Salt Lake City, Utah
June 20, 2004
June 20, 2004
June 23, 2004
9.1033.1 - 9.1033.7
Nearly all students in technical programs take an engineering graphics course, which implements computer aided design (CAD) tools. Most of these courses have the phrase Computer Aided Design in their title. The focus in these courses is on drawing standards and techniques for documenting machine components and assemblies. After reviewing outlines for courses offered by many institutions, the word design does not even appear in the outline, beyond the course title. The majority of learning comes through completing several drawing assignments of existing parts. The Mechanical Engineering Technology graphics courses at the University of Dayton are similar, in that the fundamental graphics principles are applied through several assignments. However, the assignments involve open-ended, design scenarios, which integrate the traditional topics. With this strategy, the students have the opportunity to employ creativity, while applying the fundamental principles. Additionally, these scenarios familiarize the students with many common mechanical devices and using industrial catalogs. They are also able to explore design issues such as manufacturability, assembly, serviceability and cost. This strategy in using scenarios emphasizes the design in computer aided design. This paper will also explore the implementation of design scenarios in engineering graphics courses, along with highlighting the results, benefits and drawbacks.
Myszka, D. (2004, June), Putting Design In Computer Aided Design Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13645
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