Amaya-Bower, L. A., & Kirstukas, S. J. (2016, June), Effect of Video-Guided Tutorials in a Standard Curriculum and in a Flipped Classroom for a 3D-CAD Course  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27295

\bibitem{asee_peer_27295}
  Amaya-Bower, L. A., \& Kirstukas, S. J. (2016, June), \emph{Effect of Video-Guided Tutorials in a Standard Curriculum and in a Flipped Classroom for a 3D-CAD Course}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.27295

Luz Adriana Amaya-Bower and Steven Joseph Kirstukas.  "Effect of Video-Guided Tutorials in a Standard Curriculum and in a Flipped Classroom for a 3D-CAD Course".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/27295 Internet.  10 May, 2024

\bibitem{asee_peer_27295}
  Luz Adriana Amaya-Bower and Steven Joseph Kirstukas.
  "Effect of Video-Guided Tutorials in a Standard Curriculum and in a Flipped Classroom for a 3D-CAD Course".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/27295 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_27295
author = "Luz Adriana Amaya-Bower and Steven Joseph Kirstukas"
title = "Effect of Video-Guided Tutorials in a Standard Curriculum and in a Flipped Classroom for a 3D-CAD Course"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27295}
number = {10.18260/p.27295}
}

TY  - CPAPER
AB  - Computer Aided Design is a 200 level engineering class tailored to introduce students to the fundamental techniques of a CAD software. The original structure of this class included a standard lecture format and assignments. The assignments for this class consists of tutorials and exercises. Tutorials are step-by-step instructions in how to construct a model. In contrast, exercises are similar in presentation but leave it to the student to design the modeling approach for a particular model.

The authors have recognized two main drawbacks of the current structure: Firstly, class time is insufficient to cover all the material and for the students to complete assignments with the assistance of the instructor. Secondly, the tutorials are written in a format which may be confusing and difficult to follow. In addition, these tutorials provide an emphasis on the tools to construct the CAD models, while dismissing the model planning stage, which is critical for an engineering design.

The authors have developed two alternatives to apply in the class to address both of the
drawbacks. The first change was to convert the class to a “flipped” or inverted format. The second change is that tutorial videos were created to show the construction process of the model from start to finish. The alternatives have been integrated in two different sections of the class: In one section, both changes have been implemented, while in the other section, only the tutorials were introduced. In general, the integration of these two alternatives has improved significantly the experience and the performance of the students in the class.

Implementation and assessment data for both sections is presented. The results show a positive improvement in the overall student performance compared to previous offerings of this course. In addition, a series of surveys were distributed to obtain feedback and observations from students. In general, the findings show that the current methodology can be expanded to other sections of the class. 

AU  - Luz Adriana Amaya-Bower
AU  - Steven Joseph Kirstukas
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Effect of Video-Guided Tutorials in a Standard Curriculum and in a Flipped Classroom for a 3D-CAD Course
UR  - https://peer.asee.org/27295
DO  - 10.18260/p.27295
ER  -