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Online Instructional Materials in a Hybrid Introductory Engineering Graphics Course: An Inventory of Solid Modeling Concepts

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Assessment in Engineering Graphics

Tagged Division

Engineering Design Graphics

Page Count


Page Numbers

22.1122.1 - 22.1122.12



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Paper Authors


Theodore J. Branoff North Carolina State University

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Dr. Branoff is an Associate Professor in the Department of Mathematics, Science and Technology Education at North Carolina State University. A member of ASEE since 1987, he has served as Chair of the Engineering Design Graphics Division of ASEE and as Associate Editor in charge of paper reviews for the Engineering Design Graphics Journal. He is currently President of the International Society for Geometry and Graphics. Dr. Branoff’s research interests include spatial visualization in undergraduate students and the effects of online instruction for preparing technology education teachers and engineers. Along with teaching courses in introductory engineering graphics, computer-aided design, descriptive geometry, and instructional design, he has conducted CAD and geometric dimensioning & tolerancing workshops for both high school teachers and local industry.

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Eric N. Wiebe North Carolina State University

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Eric N. Wiebe, Ph.D.
Dr. Wiebe is an Associate Professor in the Graphic Communications Program at NC State University. He has authored or co-authored four texts on technical graphics and has been involved in Computer-Aided Design (CAD)/3-D modeling development and use since 1986. He has also worked on the integration of scientific visualization concepts and techniques into both secondary and post-secondary education. Dr. Wiebe is past editor of the Engineering Design Graphics Journal and has been a member of the EDG Division of ASEE since 1989.

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Mark Anthony Shreve North Carolina State University

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Mark Shreve is a master's student in Technology Education within the Department of Mathematics, Science and Technology Education at North Carolina State University. His research interests include multimedia instruction and online learning through all levels of education. Along with completing his degree, Mark is also a graduate teaching assistant for the department's introductory engineering graphics course.

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Online Instructional Materials in a Hybrid Introductory Engineering Graphics Course: An Inventory of Solid Modeling ConceptsA hybrid version of GC120 – Foundations of Graphics has been offered by the faculty in[program name] since the Fall 2007 semester. Originally the course had two face-to-facemeetings per week. The revised course now has one face-to-face meeting, and students areexpected to complete additional online material outside of class. The online materials consist ofstreaming media of voiced-over lectures, online assessments of the textbook material, solidmodeling demonstrations, and sketching videos. Previous studies suggest that students hadmultiple strategies for making use of these online resources, and that these strategies hadimplications for learning outcomes on summative measures in the course.The next progression in evaluating the effectiveness of the course is to examine the resourcessupporting solid modeling. When faculty first introduced constraint-based solid modeling intothe course ten years ago, key concepts were identified and outlined for all instructors to follow.Since demonstrations were only conducted in a face-to-face setting, capturing what was actuallypresented to students across all sections of the course by different instructors was difficult. Byplacing the instructional resources online within a learning management system (LMS), a moreaccurate picture of student use is available. It is now possible to conduct a more thoroughevaluation of the resources supporting solid modeling by examining the concepts presented inthe online materials (i.e., video demonstrations) and compare them with those presented in therequired textbook for the course. These concepts include setting up template files, applyingsketch relations (e.g., symmetric, tangent, horizontal, vertical, and collinear), adding dimensionalconstraints to sketches, applying end-conditions to features (e.g., blind, through-all, or up-to-next), patterning features, creating assemblies, and creating drawings. Key questions to beanswered are: What concepts are presented in the videos and textbook? Is the sequencing of theconcepts appropriate? Is there appropriate scaffolding of the concepts over the progression of thesemester?This paper will present an inventory of the key concepts introduced in the resources supportingonline solid modeling instruction, compare the order and completeness of the inventory withwhat is presented in the required textbook, and present implications for future work in thecourse. A primary goal is to provide a mechanism for reviewing how our original instructionalgoals for learning constraint-based solid modeling is or is not being supported as we movecourse resources online. To that end, is higher order understanding of how constraint-based solidmodelers work, and how one strategizes about part and assembly construction with appropriatedesign intent, being adequately supported?

Branoff, T. J., & Wiebe, E. N., & Shreve, M. A. (2011, June), Online Instructional Materials in a Hybrid Introductory Engineering Graphics Course: An Inventory of Solid Modeling Concepts Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18588

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