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Curriculum Development For The Integrating Of Marine Design In A First Year Engineering Graphics Course

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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

6

Page Numbers

6.315.1 - 6.315.6

Permanent URL

https://peer.asee.org/9062

Download Count

30

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Paper Authors

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Lynn Mayo

author page

Eric Hansberry

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

Session 2478 Curriculum Development for the Integration of Marine Design in a First-Year Engineering Graphics Course

Eric W. Hansberry Associate Professor, Northeastern University, Lynn Hansberry Mayo, M.S. CCC/SLP

Abstract

First-year students at the School of Engineering Technology and the Lowell Institute at Northeastern University have been exposed to the marine field. This paper will discuss how to integrate marine topics into an introductory design course. These examples have been carefully selected to follow an industrial format and introduce students to naval architectural and mechanical design. Curriculum development reflects educational research to ensure maximum benefit to students. By incorporating marine design into the curriculum, students gain fundamental engineering skills, an exposure to on-the-job industrial methodology, an understanding of interdisciplinary work, improved communication skills, and invaluable knowledge that will aid them in making informed decisions about their future careers.

Introduction

A comprehensive introductory graphics course should take regional industries into consideration during curriculum development. Engineering graphics is a fundamental communication medium used by technically trained people worldwide to design, construct and operate structures, machines or products. Given its universal nature, the subtle regional variations in graphics design are often lost in higher education. Subsequently, students may be left ill prepared to address engineering issues related to their geographical location. In addition, errors result second to limited training in applied graphics. Teaching maritime graphics at the introductory level is an ideal method to increase students’ knowledge of fundamental engineering skills, expose them to on-the-job industrial methodology, increase their understanding of interdisciplinary work, improve their communication skills, and provide invaluable knowledge that will aid then in making informed decision about their future careers.

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. It is vital that universities prepare their students for the great variation of problems that they will encounter. The design effort is frequently hampered by the inability of an engineer to read the plans of his design or to read the interfacing plans of other engineering disciplines. This graphic illiteracy creates a schism in engineering not only between applied and research engineers, but also between engineers of different disciplines. A general knowledge and appreciation of the focus of each specialty is vital efficient communication.

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

Mayo, L., & Hansberry, E. (2001, June), Curriculum Development For The Integrating Of Marine Design In A First Year Engineering Graphics Course Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9062

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