Incorporating Makerspace Design and Fabrication Activities into Engineering Design Graphics

Jan Edwards; Rob Twardock

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Engineering Design Graphics Division (EDGD) Technical Session 2
Tagged Division: Engineering Design Graphics Division (EDGD)
Page Count: 20
DOI: 10.18260/1-2--43644
Permanent URL: https://peer.asee.org/43644
Download Count: 129

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Paper Authors

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Jan Edwards College of Lake County

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Jan L. Edwards is an Associate Professor of Engineering at the College of Lake County in Illinois. She received her Bachelor’s and Master’s degree in Materials Science and Engineering at Michigan Technological University. Ms. Edwards teaches general engineering courses, manages outreach initiatives and the CLC Baxter Innovation Lab at the community college. She is also serving as the Principal Investigator on the college’s NSF S-STEM grant, Building an Academic Community of Engineering Scholars.

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Rob Twardock College of Lake County

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Rob Twardock is an engineering professor at College of Lake County in Grayslake, Illinois since 2000. Rob is a graduate of the University of Illinois Urbana-Champaign with a B.S. and M.S. in Civil Engineering. He worked as a consulting engineer in Michigan and Illinois for 10 years prior to starting to teach at Mt. Hood Community College in 1998. Rob is the Co-Department Chair of Engineering Transfer and teaches all lower division engineering courses offered.

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Abstract

This evidence-based practice describes the incorporation of an original design project coupled with the use of a makerspace into the Engineering Design Graphics curriculum. This design project has given students more of a connection to engineering work and provides a strong foundation for developing an engineering identity. This is further enhanced through the use of a makerspace environment which enables students to fabricate, inspect, and iterate their designs. The measurable outcomes for the current project will focus on student engagement and perceived learning gains. The results of a survey measuring students’ perspectives on the value of the course project work on their learning will be presented. The objective of this paper is to disseminate the positive results of the project and encourage the incorporation of makerspace-based design projects into the Engineering Graphics curriculum, with a focus on the community college setting.

Engineering Design Graphics is a gateway introductory course in the Engineering curriculum that has high potential for engaging and retaining freshman engineering students. An example of a group project involving a simple marble lift will be presented that incorporates open-source design process content, engineering principles, functional analysis, lab safety, buildability, hands-on prototyping, exposure to various desktop manufacturing methods, inspection and measurement. The project is integrated throughout the course and includes reverse engineering, sketching, 3D solid modeling skills, development of detailed design drawings, design revisions, as well as verbal and written communication. The increased emphasis on project work using the makerspace has proven popular with students, increasing their engagement, enthusiasm, and attendance.

This paper details the resources, curriculum, and projects used in Engineering Design Graphics that provide experiential learning experiences. Each step of the project will be mapped to concrete skills, standard course material in the textbook and course outcomes. In addition, the paper will explore the impact of the makerspace environment, student responses to the project format and thoughts on further implementation in future semesters, including dissemination across multiple sections and the development of various iterations.

Citation
Format

Edwards, J., & Twardock, R. (2023, June), Incorporating Makerspace Design and Fabrication Activities into Engineering Design Graphics Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43644

TY  - CPAPER
AB  - This evidence-based practice describes the incorporation of an original design project coupled with the use of a makerspace into the Engineering Design Graphics curriculum.   This design project has given students more of a connection to engineering work and provides a strong foundation for developing an engineering identity. This is further enhanced through the use of a makerspace environment which enables students to fabricate, inspect, and iterate their designs.  The measurable outcomes for the current project will focus on student engagement and perceived learning gains.  The results of a survey measuring students’ perspectives on the value of the course project work on their learning will be presented. The objective of this paper is to disseminate the positive results of the project and encourage the incorporation of makerspace-based design projects into the Engineering Graphics curriculum, with a focus on the community college setting.   

Engineering Design Graphics is a gateway introductory course in the Engineering curriculum that has high potential for engaging and retaining freshman engineering students. An example of a group project involving a simple marble lift will be presented that incorporates open-source design process content, engineering principles, functional analysis, lab safety, buildability, hands-on prototyping, exposure to various desktop manufacturing methods, inspection and measurement.  The project is integrated throughout the course and includes reverse engineering, sketching, 3D solid modeling skills, development of detailed design drawings, design revisions, as well as verbal and written communication.  The increased emphasis on project work using the makerspace has proven popular with students, increasing their engagement, enthusiasm, and attendance.  

This paper details the resources, curriculum, and projects used in Engineering Design Graphics that provide experiential learning experiences. Each step of the project will be mapped to concrete skills, standard course material in the textbook and course outcomes. In addition, the paper will explore the impact of the makerspace environment, student responses to the project format and thoughts on further implementation in future semesters, including dissemination across multiple sections and the development of various iterations.  
AU  - Jan Edwards
AU  - Rob Twardock
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Incorporating Makerspace Design and Fabrication Activities into Engineering Design Graphics 
UR  - https://peer.asee.org/43644
DO  - 10.18260/1-2--43644
ER  -