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Part of a more extensive National Science Foundation-funded study, this study presents the findings and analysis of the effect on three-dimensional modeling self-efficacy (3DSE) by the inclusion of online active learning modules (ALM). Using multiple datasets, we found that the use of ALM in an introductory engineering graphics course, closed a gap in 3DSE scores between majority and minority students, populations historically underrepresented in engineering. Although limited to a single university, the results support that the inclusion of active online learning may address an important construct known to be a factor in academic success and persistence in engineering. 

This study investigates institutional student retention for engineering majors in a 4-year university setting. Student participant retention was tracked for engineering majors within the institution following enrollment in an introductory to engineering design graphics course that employed active learning sequences. Student retention data was compared to an institution baseline of engineering majors following enrollment in the engineering design graphics course where differences were examined. Notable student retention differences were identified through analysis of the institutional baseline data for participating students. 

This paper describes the creation of an active learning framework and process of module development in efforts to build requisite knowledge and skills for at-risk learners enrolled in university introductory engineering design and technical graphics courses. Specifically, the module sequence, strategy for building direct relevance for at-risk populations, and culminating performance-based learning tasks are identified and detailed. Student-oriented reference points of learning are leveraged through relevant imagery, examples, and objects in further building personalized meaning and deeper comprehension of processes. Ten learning modules were initially developed within the Problem-Based Learning Modules (PBLM) framework and are currently being pilot tested under the Active Learning Modules to Support Problem-Based Learning: Effects on Engineering Retention and Academic Outcomes of At-Risk Students project funded through the National Science Foundation IUSE Program (Award # 1725874) to refine through evidence-based process outcomes. 

All engineering schools in the United States are currently teaching some version of a design graphics course, since it is required by ABET. This project will explore the factors that affect program persistence, in order to create a curricular approach that will improve the student experience, particularly for at-risk, females, underrepresented minority, and first-generation college students. Our overall goal is to refine a transferable Problem-Based Learning framework to promote engineering persistence, academic success, and engagement. The authors feel that such efforts will support the retention of STEM students by addressing shortcomings of introductory STEM courses (i.e. Engineering Graphics).