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Session Number 1338

Assessing Student Work in Engineering Graphics and Visualization Course

David Elrod, Michael D. Stewart School of Civil and Environmental Engineering/George W. Woodruff School of Mechanical Engineering Georgia Institute of Technology Atlanta, Georgia

Abstract

Advances in computer technology have led to significant changes in the content of the freshman engineering graphics course. Course topics, textbooks, and software choices differ from one institution to another, depending in part on the programs of study the engineering graphics course serves. In addition, institutions differ in the methods used to assess student learning. A number of authors have presented their work in the area of grading criteria and assessment of student work in the freshman engineering graphics course.

In the latest revision of the engineering graphics course at Georgia Tech, a backward design approach was used to identify goals for student understanding, to establish assessments for measuring student understanding, and to plan instruction. This paper describes the evolution of the freshman engineering graphics course at Georgia Tech, in terms of course content and assessment methodology. The paper includes a statement of learning objectives, an assessment matrix, and examples of student assignments.

Introduction

In 1999, when the Georgia Institute of Technology converted from quarter to semester curricula, the Schools of Mechanical Engineering and Civil and Environmental Engineering joined together to create a common, required, introductory engineering graphics course for their undergraduates. The course, “An Introduction to Engineering Graphics and Visualization”, is co- listed in the Institute’s catalog as ME 1770 and CEE 1770. The new course is also required for undergraduates in the School of Aerospace Engineering.

Currently, the institute offers nine sections of ME/CEE 1770 in both the fall and spring semesters, and two to three sections in the summer semester. Facilities limit enrollment to thirty- six students in each section. In the fall and spring, classes meet for two hour-long lectures and a three-hour laboratory session each week. The lectures are taught by a team of four faculty. Each laboratory session is led by two teaching assistants. A total of ten teaching assistants support the labs and hold office hours during the fall and spring.

Initially, ME/CEE 1770 was a text-based course. Lectures were from presentations that accompanied the required course textbook. Laboratory activities were established to go with the

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

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Stewart, M., & Elrod, D. (2004, June), Assessing Student Work In An Engineering Graphics And Visualization Course Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--12879