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Cooperative Learning As A Teaching Methodology Within Engineering Graphics

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

10

Page Numbers

6.302.1 - 6.302.10

Permanent URL

https://peer.asee.org/9043

Download Count

49

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Paper Authors

author page

David Kelley

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

Session 3238

Cooperative Learning as a Teaching Methodology within Engineering Graphics

David S. Kelley Purdue University

Abstract

Cooperative learning methodologies require that a positive interdependence exist between members of a group. This paper details a study conducted by the author on the utilization of cooperative learning within an engineering graphics course. Within the study, two sections were compared on computer-aided design (CAD) problem solving. The experimental section was taught utilizing cooperative learning methodologies, while the contrast section was taught using a traditional teaching approach. During class, students in the experimental section worked in groups on non-graded CAD problems while students in the contrast section worked individually. After each non-graded CAD problem, graded CAD assignments were given in which students from both sections worked individually. At the end of the semester, students from both sections were evaluated on their CAD problem solving ability. Within this paper, the author explores cooperative learning fundamentals and different approaches to cooperative learning that can be implemented within engineering graphics courses. In addition, the author discusses the results of the study.

I. Introduction

Technological change has significantly influenced the fields incorporated in engineering technology. The area of engineering graphics is a good example of how an industry has been affected by this change. Just 20 years ago, a majority of all drafting was performed on a drafting board. With this traditional form of drafting, an engineer or an architect would design a product and the drafter, using drafting equipment such as paper, pencils, and a scale, drew the production drawings of the object that was to be constructed or manufactured. The final drawings would be distributed to contractors and manufacturing industries to build the product. Traditional board drafting, even though it could be very tedious, was not particularly technically challenging. Today, most drafting, including the design and development of a product, is done using a Computer Aided Design (CAD) system. Technicians, such as drafters, are asked to work in environments that are changing and expanding constantly. Problems develop which must be solved. Technicians will be asked to solve these problems in situations where they will have little supervision. To be productive, a modern, “hi-tech” worker needs to have solid critical-thinking and problem-solving skills. Educational systems employed in teaching technology need to change to allow for the better development of these skills in students. The ideal place to begin the development of problem-solving and critical-thinking skills is in education. A student receiving a technical education will receive training at an appropriate level to meet the needs of individuals and industries in a particular geographic location. This technological training, after being received by the student, will be valid only as long as the

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education

Kelley, D. (2001, June), Cooperative Learning As A Teaching Methodology Within Engineering Graphics Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9043

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