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Teaching Design and Technical Graphics in a Green Environment

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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

Design and Graphics Potpourri

Tagged Division

Engineering Design Graphics

Page Count


Page Numbers

22.1381.1 - 22.1381.9



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Paper Authors


William DeLuca North Carolina State University

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Dr. DeLuca is an Associate Professor of Technology Education at North Carolina State University. He has been a technology education teacher at the middle school, high school, undergraduate and graduate levels for over 30 years, and has extensive teaching, research, and curriculum development experience. His research includes the study of thinking processes, teaching methods, and activities that improve technological problem-solving performance and creativity. He has expertise in developing technology education curriculum that integrates science, technology, engineering and mathematics (STEM) concepts. Currently, Dr. DeLuca is the Principle Investigator of the GRIDc: Green Research for Incorporating Data in the Classroom project (Phase 1, 0737180; Phase 2, 0920268). The purpose of this NSF CCLI project is to develop curricula to teach STEM concepts associated with renewable energy technologies by providing a living laboratory of performance data from numerous renewable energy systems. The overarching goal of the project is to develop undergraduate students’ higher-order thinking skills in the context of a data-rich learning environment. In addition, he is Co-PI of the NSF ITEST funded project GRADUATE: Games Requiring Advanced Developmental Understanding and Achievement in Technological Endeavors (0833452). This project researches the use of game design to teach STEM concepts. Dr. DeLuca has a B.A. in Industrial Arts Education from the California University of Pennsylvania, and an M.A. and Ed.D. in Technology Education from West Virginia University.

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Nasim Lari North Carolina State University

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Nasim received her Ph.D. in Economics from North Carolina State University in August 2009. She began her work on the GRIDc project as a Research Assistant in August 2008 and contiues to consult on the project today. Her research interests include applied microeconomics and econometrics issues. She has taught courses in economics at North Carolina State University and the University of North Carolina at Chapel Hill.

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Jeremy V Ernst North Carolina State University

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Jeremy V. Ernst is an Assistant Professor in the Department of Science, Technology, Engineering, and Mathematics Education at North Carolina State University. He currently teaches courses in digital media and emerging technologies. Jeremy specializes in research involving students categorized as at-risk of dropping out of school. He also has curriculum research and development experiences in technology and trade and industrial education.

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Aaron C. Clark North Carolina State University

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Aaron C. Clark is an Associate Professor of Graphic Communications at North Carolina State University in Raleigh. He received his B.S. and M.S. in Technology and Technology Education from East Tennessee State University. He earned his doctoral degree from NC State University. His teaching specialty is in engineering drawing, with emphasis in 3-D modeling and animation. Research areas include visualization, graphics education and scientific/technical visualization. He presents and publishes in both vocational/technology education and engineering education.

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Teaching Design and Technical Graphics in a Green Environment AbstractGreen Research for Incorporating Data in the Classroom (GRIDc) is a National ScienceFoundation project designed to improve instructional practices in the curricula areas of science,technology, engineering, and mathematics (STEM). The project uses data collected from avariety of renewable energy technologies located at the NC Solar Center and enables studentsand teachers from both secondary and post-secondary education to access downloadableinformation and analyze, synthesize, and evaluate the data. One aspect of this project is to teachstudents in both engineering education and pre-service teacher education for technology,engineering and design education to visually explain data for targeted groups. Students andteachers take the information and create both data-driven and conceptual models to explaininformation obtained from the project’s website using a variety of methods involved in technicaldata presentation. Whether using meteorological data sets and comparing the information withphotovoltaic systems or wind turbines, or just the understanding of how the different renewabletechnologies work, education and engineering students can create multiple ways to explain theoutput of information and in return, develop technical drawings, static images, and technicalanimations that explain the processes and renewable energy technologies being studied.This paper will explain the GRIDc project and how students in both engineering and educationlearn to develop good visual skills in areas of presentation, data-driven and conceptual modelingusing the information and data collected from the website. Preliminary research has beenconducted on the effective use of these materials in college level engineering classes and in atechnical animation course for graphic communications. Research and analysis has taken placeas to how students take data of this type and create both data-driven and conceptual models usinga design brief format. The research being conducted during this project will provide a base forcontinued research and development on using data-rich learning environments to develop goodthinking and visual skills for both pre-engineering and engineering students throughout thecountry.

DeLuca, W., & Lari, N., & Ernst, J. V., & Clark, A. C. (2011, June), Teaching Design and Technical Graphics in a Green Environment Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18587

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