June 23, 2013
June 23, 2013
June 26, 2013
NSF Grantees Poster Session
23.190.1 - 23.190.16
Analysis of Contextual Computer-aided Design (CAD) ExercisesComputer-aided design (CAD) tools are an essential part of most modern designactivities. In a majority of fields, the CAD model is the nexus among various disciplinesassociated with a given project. The modern technical professional will have to use CADmodels throughout their careers. This makes CAD education a critical aspect of theoverall technical education; unfortunately, CAD education has typically focused onnarrow skills related to particular CAD programs. This paper presents findings in aproject that is examining the role of adaptive expertise in CAD modeling andinvestigating the role of learner-centered contextual exercises on student modelingbehavior.Results are presented which combine the responses from an adaptive expertise survey(AES) instrument, CAD modeling procedure and feature data, pre and post modelingexercise data, and the examination of screen capture data of the modeling activities. Themodeling exercise examined consists of students from two universities being separatedinto two equal groups. One group engaged in a contextual exercise and created CADmodels based on some artifact that they were connected to and that belonged to them.The other group engaged in a control exercise and created models that were based on atextbook exercise that was provided by the research team. Summary data and statisticalrelationships among the variables are presented. Qualitative data related to pre and postmodeling interviews are also summarized and presented. Context for the work withrespect to the overall research project and implications for CAD education are discussed.
Ozturk, E., & Yalvac, B., & Peng, X., & Valverde, L. M., & McGary, P. D., & Johnson, M. (2013, June), Analysis of Contextual Computer-aided Design (CAD) Exercises Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19204
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015