Asee peer logo

Avoiding Graphic Illiteracy: Incorporating

Download Paper |

Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Architectural Engineering Education II

Page Count

7

Page Numbers

10.246.1 - 10.246.7

Permanent URL

https://peer.asee.org/15355

Download Count

51

Request a correction

Paper Authors

author page

Eric Hansberry

author page

Guido Lopez

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Avoiding Graphic Illiteracy: Incorporating Architectural Graphics into the Engineering Curriculum

Eric W. Hansberry, Associate Professor, And Guido W. Lopez, Assistant Professor

Northeastern University School of Engineering Technology 360 Huntington Avenue, Room 120 SN Boston, MA 02115-5096 Tel: (617) 373-4852, Fax: (617) 373-2501 e-mail: ewh@coe.neu.edu

Abstract

Major problems stem from graphic illiteracy resulting in interdisciplinary communication breakdown in the engineering field. Factors that distinguish the exceptional engineer include the ability to make, read, and interpret plans; effective interdisciplinary communication skills; and the ability to combine creative thinking and visualization to make unique designs. Incorporating architectural graphics into the general engineering curriculum exposes all engineering students across the disciplines to a universal language and the creative design process. The practical application of architectural graphics is presented across the fields of general, civil, mechanical, and electrical engineering.

Introduction

Engineering graphics is a fundamental communication medium used by technically trained people worldwide to design, construct and operate structures, machines or products. The registered professional engineer (P.E.) assumes a working and legal responsibility for the technical correctness of a device or design as represented by the engineering graphic language. The design effort is hampered by the inability of an engineer to read the interfacing plans of the engineering disciplines. This graphic illiteracy creates a schism not only between applied and research engineers but also between engineers of different disciplines. Many of the problems that result from this communication breakdown can be avoided through exposing all engineering students to architectural graphics as part of the general engineering curriculum. In addition, benefits such as increasing student’s creativity and motivation within the field of engineering are added benefits of including architectural graphics in the curriculum.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education.

Hansberry, E., & Lopez, G. (2005, June), Avoiding Graphic Illiteracy: Incorporating Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15355

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: © 2005 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