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Effect of Video-Guided Tutorials in a Standard Curriculum and in a Flipped Classroom for a 3D-CAD Course

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Pedagogy and Learning Within Engineering Design Graphics II

Tagged Division

Engineering Design Graphics

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Paper Authors


Luz Adriana Amaya-Bower Central Connecticut State University

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Dr. Luz Amaya-Bower joined CCSU’s Department of Engineering as an Assistant Professor in August 2012. Before joining CCSU, she was an Assistant Professor of Mechanical Engineering Technology at New York City College of Technology. Her PhD was granted by the Graduate Center, CUNY for her work on dynamic behavior of multiphase flows in microchannels. Dr. Amaya-Bower earned her undergraduate and master’s degrees from City College, CUNY. Her teaching and research interests include multiphase flow systems, computational fluid dynamics, and numerical methods.

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Steven Joseph Kirstukas Central Connecticut State University

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Steve Kirstukas is an Associate Professor at CCSU, where he teaches courses in solid modeling, MATLAB programming, and engineering mechanics. He is exploring the use of computer-aided assessment of CAD files to give consistent, accurate, and quick feedback to students. He has degrees in civil and mechanical engineering, with a Ph.D. from the University of Minnesota. Steve has worked in industry as a civil engineer, software developer, biomechanics researcher, and mechanical design engineer.

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Computer Aided Design is a 200 level engineering class tailored to introduce students to the fundamental techniques of a CAD software. The original structure of this class included a standard lecture format and assignments. The assignments for this class consists of tutorials and exercises. Tutorials are step-by-step instructions in how to construct a model. In contrast, exercises are similar in presentation but leave it to the student to design the modeling approach for a particular model.

The authors have recognized two main drawbacks of the current structure: Firstly, class time is insufficient to cover all the material and for the students to complete assignments with the assistance of the instructor. Secondly, the tutorials are written in a format which may be confusing and difficult to follow. In addition, these tutorials provide an emphasis on the tools to construct the CAD models, while dismissing the model planning stage, which is critical for an engineering design.

The authors have developed two alternatives to apply in the class to address both of the drawbacks. The first change was to convert the class to a “flipped” or inverted format. The second change is that tutorial videos were created to show the construction process of the model from start to finish. The alternatives have been integrated in two different sections of the class: In one section, both changes have been implemented, while in the other section, only the tutorials were introduced. In general, the integration of these two alternatives has improved significantly the experience and the performance of the students in the class.

Implementation and assessment data for both sections is presented. The results show a positive improvement in the overall student performance compared to previous offerings of this course. In addition, a series of surveys were distributed to obtain feedback and observations from students. In general, the findings show that the current methodology can be expanded to other sections of the class.

Amaya-Bower, L. A., & Kirstukas, S. J. (2016, June), Effect of Video-Guided Tutorials in a Standard Curriculum and in a Flipped Classroom for a 3D-CAD Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27295

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