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Contextualized Design Projects in Graphics and Visualization Course: Student Perceptions and Sustainability Systems-thinking Knowledge

Conference Session
Engineering Design Graphics Division Technical Session 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Raghu Pucha, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Rebecca Watts Hull, Georgia Institute of Technology; Adhiraj Bhagat, Georgia Institute of Technology
Tagged Topics
Diversity
Tagged Divisions
Engineering Design Graphics
interventions and b) standing on a set of sustainability-thinkingskills. Data on these two outcomes of interest are gathered through the use of end ofsemester surveys as well as written reflection activities included in student projects.Student survey results are analyzed with descriptive statistics and thematic analysis foropen-ended items. Written reflections are scored with institute-developed rubrics tied toeach system-thinking skill, depending on the nature of a given reflection prompt.Initial results from thematic analysis of open-ended student survey items suggest thatafter experiencing the sustainability intervention, students exhibit an initial understandingof the three key components of sustainability: social, economic, and
Relevance Score: 0.017240724

A Simple Method Allowing Students to Improve Their 3-D Visualization Skills

Conference Session
Engineering Design Graphics Division Technical Session 1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Dan G. Dimitriu, San Antonio College; Dana Corrina Dimitriu, University of Texas at San Antonio
Tagged Topics
Diversity
Tagged Divisions
Engineering Design Graphics
researchers observed that improving 3-Dvisualization leads to better performance in engineering graphics and in most other engineeringcoursework resulting in improved retention and graduation rates. The majority of the 3-Dvisualization exercises currently being used by students in Design and Graphics classes presentthe objects in isometric views already in 3-D, asking the viewer to create multiple views, foldpatterns, manipulate, reflect, or rotate them. Other exercises present the objects in incompletemulti-view projections and ask the students to add missing lines. The newly proposed methoduses a different approach. It uses the standard multi-view projections to show a number ofrectangular bricks arranged in various patterns. The viewer must count
Relevance Score: 0.010836474