Muhammad Asghar

This paper attempts to answer questions regarding the link between engineering success and spatial skills through three themes. The previous research of the authors in examining the questions surrounding each theme is the focus of this paper; we acknowledge that others around the world may have conducted similar research, but the specific findings of the authors are the main focus of this paper. In the first theme, we examine data from several author-led studies where positive correlations have been found between spatial skill levels and proficiency in tasks that are a part of what it means to be an engineer. Studies in Theme 1 explore the positive contribution of spatial skills in solving mathematical problems, solving engineering problems, coding, designing, and even technical writing. Theme 2 examines how spatial skills naturally develop just by being enrolled in an engineering program. Taking part in the spatially demanding activities inherent to engineering studies appears to improve the spatial skills of students in our programs. In Theme 3, we examine the result of implementing explicit spatial skills training for students with initially weak skills. In this theme, the impact of spatial skills training on spatial skills, grades in technical courses, and retention in engineering is explored. We begin with a review of the literature that informed the author-led studies in each theme. Finally, we conclude with a call for reform, advocating for an engineering education that acknowledges the importance of spatial skills development for student success and committing to ensuring that all who want to can become the future innovators in the profession.