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The Design Challenge Program In Support Of The Engineering Design Graphics Course

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Teaching Strategies in Graphics

Page Count

9

Page Numbers

9.1245.1 - 9.1245.9

Permanent URL

https://peer.asee.org/14070

Download Count

13

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Paper Authors

author page

Satyajit Verma

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

Session number : 2238

The Design Challenge Program in Support of the Engineering Design Graphics Course Satyajit Verma Texas A & M University – Corpus Christi

Educators strive to empower students by providing them with a wide set of skills, so that they may become effective contributors to the society and their employers. These skills include not only an understanding of scientific and engineering principles along with their applications, but also skills to interact smoothly and effectively in human environment. These skills ensure that our graduates will be able to achieve their personal and their employers’ desired goals and objectives. These expected characteristics of the graduates are captured in the list of expected outcomes in the ABET Guidelines for Engineering and Engineering Technology Programs1.

The first level of an Engineering Design Graphics course, as normally taught in many two year and four year colleges and universities, leads a student through the steps in the development of an industrial product. These steps range from idea generation to the final product specifications. Along side, and equally important, the students learn the standard methods of interpreting and creating engineering drawings. Usually, the students work in teams and either pick projects of their own choice or one assigned by the course instructor. The normal duration of the project is one semester. The final product is often a set of detailed working drawings suitable for fabricating the product. The working drawings are prepared by computer graphical methods such as AutoCAD. As the students work in teams, they conduct group meetings, prepare project reports and make presentations on their projects.

The TSGC program provides a format comprising milestones during the progression of the course. It formalizes the curriculum structure, assists in its progression, and serves as a third party confirmation of the curriculum activities.

Outline of the Engineering Design Graphics Course Taught at TAMU-CC

The Design Graphics course as taught in many institutions, contains elements of engineering drawing practices and manufacturing practices. The format of the course contains the steps in a typical design process in the development of a product. The steps are generally described as follows:

1. Problem Identification 2. Preliminary Ideas (Brainstorming, Sketching) 3. Refinement Considerations 4. Design Analysis 5. Decision (Writing Reports, Making Presentations) 6. Implementation

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Verma, S. (2004, June), The Design Challenge Program In Support Of The Engineering Design Graphics Course Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/14070

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