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How Deep is Your Knowledge? Consideration to the Breadth and Depth of Knowledge of CAD/CAM in M3-powered Technology CTE Classes

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

New Directions for Engineering Technology

Tagged Division

Engineering Technology

Page Count

15

Permanent URL

https://strategy.asee.org/37254

Download Count

40

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Paper Authors

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Osazuwa John Okundaye Jr. Texas A&M University Orcid 16x16 orcid.org/0000-0003-1197-8197

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Osazuwa is a PhD student at Texas A&M University. He is a part of the Texas A&M Embodied Interaction Lab (TEILab). His research is motivated by the idea of an embodied conception of the mind. He comes from an interdisciplinary background having earned a Bachelor's degree in psychology and a Masters of Science in Visualization afterward. He is versed in engaging the theoretical aspects of Human-Computer Interaction while able to engage in computer graphics applications (computer-aided design, modeling, animation, and 3D fabrication) and concepts pertaining to Computer Science.

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Malini Natarajarathinam Texas A&M University Orcid 16x16 orcid.org/0000-0003-1684-6476

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Dr. Malini Natarajarathinam joined the faculty of Industrial Distribution Program at Texas A&M University in 2007. Natarajarathinam received her Ph.D. in Supply Chain Management from The University of Alabama. She received her Bachelor of Engineering (Major: Industrial and Systems Engineering) from Anna University [Tamilnadu, India], her MS in Industrial Engineering from Auburn University, her MA in Management Science and MS in Applied Statistics from The University of Alabama. She has experience working with many industries such as automotive, chemical distribution etc. on transportation and operations management projects. She works extensively with food banks and food pantries on supply chain management and logistics focused initiatives. Her graduate and undergraduate students are integral part of her service-learning based logistics classes.

She teaches courses in strategic relationships among industrial distributors and distribution logistics. Her recent research focuses on engineering education and learning sciences with a focus on how to engage students better to prepare their minds for the future. Her other research interests include empirical studies to assess impact of good supply chain practices such as coordinated decision making in stochastic supply chains, handling supply chains during times of crisis and optimizing global supply chains on the financial health of a company. She has published her research in Journal of Business Logistics, International Journal of Physical Distribution and Logistics Management and peer-reviewed proceedings of the American Society for Engineering Education.

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Mathew Kuttolamadom Texas A&M University Orcid 16x16 orcid.org/0000-0002-3627-4885

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Dr. Mathew Kuttolamadom is an associate professor in the Department of Engineering Technology & Industrial Distribution and the Department of Materials Science & Engineering at Texas A&M University. He received his Ph.D. in Materials Science & Engineering from Clemson University’s Int'l Center for Automotive Research. His professional experience is in the automotive industry including at the Ford Motor Company. At TAMU, he teaches Mechanics, Manufacturing and Mechanical Design to his students. His research thrusts include bioinspired functionally-graded composites, additive/subtractive manufacturing processes, laser surface texturing, tribology, visuo-haptic VR/AR interfaces and engineering education.

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Francis Quek Texas A&M University

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Francis Quek is a Professor at Texas A&M University (Visualization, and Computer Science and Engineering and Psychology - by courtesy). He joined Texas A&M University as an interdisciplinary President’s Signature Hire to bridge disparities in STEM. Formerly he has been the Director of the Center for Human-Computer Interaction at Virginia Tech. Francis received both his B.S.E. summa cum laude (1984) and M.S.E. (1984) in electrical engineering from the University of Michigan. He completed his Ph.D. in Computer Science at the same university in 1990. Francis is a member of the IEEE and ACM.
He performs research in Human-Computer Interaction (HCI), learning sciences and technology, embodied interaction, embodied learning, HCI for accessibility (especially for individuals with blindness), multimodal verbal/non-verbal interaction, multimodal meeting analysis, vision-based interaction, multimedia databases, medical imaging, assistive technology for the blind, human computer interaction, computer vision, and computer graphics. http://teilab.tamu.edu

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Sharon Lynn Chu University of Florida

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Dr. Chu received her B.Soc.Sci (1st Class Honors) in Communication and New Media from the National University of Singapore, her MS in Computer Science & Applications and a graduate certifcate in Human-Computer Interaction from Virginia Tech, and her Ph.D in Human-Computer Interaction from Texas A&M University. She is currently an Assistant Professor and the Director of the ELX (Embodied Learning & Experience) Lab at the University of Florida in the Department of Computer and Information Science and Engineering. The ELX Lab conducts research in two main areas: cyberlearning and technologies for mental health.

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Abstract

The Making as Micro-manufacture (M3) model describes an approach for authentic learning experiences in the classroom. M3 couples the practice of Making with production engineering processes in an effort to produce highly customized, low batch-volume products, such as instructional science kits for elementary school classrooms. Production of such instructional science kits serves as a motivating scenario for students in M3. High school students learn a myriad of skills in M3 in particular to Making. Basic Making skills include elementary electronics, use of computer controlled fabrication machines, and programming. Of these skills, Computer-Aided Design/Computer-Aided Manufacturing (CAD/CAM) are a key facet to the use of fabrication tools (e.g., 3D printers or laser cutters) in the M3 model.

One problem, when taken into consideration of an M3 implementation, is to what ends should CADCAM skills be covered in the class. How can students be effectively taught CAD/CAM essentials for practical use in M3 while still avoiding a deep dive into the minutiae of the software/hardware considerations?

This paper highlights a CAD/CAM sequence taught within an online distanced M3 powered class. We demonstrate how various high-school technology career and technology education (CTE) classes are taught core CAD/CAM skills and how students and college-aged STEM mentors work together to achieve learning goals. Qualitative and quantitative analysis of a subset of the students’ in-class activities (e.g., how students use cognitive spatial processes to use CAD/CAM system) and products produced during this sequence are reviewed (e.g., mentors critique produced CAD designs for feasibility for 3D printing) , illustrating how students incorporate CAD/CAM knowledge in M3 and characterize the approach and end-products by students.

Okundaye, O. J., & Natarajarathinam, M., & Kuttolamadom, M., & Quek, F., & Chu, S. L. (2021, July), How Deep is Your Knowledge? Consideration to the Breadth and Depth of Knowledge of CAD/CAM in M3-powered Technology CTE Classes Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://strategy.asee.org/37254

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