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Analysis of Contextual Computer-aided Design (CAD) Exercises

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

NSF Grantees' Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

23.190.1 - 23.190.16

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Paper Authors

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Elif Ozturk Texas A&M University


Bugrahan Yalvac Texas A&M University

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Dr. Bugrahan Yalvac is an associate professor of science education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in Science Education from Pennsylvania State University in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s research is in STEM education, 21st century skills, and design and evaluation of learning environments informed by the How People Learn framework.

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Xiaobo Peng Prairie View A&M University

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Lauralee Mariel Valverde Texas A&M University

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Prentiss Dwight McGary Prairie View A&M University


Michael Johnson Texas A&M University Orcid 16x16

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Dr. Michael D. Johnson is an assistant professor in the Department of Engineering Technology and Industrial Distribution at Texas A&M University. Prior to joining the faculty at Texas A&M, he was a senior product development engineer at the 3M Corporate Research Laboratory in St. Paul, Minnesota. He received his B.S. in Mechanical Engineering from Michigan State University and his S.M. and Ph.D. from the Massachusetts Institute of Technology. Dr. Johnson’s research focuses on design tools; specifically, the cost modeling and analysis of product development and manufacturing systems; computer-aided design methodology; and engineering education. His work has been published in the International Journal of Production Economics, IEEE Transactions on Engineering Management and The Journal of Engineering Design.

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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.     

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