The ability to visualize in three dimensions is a cognitive skill that has been shown to be important for success in engineering and other technological fields. For engineering, the ability to mentally rotate 3‐D objects is especially important. Unfortunately, of all the cognitive skills, 3‐D rotation abilities exhibit robust gender differences, favoring males. The assessment of 3‐D spatial skills and associated gender differences has been a topic of educational research for nearly a century; however, a great deal of the previous work has been aimed at merely identifying differences. The author has been conducting applied research in the area of spatial skills development for more than a decade aimed at identifying practical methods for improving 3‐D spatial skills, especially for women engineering students. This paper details the significant findings obtained over the past several years through this research and identifies strategies that appear to be effective in developing 3‐D spatial skills and in contributing to student success.

Researchers have found that 3D spatial skills are critical to success in a variety of careers, particularly in engineering and science. For engineering, the ability to mentally rotate objects in space has been found to be of particular importance. Unfortunately, of all areas of cognition, 3D spatial skills still exhibit some of the most robust gender differences favouring males, and the most pronounced gender differences are in the area of mental rotations. For this reason, poorly developed 3D spatial skills could be a hindrance to the success of women in engineering. University educators are quick to recognise deficiencies in math and chemistry, and many US universities have developed remediation programs for students with weaknesses in these areas. At a time when we are actively recruiting women for engineering programs, however, it is important to consider all possible barriers to their success. At Michigan Technological University (MTU), we have been offering a special course aimed at improving the 3D spatial skills of engineering students, particularly women, since 1993. This paper will summarise the findings obtained over the past decade at MTU in improving the 3D spatial skills of engineering students. The paper will also feature improvements in student success that we have achieved, especially for women, through implementation of this bridging course.