Adapting CAD Education for Visual Inclusivity
- Conference
- Location
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Las Vegas, Nevada
- Publication Date
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April 18, 2024
- Start Date
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April 18, 2024
- End Date
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April 20, 2024
- Page Count
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11
- DOI
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10.18260/1-2--46019
- Permanent URL
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https://peer.asee.org/46019
- Download Count
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98
Paper Authors
Matthew Levi Giles University of Southern California
Matthew Giles is a PhD Student in the Aerospace and Mechanical Engineering Department at the University of Southern California. His research interests include applied mathematics and analytical methods, with a particular emphasis on control systems and the application of evolutionary game theory in engineering settings. For this paper, he was responsible for developing the adapted assignments and course materials.
Bo Jin University of Southern California
Bo is a Lecturer Faculty at the University of Southern California department of Aerospace and Mechanical Engineering, and conducted his Ph.D. research at the USC M.C. Gill Composites Center in the department of Chemical Engineering and Materials Science.
Paul Ronney University of Southern California
Paul Ronney is a Professor and Chair of the Department of Aerospace and Mechanical Engineering at USC. Prof. Ronney received a B.S. in Mechanical Engineering from Berkeley, an MS in Aeronautics from Caltech, and a Sc.D. in Aeronautics and Astronautics from MIT. He held postdoctoral appointments at the NASA Lewis Research Center and the U. S. Naval Research Laboratory and a position as Assistant Professor at Princeton University before assuming his current position at USC. He was also a Payload Specialist Astronaut (Alternate) for Space Shuttle Missions STS-83 and STS-94 in 1997. Professor Ronney research areas include micro-scale combustion, turbulent combustion, internal combustion engines, microgravity combustion and fire spread. He has had experiments flown on three Space Shuttle missions. In recognition of his achievements he is a Fellow of the American Society of Mechanical Engineers and the Combustion Institute, an Associate Fellow of the American Institute of Aeronautics and Astronautics and a recipient of the National Science Foundation Presidential Young Investigator Award and the Combustion Institute Distinguished Paper Award.
Joy Uehara University of Southern California
Abstract
This abstract will be followed by a full paper.
A unique curriculum adaptation of a Computer-Aided Design (CAD) course was developed for visually impaired students. This initiative was undertaken to ensure equitable access and foster an inclusive learning environment. The curriculum was designed to familiarize students with the functionalities and limitations of CAD software and the foundational processes of design, and to facilitate their interaction with other engineers using these tools.
The teaching approach predominantly involves a series of 3D printed models accompanied by detailed text documentation, illustrating the CAD creation process behind these models. A teaching assistant is assigned to guide students following the adapted curriculum through examples and assignments aligned with the standard class syllabus. Assignments were tailored to include both the study of pre-made 3D printed parts and the oral description of steps for creating similar parts in Siemens NX. This method not only addresses the unique needs of visually impaired students but also provided insights into the effectiveness of tactile and descriptive learning in CAD education.
The broader impact of this work lies in the demonstration of the potential for personalized teaching techniques in engineering education, particularly for students with visual impairments. It underscores the importance of inclusivity in technical fields and paves the way for more accessible and diverse educational environments.
Giles, M. L., & Jin, B., & Ronney, P., & Uehara, J. (2024, April), Adapting CAD Education for Visual Inclusivity Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada. 10.18260/1-2--46019
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