Salt Lake City, Utah
June 20, 2004
June 20, 2004
June 23, 2004
9.767.1 - 9.767.10
Session Number 1526
Integrating RP Technology into Tennessee Tech’s Design and Manufacturing Curriculum
Ismail Fidan, Ph.D.
Tennessee Tech University, 920 North Peachtree Avenue Cookeville, TN 38505-5003, E-mail: email@example.com, Web: http://iweb.tntech.edu/ifidan
The rapid advances in computer technology opened new horizons for the faculty who are teaching in CAD/CAM technologies and will continue to do so in the future. Tennessee Tech University (TTU) took the advantage of this opportunity provided by NSF-CCLI-A&I program grant to adapt and implement successful Rapid Prototyping (RP) experiences, and educational practices that have been developed and tested at various engineering schools. RP capabilities affect the pedagogy in the core design and manufacturing curriculum. RP adds excitement and realism to the curriculum by enabling the students to build physical models directly from CAD data. The prototype communicates important information about parts, including engineering data such as fit and limited functional testing, labeling, highlighting, and appearance simulation. Undoubtedly, students who have an understanding of the realities of the relationship between CAD tools and design principles will be much more attune to the realities of the industrial standard in RP. TTU RP objectives have been implemented by integrating new hands-on laboratory experiments into two current junior level required courses; CAD for Technology and CNC Machining Practices. This paper will report the current RP curriculum enhancements accomplished in both courses.
The State of the Art
The mission for all instructors is to educate their students the best way possible. Their teaching techniques should challenge, educate, and promote the students' innovative thinking1. The lecture-based format of teaching, which predominates in engineering education, may not be best to achieve these goals2. Through the lecture method, an instructor introduces students to course work by producing notes on a chalkboard or overhead. The instructor then hopes that students can regurgitate this collected information on their homework or exams. Some classes, if students are lucky, have accompanying laboratory practices where they can gain hands-on experience. There have been several attempts to revise engineering curriculum to improve understanding and foster creative thinking3. “Proceedings of the 2004 American Society for Engineering Education Conference & Exposition Copyright©2004, American Society for Engineering Education”
Fidan, I. (2004, June), Integrating Rp Technology Into Tennessee Tech’s Design And Manufacturing Curriculum Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13691
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2004 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015