Work in Progress: Teaching Design Theory and Mastercam in a Hybrid Flipped Classroom Environment

Austin Talley; Kimberly Grau Talley

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: DEED Postcard Session 2 and Presentation of Student Essay Competition Winners
Tagged Division: Design in Engineering Education
Tagged Topic: Diversity
Page Count: 9
DOI: 10.18260/1-2--29179
Permanent URL: https://peer.asee.org/29179
Download Count: 512

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Paper Authors

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Austin Talley P.E. Texas State University, San Marcos

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Dr. Austin Talley a Senior Research Fellow with LBJ Institute for STEM Education & Research and Senior Lecturer in the Ingram School of Engineering at Texas State University. Prior to joining the faculty at Texas State University, Dr. Austin Talley worked as a manufacturing quality engineer for a test and measurement company, National Instruments, in Austin, TX. Dr. Austin Talley is a licensed by state of Texas as a Professional Engineer. Both of Dr. Austin Talley’s graduate degrees, a doctorate and masters in Mechanical Engineering, manufacturing and design area, are from the University of Texas at Austin. Additionally, Dr. Austin Talley holds an undergraduate degree from Texas A&M University in Mechanical Engineering. His research is in engineering design theory and engineering education. He has published over 25 papers in engineering education journals and conference proceedings. He has worked to implement multiple National Science Foundation (NSF) grants focused on engineering education. He has been an instructor in more than ten week long summer K-12 teach Professional Development Institutes (PDI). He has received multiple teaching awards. He has developed design based curriculum for multiple K-12 teach PDIs and student summer camps.

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Kimberly Grau Talley P.E. Texas State University orcid.org/0000-0002-6235-0706

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Dr. Kimberly G. Talley is an assistant professor in the Department of Engineering Technology, Senior Research Fellow and Maker Space Co-Director for the LBJ Institute for STEM Education and Research at Texas State University, and a licensed Professional Engineer. She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and in Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management Program, and her research focus is in student engagement and retention in engineering and engineering technology education. Contact: kgt5@txstate.edu

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Abstract

The revision of the junior-level Computer Aided Design and Manufacturing course (_______) was driven by three forces: ABET, keeping current on an ever-changing software program, and fostering classroom discussion. At an ABET outcomes annual review, the consensus opinion was that the students could effectively design but they needed more practice to better recognize the concepts of engineering design theory. This weakness led to a push for students to practice more with designing and design theory before their senior design courses. Traditionally, _________ lectured on design theory, fundamentals of CAD/CAM systems, and CNC code generation by CAD/CAM software using a combined class/lab time. The Mastercam software is important for preparing students for industry, but was taking significant classroom time and resources. The revised course pedagogy is a hybrid flipped classroom environment to shift instruction of software use out of the classroom, but the instructor did not have the time or recourses to create and continually update video content on how to use Mastercam. Instead, the instructor assigned an “e-text” (SolidProfesor account) for the course. The videos from the e-text are assigned to be watched before coming to class for that topic. During class the instructor does a short overview, leads discussion, and then the students work on the lab. Previously, a significant portion of the lab and class time was devoted to lecturing on software use. This change in pedagogy has allowed more time for in-class discussion and in-class design exercises. As well, the change in presentation style has resulted in more rapid understanding of Mastercam, as evidenced by the semester week in which the class completes the labs. The use of the e-text has also assisted the instructor with keeping class content up-to-date for each new version of the software without having to personally create new videos. The effectiveness of the addition time spent on design theory was assessed with the beginning of semester and end of semester engineering design self-efficacy survey instrument. This instrument was administered to determine if the course and time spent on design had an effect on the students’ engineering design self-efficacy.

Citation
Format

Talley, A., & Talley, K. G. (2017, June), Work in Progress: Teaching Design Theory and Mastercam in a Hybrid Flipped Classroom Environment Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29179

TY  - CPAPER
AB  - The revision of the junior-level Computer Aided Design and Manufacturing course (_______) was driven by three forces: ABET, keeping current on an ever-changing software program, and fostering classroom discussion.  At an ABET outcomes annual review, the consensus opinion was that the students could effectively design but they needed more practice to better recognize the concepts of engineering design theory.  This weakness led to a push for students to practice more with designing and design theory before their senior design courses.  Traditionally, _________ lectured on design theory, fundamentals of CAD/CAM systems, and CNC code generation by CAD/CAM software using a combined class/lab time.  The Mastercam software is important for preparing students for industry, but was taking significant classroom time and resources.  The revised course pedagogy is a hybrid flipped classroom environment to shift instruction of software use out of the classroom, but the instructor did not have the time or recourses to create and continually update video content on how to use Mastercam.  Instead, the instructor assigned an “e-text” (SolidProfesor account) for the course. The videos from the e-text are assigned to be watched before coming to class for that topic. During class the instructor does a short overview, leads discussion, and then the students work on the lab. Previously, a significant portion of the lab and class time was devoted to lecturing on software use.  This change in pedagogy has allowed more time for in-class discussion and in-class design exercises.  As well, the change in presentation style has resulted in more rapid understanding of Mastercam, as evidenced by the semester week in which the class completes the labs.  The use of the e-text has also assisted the instructor with keeping class content up-to-date for each new version of the software without having to personally create new videos.   The effectiveness of the addition time spent on design theory was assessed with the beginning of semester and end of semester engineering design self-efficacy survey instrument.  This instrument was administered to determine if the course and time spent on design had an effect on the students’ engineering design self-efficacy. 
AU  - Austin Talley P.E.
AU  - Kimberly Grau Talley P.E.
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Work in Progress: Teaching Design Theory and Mastercam in a Hybrid Flipped Classroom Environment
UR  - https://peer.asee.org/29179
DO  - 10.18260/1-2--29179
ER  -