Abstract
Students in engineering-related disciplines need to have strong spatial visualization skills to be successful both in their education and in their careers. The current body of research indicates that students' innate visualization skills can be measured and improved through targeted exercises. Improved visualization skills have been shown to improve student grade point average (GPA) at a small, homogeneous university. The purpose of this work will be to determine if past research can be generalized to a large, diverse institution. Standardized spatial reasoning tests are administered to students at various course levels and scores are compared based on their student GPA, time to graduation, course level, ethnicity, socioeconomic status, and sex. From this baseline data and past research, an intervention will be implemented to improve student success and address any existing achievement gaps.