Whalen, R., & Patel, C., & Tortoriello, D. J., & Baldacci, J., & Speroni, J. (2013, June), Augmenting a First-year Design Course with an Undergraduate Student Administered SolidWorks Module  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19247

\bibitem{asee_peer_19247}
  Whalen, R., \& Patel, C., \& Tortoriello, D. J., \& Baldacci, J., \& Speroni, J. (2013, June), \emph{Augmenting a First-year Design Course with an Undergraduate Student Administered SolidWorks Module}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19247

Richard Whalen, Chirag Patel, David Joseph Tortoriello, Justin Baldacci, and Jeffrey Speroni.  "Augmenting a First-year Design Course with an Undergraduate Student Administered SolidWorks Module".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19247 Internet.  23 Apr, 2024

\bibitem{asee_peer_19247}
  Richard Whalen, Chirag Patel, David Joseph Tortoriello, Justin Baldacci, and Jeffrey Speroni.
  "Augmenting a First-year Design Course with an Undergraduate Student Administered SolidWorks Module".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19247 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_19247
author = "Richard Whalen, Chirag Patel, David Joseph Tortoriello, Justin Baldacci, and Jeffrey Speroni"
title = "Augmenting a First-year Design Course with an Undergraduate Student Administered SolidWorks Module"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19247}
number = {10.18260/1-2--19247}
}

TY  - CPAPER
AB  - Augmenting a First-year Design Course with an Undergraduate Student Administered SolidWorks ModuleThe overall course goals of most first-year engineering design courses are to introduce students to a designprocess through hands-on learning activities, to gain experience in graphical communication using softwaresuch as AutoCAD, SolidWorks or Pro Engineer, and to inspire and instill an appreciation for theengineering profession, its ethics, and practices. At a large urban university where experiential education isat the forefront of learning there is a common first year curriculum for all majors in engineering. Thismakes it difficult to provide the student with all the tools needed for their first cooperative educationalexperience (co-op). Students enter the workforce for the first time after they have completed either three orfour semesters of classes. Since it is unrealistic to teach to every major the industry specific skill setsrequired for the introductory jobs, sophomores often lack in some of the skills and practical knowledgecommonly used at the co-op partner firms. For example, in the first-year design course at U. Universitythe engineering students are provided with four hours of classroom training in both AutoCAD andSolidWorks over the course of a 14 week semester. This eight hour classroom component is an adequateamount of time for the electrical or chemical engineering major whose first co-op will typically not requirethe use of these software packages. However, this is not the case for the mechanical engineering majorwhose first co-op will generally involve the use SolidWorks or a similar package. With only a basicworking knowledge after four class hours, sophomores will often have to self-teach to acquire moreadvanced skills since they are typically put into a design position requiring the fluent use of the software.Additionally, these students often lack understanding of the design-manufacturing relationship, a criticalcomponent when transitioning from a digital platform to a physical part.The upper-class members of the student chapter of the American Society of Mechanical Engineers at U.University saw an opportunity to provide a service to the sophomore chapter members who had only fourhours of SolidWorks instruction. Driven by their past experiences, they developed an extra-curricularcourse designed to supplement the first-year course and help with the transition of our mechanicalengineering students into their first cooperative learning experience. A benefit of this course for the upper-class students is first-hand experience in engineering education. In addition, teaching the material leads to amore thorough understanding of the subject material1.The course allows the upper-class students to use the software as a tool to teach mechanical designprinciples while in parallel expanding the sophomore engineering students computer aided design skills.Some of the features of the course are: to expand awareness in modeling creation so that they can be easilyadjusted and revised, augment discussion of the limitations of different manufacturing techniques and toenhance different styles of communication skills such as technical drawings, hand sketching, andrenderings. Prior to the beginning of the course, students will be assessed on their knowledge ofSolidWorks through both a survey and a brief examination. This assessment will serve as a starting pointfor post class analysis.The purpose of this paper and presentation is to outline the learning activities designed for the studentdriven course and to provide assessment information on the course’s effectiveness. Details and insights foradministering these learning experiences will be described in the paper.References:    1) Weider, Janet M. , Wendorf, Angela R., Gurung, Regan A., and Filz, Tonya. “A Survey of        Graduate and Undergradute Teaching Assistants”. vol. 60, pp 95-103, July 2012.
AU  - Richard Whalen
AU  - Chirag Patel
AU  - David Joseph Tortoriello
AU  - Justin Baldacci
AU  - Jeffrey Speroni
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Augmenting a First-year Design Course with an Undergraduate Student Administered SolidWorks Module
UR  - https://peer.asee.org/19247
DO  - 10.18260/1-2--19247
ER  -