Visual Spatial Ability In First Year Engineering Students: A Useful Retention Variable?
Lili Zhao, Chris Brus, Julie L. P. Jessop
Abstract
This study will be conducted in three phases (Phase Two and Phase Three will be described under Further Research). In this, the first phase of the study, three years of baseline data will be collected from incoming first-year College of Engineering (COE) students at the University of Iowa (entering classes of 2002, 2003, 2004). PVST:R testing will be done at the beginning of each academic year for entering first-year students and then again for study participants still pursuing degrees in engineering at the University of Iowa (UI) at the end of their sophomore year. A short survey asking for students' perceived levels of confidence and/or preparation in such areas as math, science, use of technology, use of graphical tools, etc. will be administered at three points during the students' first year in the UI COE (August, January, May) and then again in conjunction with the PVST:R given at the end of the sophomore year, to document any changes in socially-mediated retention variables. Each semester, during the students' first two years at the UI, performance in math and engineering classes will be monitored to assess academic progress. Choice of major (engineering discipline) will also be recorded. Student retention will be characterized at the end of each academic year by placing participants into one of five categories: still in the UI COE; left the COE, still at the UI in a science major; left the COE, still at the UI in a non-science or open major; left the UI voluntarily; or left the UI involuntarily (dismissed). All variables, academic or socially-mediated, will be analyzed in relationship to initial and secondary PVST:R scores to identify any significant associations.