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Session 3538

The Design Process, Ideation, and Computer-Aided Design David S. Kelley, Jeffrey L. Newcomer, and Eric K. McKell Engineering Technology Department Western Washington University

Abstract

Largely due to engineering design applications such as computer-aided design, most en- gineering graphics curriculums have changed significantly since the middle 1980’s. The content of an engineering graphics course is governed by the needs of students taking the course. This paper focuses on the engineering graphics curriculum at Western Washing- ton University. The Engineering Technology Department at Western Washington Uni- versity has changed its graphics focus from design communication to design develop- ment. Within the curriculum, topics covered include the design process, ideation sketch- ing, conceptual modeling, documentation drawing, parametric design, and tolerance specification. This paper discusses these topics plus student outcomes and future devel- opments.

Introduction

The field of Engineering Graphics is in a state of change. Historically, in an engineering graphics course, students have been taught the principles of drafting. Recently, Com- puter-Aided Drafting/Design (CAD) applications have significantly changed the way that graphics has been taught. Today, it is common to find CAD as part of the beginning graphics curriculum. As CAD technologies evolve they affect the Engineering Graphics curriculum. Many instructors and institutions are introducing solid modeling within the beginning graphics curriculum. Anyone that took an engineering graphics course before the middle 1980’s remembers the traditional approach to graphics. Topics covered at a minimum usually consisted of geometric construction, lettering, multiview projection, and dimensioning. Are these topics still important today? Almost anyone with experi- ence in the graphics industry and with experience teaching engineering graphics can pre- sent a logical argument for or against the topics listed above. With the increased use of CAD in the graphics curriculum, what competencies should an engineering or technology student have upon completing an introductory engineering graphics course? Should the emphasis be on CAD, drafting, visualization, or the design process? This paper does not try to directly answer these questions. It only presents an approach to teaching graphics by one specific engineering technology department.

The needs of students within an engineering graphics course should be one of the primary factors used to determine the content of the course. Colleges and departments of engi- neering and technology vary in scope and nature. An institution with programs heavy in

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Newcomer, J. L., & McKell, E. K., & Kelley, D. S. (2000, June), The Design Process, Ideation, And Computer Aided Design Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8274