is active in engineering within K-12, serving on the TSA Board of Directors. He and his coauthors were awarded the William Elgin Wickenden award for 2014, recognizing the best paper in the Journal of Engineering Education. He was awarded an IEEE-USA Professional Achievement Award in 2013 for designing the nation's first BS degree in Engineering Education. He was named NETI Faculty Fellow for 2013-2014, and the Herbert F. Alter Chair of Engineering (Ohio Northern University) in 2010. His research interests include success in first-year engineering, engineering in K-12, introducing entrepreneurship into engineering, and international service and engineering. He has written texts in design, general engineering and digital electronics, including the text used by Project Lead the Way.

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This Complete Research Paper describes a research study aimed at understanding strategies engineering students use in solving spatially-related problems. The participants in our study are first year engineering (FYE) students in an Introduction to Spatial Visualization course at a Southeastern university. This course is recommended for FYE students who score below the required threshold on the Purdue Rotation Visualization Test (PSVT:R) on entry into the engineering program, to help them improve their spatial visualization skills. Seventeen students enrolled in the course in Fall 2018 participated in this qualitative study.Spatial abilities are important in many scientific fields including engineering. People can develop their spatial abilities through practice and training. This possibility highlights the usefulness of strategies that can be used for solving spatial tasks. There are several spatial ability measures including paper cutting tests, mental rotation tests, cross section tests and mental cutting tests. The current study examines strategies that students used while performing spatial tasks that require the use of mental cutting and rotation techniques.In this qualitative study, we are interested in students' descriptions of the use of strategies on mental cutting and rotation tests. Data was collected via interviews, involving a think-aloud protocol. The analysis of interview data was guided by a-priori codes from our coding rubric developed in a previous study. The findings from this study provide further understanding on the kinds of strategies students use in tackling spatial tasks. Importantly, the study findings provide confirmation for the codes in our rubric and suggest that some of these strategies are relevant across tests and could be used more broadly.

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