Conference Session

Teaching Strategies for Solid Modeling

Collection

2011 ASEE Annual Conference & Exposition

Authors

Derek M. Yip-Hoi, Western Washington University

Tagged Divisions

Engineering Design Graphics

expose students to CAD/CAM technology in thecurriculum. All ET students with the exception of the Electronics program are required to take anintroductory CAD class (ETEC 113) and a manufacturing processes course (ETEC 246). Theseare new additions to the curriculum (246 will be taught for the first time in Fall 2011) replacingthree other courses in an effort to consolidate instruction and reduce resource requirements.Students are introduced to feature-based parametric modeling and generative drafting usingCATIA in ETEC 113. They will receive additional exposure in ETEC 246 where they arerequired to use CATIA in their project to model and generate tool paths to water-jet cut a sheetmetal component. There are also plans in the near future to

Conference Session

Assessment in Engineering Graphics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Theodore J. Branoff, North Carolina State University; Eric N. Wiebe, North Carolina State University; Mark Anthony Shreve, North Carolina State University

Tagged Divisions

Engineering Design Graphics

4.4 Model Planning 4.5 Feature Definition 4.5.1 Features from Generalized Sweeps 4.5.2 Construction Geometry 4.5.3 Sketching the Profile 4.5.4 Completing the Feature Definition 4.5.5 Feature Planning Strategies 4.6.2 Editing Feature Properties 4.7 Duplicating Part Features 4.8 Viewing the Part Model 4.8.1 View Camera Operation 5.1 Projection Theory 5.2 Multiview Projection Planes

Conference Session

Design and Graphics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan W. Hartman, Purdue University, Computer Graphics Technology; Mitchell L. Springer, Purdue University, West Lafayette

Tagged Divisions

Engineering Design Graphics

supportive environment in which constructive criticism is not aimed at individuals but instead focused on content and ideas. • The starting point and focus of a course should be the needs and interest of the adult learning. • Course plans should include clear course descriptions, learning objectives, resources, and time lines for events. • General to specific patterns of content presentation work best for adult learners. • Active participation should be encouraged, such as by the work groups, or study teams17.In a study by Wittenborn 11, it was shown that the presentation of product lifecycle management(PLM) and computer-aided design (CAD) concepts was effective in engaging

Conference Session

Teaching Strategies for Solid Modeling

Collection

2011 ASEE Annual Conference & Exposition

Authors

Derek M. Yip-Hoi, Western Washington University; Jeffrey L. Newcomer, Western Washington University

Tagged Divisions

Engineering Design Graphics

students to engineering andscience. A rarer application of LEGOs in engineering education is the use of virtual LEGO®environments. In addition to robotics, Lai-Yuen1 also describes the use of a virtual assembly ofLEGO® blocks to teach students concepts in micro-manufacturing. Kelley7 describes a similarapproach in which virtual LEGO® blocks are used to teach and implement Product DataManagement (PDM) techniques. Pasek et al.8 have developed automation to assemble LEGO®blocks as part of a CIM driven LEGO® Factory. This utilizes a virtual assembly of LEGO®blocks as input to process planning that sequences assembly of the LEGO® model in the factory.While these cases involve students creating virtual LEGO® assemblies, none of them include

Conference Session

Design and Graphics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

William DeLuca, North Carolina State University; Nasim Lari, North Carolina State University; Jeremy V Ernst, North Carolina State University; Aaron C. Clark, North Carolina State University

Tagged Divisions

Engineering Design Graphics

individual and group training sessions for theeducators involved in curriculum development and design. Each session included a detaileddescription of the project's curriculum design goals, and involved discussions on factual,conceptual and procedural knowledge, knowledge application, and student reflection. Handoutswere provided on methodology, instrumentation, procedure and assessing learning outcomes.The sessions gave instructors an opportunity to state their questions and concerns, and discusstheir long term curriculum development plans. The goal of the project is to develop students’ higher order thinking skills, problemsolving, technical visualization skills, and decision making skills in the context of a data-richlearning environment

Conference Session

Design and Graphics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Stephen Champion, University of Prince Edward Island

Tagged Divisions

Engineering Design Graphics

plan and Appreciation of the imperatives of between technical systems and the other disciplines and professions to Appreciation of the nature of risk, quantify performance over the life- Impact of Acquisition of broad educational safety and of sustainability, and social, cultural, environmental, broaden knowledge, achieve cycle of a project or program, background and/or general both of a technical kind and

Conference Session

Improving Visualization Skills

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yaomin Dong, Kettering University; Jacqueline A. El-Sayed, Marygrove College

Tagged Divisions

Engineering Design Graphics

state and federal government. It is seen that thecompanies that sponsor Kettering University students represent a diverse cross section of U.S.industries. The changes that have been taking place in these industries and the needs andchallenges they face are immediately reflected in Kettering University’s classrooms as thestudents bring valuable experience after 24 weeks of work experience per year with theircorporate sponsor. The students and the department of Mechanical Engineering are the focus ofthis study.As part of the professional development portion of the grant, the Kettering University ENGAGEteam attended the ENGAGE conference in February 2010. A Plan of Attack in spatialvisualization was developed by Dr. Y. Dong, the Spatial

Conference Session

Design and Graphics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly K. Ault, Worcester Polytechnic Institute

Tagged Divisions

Engineering Design Graphics

of communication in greater amounts and variety, yet manyengineering and technology curricula have seemingly let engineering graphical communicationlearning lapse.‖ ABET 20005 emphasizes the need for students to ―communicate effectively‖, butdoes not specifically include design graphics, as in earlier ABET accreditation programs. Thishas led to a reduction in the number of graphics courses in the typical engineering program, inspite of the overwhelming use of CAD in industry.Studies done a decade ago aimed towards planning the curriculum for the 21 st century6,7 includesolid modeling and 3D CAD, along with spatial visualization, as the most important topicsrecognized by engineering graphics educators to be included in curriculum revisions

Conference Session

Improving Visualization Skills

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Virginia State University

Tagged Divisions

Engineering Design Graphics

AC 2011-1339: LONG-TERM IMPACT OF IMPROVING VISUALIZATIONABILITIES OF MINORITY ENGINEERING AND TECHNOLOGY STU-DENTSNancy E. Study, Virginia State University Nancy E. Study is an Associate Professor in the Department of Technology at Virginia State University where she teaches courses in engineering graphics, facility planning, and cost estimating. She has been active in the Engineering Design Graphics Division of ASEE since 1999, has presented a number of papers at the EDGD midyear meetings and annual conferences, and has served as Associate Editor of the Engineering Design Graphics Journal since 2006. Nancy has a B.S. from Missouri State University and M.S. and Ph.D. from Purdue University. Her re- search

Conference Session

Assessment in Engineering Graphics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heidi M. Steinhauer, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Engineering Design Graphics

educators and administrators in placingstudents in the appropriate course per their skill level by accurately identifying the lower, themiddle, and the higher performing students. The inventory may also be used as a pre and post-assessment for the middle and lower performing students to demonstrate their learning gains.The results of the inventory may also be used to develop new and refine existing lesson plans toaddress the identified student misconceptions.Theoretical FrameworkStudent misconceptions are common throughout the engineering curriculum. Engineering Page 22.759.3faculty members repeatedly encounter students while able to correctly solve

Conference Session

Teaching Strategies for Solid Modeling

Collection

2011 ASEE Annual Conference & Exposition

Authors

Seokyoung Ahn, University of Texas - Pan American; Robert A. Freeman, University of Texas, Pan American; Stephen W. Crown, University of Texas, Pan American; Gregory Allen Potter, The University of Texas - Pan American

Tagged Divisions

Engineering Design Graphics

)   Figure 10 ‐ Lesson 1 Quiz ResultsAll groups were given the same quiz and homework assignments. The experimental groups wereasked to complete Lesson 1 as outlined above. The control groups were not required to completeLesson 1. The new CBI curriculum is working. There is a 10.6% improvement in homeworkgrades and a 14.9% improvement in quiz grades from the Spring 2010 semester to the Fall 2010semester. This is due to the introduction of the CBI material as well as the new EG website. Thecontrol groups benefited in the form of better planned lessons but did not benefit from the CBIlessons. During the two CBI semesters, there is a 1.61% difference in quiz grades betweenexperimental and control groups. The results suggest that the CBI groups were