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Session 3286

Graphic Claymation – Visualization Through Sight And Touch Kathryn Holliday-Darr, Michael Lobaugh Penn State Erie, The Behrend College

Introduction:

“Introduction to Graphics and Solids Modeling” (METBD 110) is a first semester freshmen class for all students enrolled in the Plastics Engineering Technology (PLET) and Mechanical Engineering Technology (MET) programs in both the associate and bachelors programs offered at Penn State Erie, The Behrend College. This class is a three-credit course, which meets five hours per week for 14 weeks in a supervised lab setting. Since it is a first semester course, there are no prerequisites and there are no assumptions that the student has any sort of graphics or CAD background from high school. This course was taught using Pro/ENGINEER (Pro/E), which is the main CAD program used at Penn State Erie. During the fall semesters of both 2001 and 2002, five sections of approximately 20 students each, were taught using the same three instructors in both semesters. All three instructors followed the same syllabus and taught the class in essentially the same manner.

The main goals of METBD 110 were as follows: First, to give the students a firm background in the basics of graphics - sketching 2-dimensional (2D) views, isometric (3D) views and dimensioning rules following ASME Y14.5M-1994 standards.(1) Second, the concepts of solid modeling using Pro/E, which included menus, constraints, dimensioning, orientation and the use of all “create/feature” options as well as creating drawings with dimensions from a solid model. Sectioning and auxiliary views were covered on a need to know basis.

The text used for the course was Modern Graphics Communication, Giesecke, Mitchell, Spencer, Hill, Dygdon, Novak, Lockhart, as this traditional text covers the basics of sketching and dimensioning.(2) The teaching of CAD at Penn State Erie has evolved over about a fifteen-year period. The graphics faculty have not found a textbook that covers material in a fashion that suits Penn State Erie’s course topics. Therefore students download material from the instructor’s website on each aspect that was covered in addition to the textbook. The class was structured with a lecture at the start of class followed by practice and homework.

During the American Society for Engineering Education 2002 National Conference, the paper titled “Process Education in Computer Graphics” (Session 1338) was presented to describe the changes in the Penn State Erie graphics courses.(3) As stated in the paper, changes in the student culture have dictated the need to change our approach to teaching, making it necessary for the instructors to reevaluate their teaching methods and how the material was presented to the students. The desire to improve our students’ performance and find a way to have the student be more prepared for class prompted the faculty to apply a process education approach to instruction in the fall of 2001. Process education is another name for active learning which is “an educational philosophy which focuses on building students’ learning skills (in all domains) and developing “self growers””.(4) The previous paper describes the trials and tribulations for three levels of graphics course during the fall of 2001. As a result from these changes, it was

“Proceedings for the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

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Holliday-Darr, K., & Lobaugh, M. (2003, June), Graphic Claymation Visualization Through Sight And Touch Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--12001