The Next Frontier: Integrating Spatial Reasoning into a First-Year Engineering Course

Background: Previous research demonstrates a strong link between a student's ability in spatial reasoning and visualization and the potential for success in STEM fields, specifically engineering. Therefore, a first-year engineering course is lacking if it doesn't include skills development in the area of spatial reasoning and visualization. Purpose: This study was designed to evaluate a set of teaching interventions intended to strengthen the spatial reasoning of engineering students enrolled in a large, first-year engineering graphics course. The interventions were devised to adapt existing best practices to meet current environmental conditions, integrate new understanding of the cognitive aspects of spatial reasoning, and reflect changes in the practice of engineering. Method: Pre-test and Post-tests (using a custom-designed instrument) were obtained from students enrolled in ENGR 1110: Engineering Graphics. Between the tests, students engaged in a set of inter-related teaching interventions to foster spatial reasoning at foundational and intermediate levels. The results of the tests were analyzed in an effort to determine the effectiveness of the teaching interventions in fostering spatial reasoning as well as increasing other aspects of student success. Results: Evidence supported increasing practice in spatial reasoning for freshman-level engineering students. The analysis of the pre-test ant post-test scores showed a significant difference in student achievement with the post-test scores increasing by a mean of approximately 4 out of a possible 10 points. Conclusions: Our results suggest that spatial reasoning among beginning engineering students can be positively affected by strategic, scaffolded interventions guiding students from configuring, to imagining, and finally to constructing objects. Further investigation is necessary at a wider, program-level.