Rebuilding the Spatial Visualization Test

Literature demonstrates that spatial visualization skills are crucial for students entering engineering and are used as early indicators of success. Historically, studies stated that students of gender or cultural minorities in engineering scored lower than their White, male counterparts. However, recent studies critically question the research approaches used in such studies (Bartlet, 2023; Önder et. al, 2023). We investigate the possible reasons for this score discrepancy and explore the construction of an asset-based spatial visualization assessment. Our work expands the area of spatial visualization development as applied in engineering design, specifically for the scope of marginalized learner contexts. We incorporated lessons on the application of spatial visualization and prototyping, plus a preliminary application of an asset-based spatial visualization test, in conjunction with our Localized Engineering in Displacement (LED) curriculum introduced to students at a LGBTQIA+ transitional support space.