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Revision Of Freshman Engineering Graphics To Support An Evolving Core Design Sequence

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2006 Annual Conference & Exposition


Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006



Conference Session

Teaching Design

Tagged Division

Design in Engineering Education

Page Count


Page Numbers

11.1096.1 - 11.1096.12



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Paper Authors


John Nastasi Stevens Institute of Technology

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JOHN NASTASI currently serves as Director of the Product-Architecture Lab, and Program Coordinator for the interdisciplinary Graduate Program in Product Design, Architecture and Engineering (which he created) at Stevens Institute of Technology. He teaches Freshman Graphics in the undergraduate engineering program. He is also the Founder and Creative Director of the award-winning Hoboken-based design build studio, Nastasi Architects. Mr. Nastasi is a graduate of Harvard’s Graduate School of Design, a recipient of Harvard’s Rice Prize for advancement in Architecture and Engineering and a 1996 recipient of the Young Architects Award from the Architectural League of New York among other honors.

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Keith Sheppard Stevens Institute of Technology

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KEITH SHEPPARD is a Professor of Materials Engineering and Associate Dean of Engineering at Stevens Institute of Technology. He earned the B.Sc. from the University of Leeds, England and Ph.D. from the University of Birmingham, England, both in Metallurgy. As Associate Dean, Sheppard is primarily responsible for undergraduate programs. He is a member of the Executive Committee and past Chair of the ASEE Design in Engineering Education Division.

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Constantin Chassapis Stevens Institute of Technology

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CONSTANTIN CHASSAPIS is the Director of the Department of Mechanical Engineering and a Professor of Mechanical Engineering at Stevens Institute of Technology. His research interests are in knowledge-based engineering systems; computer-aided design and manufacturing. At Stevens he has developed a number of undergraduate and graduate courses in the design and manufacturing areas.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Revision of Freshman Engineering Graphics to Support An Evolving Core Design Sequence

Introduction Engineering Graphics is a core requirement in the first semester for all engineering undergraduates and has followed a standard approach based on 3-D solids modeling with SolidWorksTM. The course has leaned heavily on associated tutorial materials. The Graphics course is taught concurrently with Engineering Design I, the first course in the core design sequence that runs through all four years. A recent curriculum review prompted a number of changes to the design sequence including understanding and practicing design in a systems context and its articulation through the sequence. This is introduced in Engineering Design I with a first introduction of the concepts of the systems approach starting with a much increased emphasis on an analysis of customer requirements, particularly focused on systems rather than isolated artifacts. This then leads into the technical aspects of design. In the second design course the systems concepts are extended to introduce consideration of use aspects. In support of this approach, it was recognized that Graphics should be broadened in scope and better integrated into the early design pedagogy. This objective is to expose students to the range of graphical communication in engineering from three-dimensional hand sketching to virtual reality as well as introduce contemporary aesthetic design, a topic missing from the traditional approach but critical from a customer needs and product success perspective in many applications. Some elements of this approach have been recently incorporated into introductory graphics courses at other Schools. For example at University of Texas at Austin1 they have incorporated Finite Element Analysis and kinematics as a complement to 3-D modeling.

Implementation A pilot has been conducted with three (of ten) sections of the first semester Graphics course. The primary course outcomes were kept the same as those for the other sections. SolidWorksTM was also kept as the primary tool. However, the syllabus was revised to include the introduction of a broader set of digital design and visualization tools. Thus as part of the core undergraduate curriculum, the revised Graphics syllabus now looks to address a wider array of user needs and customer requirements associated with both the various engineering disciplines

Nastasi, J., & Sheppard, K., & Chassapis, C. (2006, June), Revision Of Freshman Engineering Graphics To Support An Evolving Core Design Sequence Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1240

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