Kenneth C. Williamson

When do spatial abilities support student comprehension of STEM visualizations

Spatial visualization abilities are positively related to performance on science, technology, engineering, and math tasks, but this relationship is influenced by task demands and learner strategies. In two studies, we illustrate these interactions by demonstrating situations in which greater spatial ability leads to problematic performance. In Study 1, chemistry students observed and explained sets of simultaneously presented displays depicting chemical phenomena at macroscopic and particulate levels of representation. Prior to viewing, the students were asked to make predictions at the macroscopic level. Eye movement analyses revealed that greater spatial ability was associated with greater focus on the prediction-relevant macroscopic level. Unfortunately, that restricted focus was also associated with lower-quality explanations of the phenomena. In Study 2, we presented the same displays but manipulated whether participants were asked to make predictions prior to viewing. Spatial ability was again associated with restricted focus, but only for students who completed the prediction task. Eliminating the prediction task encouraged attempts to integrate the displays that related positively to performance, especially for participants with high spatial ability. Spatial abilities can be recruited in effective or ineffective ways depending on alignments between the demands of a task and the approaches individuals adopt for completing that task.

Reasoning Ability as a Predictor of Success in a Construction Surveying Course

ABSTRACT Well-established tests that measure reasoning abilities have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for predicting a student’s academic achievement and informing instruction. This study investigated the relationship of scores on the Test of Logical Thinking (TOLT) with multiple achievement measures in a junior level, collegiate construction surveying course. The TOLT was administered to 242 construction science students. The scores were found to be significantly correlated with the points earned on the exams and with the total points earned for the course. Based on these findings, instructors, administrators, and researchers would benefit by using the TOLT for assessing student reasoning abilities. This assessment tool could also assist them in understanding their students’ logical thinking skills, which would encourage the instructor to modify their instructional design strategies to match or enhance their students’ problem-solving ability.

The Effect of Course Time Compression on Academic Performance in Construction Surveying

ABSTRACT The goal of this study was to explore the differences in academic performance between students who took the full 16-week fall-spring semester courses and students that took the compressed 10-day mini-mester course in construction surveying. There were no instructional design differences between semester courses with respect to instructor, contact hours, instructional design, delivery method, materials, activities, applications, quizzes, exams or grading. This study found that students taking the compressed mini-mester course had significantly better achievement on the laboratory activities and the reading quizzes than that of the students taking the full-semester courses. However, the students taking the full-semester courses significantly exhibit better achievement on the two course exams than did the students taking the compressed mini-mester course. No significant difference was found on total course points. Student undergraduate Grade Point Average (GPA), Scholastic Aptitude Test (SAT) and Test of Logical Thinking (TOLT) scores were also found to be good predictors of course achievement.

The Ranking of C-Schools Using the Criteria of ASC Publication

This research profiles, measures and ranks Associate Schools of Construction (ASC) publications as one way to create a system that would affect a C-school top-ranking solution. Past attempts highlight a peer-group evaluation process that is fraught with conflict between academic construction programs. This new methodology introduces a categorical ranking system that is end-user responsive. Although there are three potential end users of the ranking system (i.e., students, programs, and employers), these criteria will assist mainly the programs in cross C-school evaluation. The results provide two levels of rankings, 1) long-term and 2) current, calculated to affect selected equity weights that negate program size.This research profiles, measures and ranks Associate Schools of Construction (ASC) publications as one way to create a system that would affect a C-school top-ranking solution. Past attempts highlight a peer-group evaluation process that is fraught with conflict between academic construction programs. This new methodology introduces a categorical ranking system that is end-user responsive. Although there are three potential end users of the ranking system (i.e., students, programs, and employers), these criteria will assist mainly the programs in cross C-school evaluation. The results provide two levels of rankings, 1) long-term and 2) current, calculated to affect selected equity weights that negate program size.