The Attitudes And Opinions Of Students Toward Technical Graphics: Preliminary Survey Results
- Conference
- Location
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Pittsburgh, Pennsylvania
- Publication Date
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June 22, 2008
- Start Date
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June 22, 2008
- End Date
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June 25, 2008
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Design Graphics
- Page Count
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14
- Page Numbers
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13.1203.1 - 13.1203.14
- DOI
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10.18260/1-2--3532
- Permanent URL
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https://peer.asee.org/3532
- Download Count
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456
Paper Authors
Aaron Clark North Carolina State University
Aaron C. Clark is an Associate Professor of Graphic Communications at North Carolina State University in Raleigh. He received his B.S. and M.S. in Technology and Technology Education from East Tennessee State University. He earned his doctoral degree from North Carolina State University. His teaching specialty is in introductory engineering drawing, with emphasis in 3D modeling and animation. His research areas include graphics education and scientific/technical visualization. He presents and publishes in both vocational/technology education and engineering education. Contact Info: (919)515-1771 aaron_clark@ncsu.edu
Jeremy Ernst North Carolina State University
Jeremy V. Ernst is a Visiting Assistant Professor in the Mathematics, Science, and Technology Education Department at North Carolina State University. He received a B.S. in Technology and Human Resource Development from Clemson University, and a M.Ed. in Technology Education from North Carolina State University where he completed his doctoral degree in Technology Education. His research interests are in effective instruction and special education. Contact Info: (919)515-1741 jeremy_ernst@ncsu.edu
Alice Scales North Carolina State University
Alice Y. Scales is the Assistant Department Head of the Department of Mathematics, Science, and Technology Education and Coordinator of the Graphic Communications Program at North Carolina State University. She has taught at North Carolina State University since 1988. She has a B.S. in Science Education, a M.Ed. in Industrial Arts Education, and an Ed.D. in Occupational Education. At NC State University, she teaches introductory engineering graphics courses that include CAD, desktop publishing, and web site development.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
THE ATTITUDES AND OPINIONS OF STUDENTS TOWARD TECHNICAL GRAPHICS: PRELIMINARY SURVEY RESULTS
Abstract In the fall semester of 2007, students in introductory engineering graphics courses at North Carolina State University (NCSU) were given a survey to examine their attitudes and opinions concerning the usefulness of technical graphics in their personal and future professional life as well as the types of strategies they use when solving graphics problems. This survey will provide the Graphic Communications Program at NCSU with a snapshot of the ways in which their classes achieve and fail in their mission to teach graphic concepts, methodology, and an appreciation of the function of graphics in professional and personal day-to-day experiences. These courses attract a variety of majors, with engineering disciplines representing the majority. The survey was based on the Colorado Learning Attitudes about Science Survey (CLASS) and adapted for use in graphic communications. The preliminary analysis of the data will be presented in this paper along with some interpretation of the results.
Introduction
Student interests and beliefs are integral components of curricular and instructional practices in engineering education. Inventorying student interests and beliefs assists in the creation of logical instructional clusters that are appealing to specific student groups1. A mounting body of research on adult learners suggests that increased learning gains can be attained when instruction is presented in an appealing manner and is designed with students’ learning styles in mind2. Engaging students' interests increases their motivation to learn and promotes deeper understandings of content3. Educators strive not only to increase student knowledge, but also to motivate students to gain an appreciation for what they are learning. If instruction motivates students then they are likely to value their educational endeavors and perhaps even seek like educational experiences in the future4.
Educational psychologists have conducted extensive research on student interest and motivation across disciplines5. One targeted group is students enrolled in introductory science courses at the postsecondary level. Student interests and beliefs associated with science has been an active area of research over the past decade6. One objective of postsecondary education is to convey information and skills of practical value to students. It is relatively easy to assess the imparting of knowledge, but what students believe, appreciate, value, and will be receptive to is not as easily assessable7. Recently, the Colorado Learning Attitudes about Science Survey (CLASS) has been used to measure student beliefs. Many of these studies utilizing the CLASS instrument relied on a study design using students enrolled in introductory physics and chemistry courses. The common use of the CLASS instrument is attributed to the many useful ways to analyze and use its data8.
Clark, A., & Ernst, J., & Scales, A. (2008, June), The Attitudes And Opinions Of Students Toward Technical Graphics: Preliminary Survey Results Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3532
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