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Design Content In A Graphics Course

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Conference

1997 Annual Conference

Location

Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997

ISSN

2153-5965

Page Count

7

Page Numbers

2.131.1 - 2.131.7

Permanent URL

https://peer.asee.org/6492

Download Count

22

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Paper Authors

author page

Jon E. Freckleton

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

Session 2625

Design Content in a Graphics Course

Jon E. Freckleton PE Rochester Institute of Technology Rochester, NY 14623-0887

Abstract

RIT is a career oriented institute with a long history of close ties with industry. All students in Engineering must complete live coop work blocks. This has two major effects on design content in the curriculum. First, the content must start in the lower level courses to prepare the students for their coop work blocks which begin in their third year. Second, the design content must be truly relevant; coop makes the students mature, demanding customers. The graphics sequence of three required, and one upper level optional, courses have significant design content. The first year course teaches fundamentals. The second year GD&T and CG courses are project based. This year they were split from a single course to allow transfer students more flexibility; many have CG, few have GD&T.

Both second year courses will continue with design content:

l-Each assigned drawing requires an isometric sketch showing an engineering application of the part. It must be unique, the part is modified to reflect the design use. Therefore, each students’ drawing is unique which greatly increases grading time.

2-Students form three to five member design teams and develop a set of drawings for a device. For the past three years the students have produced stereolithography models of their device.

This course is later used in the fourth year DFMA course and in the fifth year Sr. Design sequence where a set of GD&T drawings is a required deliverable. These courses demonstrate that design content really excites students, and that they will put in a great deal of extra effort. They often select projects that greatly exceed course requirements. The only downside is the workload on the faculty.

Need for Earlv Design Contact

RIT has a very long history as a career oriented educational institute. Many trustees are from industry and the institute has long maintained a close working relationship with industry in general, and Rochester industry in particular. For example, Mr. Jim Gleason, CEO of the well known Gleason Corporation is very active as a trustee. The engineering building is named the Gleason Building and there are two Gleason endowed chairs. IBM had all the engineering and business faculty, and some staff, at their training center for a week of TQM training.

Engineering is a live year program. RIT is a quarter based institution. Engineering for the first two years follows the traditional fall to spring academics with the summer between the two years for vacation, work, or course makeup. The students spend their last three years

Freckleton, J. E. (1997, June), Design Content In A Graphics Course Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. https://peer.asee.org/6492

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