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Sketching, Building & 3D Printing: Implementation of a Non-Discipline Specific Making Activity in a First-Year Engineering Design Course

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2019 FYEE Conference


Penn State University , Pennsylvania

Publication Date

July 28, 2019

Start Date

July 28, 2019

End Date

July 30, 2019

Conference Session

T2A: GIFTS - Session A

Tagged Topic

FYEE Conference - Paper Submission

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Paper Authors


Sarah C Ritter Pennsylvania State University, University Park

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Sarah C. Ritter, PhD, is an associate teaching professor in the School of Engineering Design, Technology, and Professional Programs at the Pennsylvania State University and course chair for EDSGN 100, the cornerstone engineering design course. She received her BS degree from Louisiana Tech University and PhD degree from Texas A&M University, both in Biomedical Engineering. Her research focused on developing an optics-based system for long-term monitoring of relevant blood analytes, such as glucose for patients with diabetes. At Penn State University, she teaches Introduction to Engineering Design and a graduate-level Engineering Design Studio course.

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Susan C. Beyerle Pennsylvania State University, University Park

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Susan Beyerle is an Instructor of Cornerstone Engineering Design at The Pennsylvania State University. She has a background in manufacturing, having worked at several Corning plants and as a manufacturing engineering consultant. She holds an MS in Materials Science and Engineering from UT Austin and a BS in Industrial and Systems Engineering from Ohio State.

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This GIFTS presentation describes a making project that has been incorporated into several sections of a first-year engineering design course. EDSGN 100—the cornerstone engineering design course at Penn State University—is generally taught to first-year students entering nearly every engineering major. In support of team-based design projects, students also learn various design tools and techniques, including hand sketching, verbal and written communication, hands-on making, and computer-aided design. To thread these design tools together in an engaging manner, a small, team-based project that incorporates these elements was introduced to several sections of the course. Using isometric sketches of assembly components, which had been varied for each team, students must (1) sketch multiview drawings of each component, (2) properly dimension each drawing, (3) build components provided dimensioned drawings prepared by another team (thus different than their own), (4) note discrepancies in the sketches and missing or erroneous dimensions on the provided drawings, (5) paint and assemble the components, and (6) design and 3D print accessories that attach to the assembly. Student learning objectives include: the ability to properly hand sketch and dimension components, the ability to read an engineering drawing, the ability to create a component based on a dimensioned drawing using shop tools, the ability to properly measure components and consider tolerances for 3D modeling, the ability to 3D model components, and finally, the ability to iterate upon the models for the 3D printed pieces given a reflection on their suitability for the activity (e.g., fit and size). Informal feedback on this activity has been favorable from both students and instructors. This type of non-discipline specific project incorporating many aspects of making is widely applicable to any first-year engineering design course.

Ritter, S. C., & Beyerle, S. C. (2019, July), Sketching, Building & 3D Printing: Implementation of a Non-Discipline Specific Making Activity in a First-Year Engineering Design Course Paper presented at 2019 FYEE Conference , Penn State University , Pennsylvania.

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