Impact of changes in course methodologies on improving spatial skills

Abstract. Since 1993, Michigan Tech has o®ered a course aimed at improving the spatial skills of incoming engineering students who have a demonstrated weak-ness in ability as measured by the Purdue Spatial Visualization Test: Rotations (PSVT:R). In the fall of 2000, this course was altered dramatically in terms of both content and instructional delivery method. The original model for improving spatial visualization skills adopted at Michigan Tech included a 3-credit (quarter system) course. The course met for two 1-hour lectures and one 2-hour computer lab per week over a 10-week period. In the new version of the course, students meet for one 2-hour session each week over a 15-week period of time. During each course session students work with multimedia software designed to improve their spatial skills and complete sketching exercises from a workbook. Less emphasis is now placed on lecture in our new course, however, sketching hand-held objects remains an integral part. This paper will examine results from the revised course and compare our ¯ndings with results from the previous version of the course. Particular attention will be paid to changes in success and retention rates among students with weak initial spatial skills. Key Words: spatial visualization, remediation, gender di®erences MSC 2000: 51N0