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EXPLORING THE LINK BETWEEN STUDENT LEARNING STYLES & GRADES IN AN INTRODUCTORY THERMAL-FLUIDS COURSE: A Three-Year Study of Associations

Deborah A. Kaminski Associate Professor Mechanical, Aeronautical, and Nuclear Engineering Rensselaer Polytechnic Institute kamind@rpi.edu

Pamela J. Théroux, Ph.D. Research Assistant Professor Assistant Director of Research & Assessment Center for Innovation in Undergraduate Education Rensselaer Polytechnic Institute theroux@rpi.edu pjt5@columbia.edu

Bradford C. Lister, Ph.D. Director, Center for Innovation in Undergraduate Education Rensselaer Polytechnic Institute listeb@rpi.edu

Gary A. Gabriele, Ph.D. Director, Division of Engineering Education National Science Foundation ggabriel@nsf.gov

Introduction

The research reported in this study describes associations related to teaching and learning in the undergraduate engineering education environment where, traditionally, certain types of learners and instructors have dominated the teaching-learning landscape, leaving learners with non- dominant learning styles at a disadvantage. This exploratory study conducted over several years examined the complex relationship of student learning style, as measured through the Kolb Learning Style Instrument, and student academic achievement, as measured through course grades. Thermal and Fluids Engineering I, a traditional, analysis-based, multidisciplinary course, was selected as a vehicle for the study. Six different instructors and over 400 students participated over the course of three years. The results demonstrate the extent to which diverse learning styles can impact learning and student engagement in the learning process.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education

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Théroux, P. J., & Gabriele, G., & Lister, B., & Kaminski, D. (2005, June), Effect Of Learning Style On Academic Performance In An Introductory Thermal Fluids Course Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14926