The Way Things Work: Sketching and Building to Improve Visual Communication and Spatial Reasoning Skills

Vicki V. May; David Alexander Macaulay

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: Promoting Technical Communication Skills
Tagged Division: Liberal Education/Engineering & Society
Tagged Topic: Diversity
Page Count: 17
DOI: 10.18260/1-2--35382
Permanent URL: https://peer.asee.org/35382
Download Count: 381

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Paper Authors

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Vicki V. May P.E. Dartmouth College

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Vicki V. May, Ph.D., P.E., is an Instructional Professor of Engineering in the Thayer School of Engineering at Dartmouth. Her research focuses on engineering education and K-12 outreach. She teaches courses in solid mechanics, structural analysis, and design at Dartmouth. Prior to relocating to the east coast, Professor May was an Associate Professor of Architectural Engineering at the California Polytechnic State University in San Luis Obispo.

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David Alexander Macaulay

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Abstract

The Ways Things Work, a course offered by Thayer School of Engineering at Dartmouth based on the book by the same title, focuses on helping students understand engineered systems by sketching and building. The course is co-taught by Vicki May, an engineering professor, and David Macaulay, illustrator and author, and carries art credit (all Dartmouth students must take at least on art course). The goal is to help students become more aware of the engineered world around them while developing some of the skills needed to be successful in engineering. Through this course students will: • Improve their ability to reason spatially; • Visually communicate how engineered systems work; • Critically evaluate their own work and that of their peers.

The course is separated into four units, with each unit focused on a different type of engineered system: Unit 1 – Structural and Mechanical Systems, Unit 2 – Electrical and Energy Systems, Unit 3 – Biomedical and Robotic Systems, and Unit 4 – Choice. For each unit, students are expected to create a display (poster, brochure, digital slide show, or video) that visually communicates how an engineered system of their choice works. While the students work individually on the displays for each unit, they collaborate with peers in the class to brainstorm ideas, improve drafts and evaluate the final projects. Engineered systems that students have selected to explain include clocks, LED lights, bicycle gears, stethoscopes, games, thermometers, and more.

In addition to the projects, each unit includes introductory lectures related to engineering, sketching lessons, hands-on building projects, and reverse engineering activities. For unit 1 (structural and mechanical systems) students design and build their own automata using gears, cams, and linkages. They also sketch chairs and mechanisms, and take apart mechanical toys. For unit 2 (electrical and energy systems) students sketch and build solar lanterns and wind turbines and take apart flashlights and broken computers. And for unit 3 (biomedical and robotic systems) students cast and sketch their own hands, 3D print and build robotic arms, and take apart biomedical devices. Students also are responsible for completing weekly creativity, observation, sketching, and spatial reasoning exercises. Each student is given a sketchbook at the beginning of the term in which to sketch, ideally on a daily basis. Students are required to scan and submit samples from their sketchbooks every week. Sketching is used as a way to get to better observe engineered systems; ‘sketching to understand and communicate’ is the motto of the course. Professor xxx leads weekly sketching exercises focused on better ways of seeing objects and breaking down the parts rather than on producing art.

Comparison of pre- and post-course exercises from the three years that the course has been offered show that students’ visual communication and spatial reasoning skills improved over the ten-week course. Visual communication skills were assessed by looking at the progression of skills on projects. Spatial reasoning was measured using a modified version of the Purdue Spatial Visualization Test.

Citation
Format

May, V. V., & Macaulay, D. A. (2020, June), The Way Things Work: Sketching and Building to Improve Visual Communication and Spatial Reasoning Skills Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35382

TY - CPAPER
AB - The Ways Things Work, a course offered by Thayer School of Engineering at Dartmouth based on the book by the same title, focuses on helping students understand engineered systems by sketching and building. The course is co-taught by Vicki May, an engineering professor, and David Macaulay, illustrator and author, and carries art credit (all Dartmouth students must take at least on art course). The goal is to help students become more aware of the engineered world around them while developing some of the skills needed to be successful in engineering. Through this course students will:
• Improve their ability to reason spatially;
• Visually communicate how engineered systems work;
• Critically evaluate their own work and that of their peers.

The course is separated into four units, with each unit focused on a different type of engineered system: Unit 1 – Structural and Mechanical Systems, Unit 2 – Electrical and Energy Systems, Unit 3 – Biomedical and Robotic Systems, and Unit 4 – Choice. For each unit, students are expected to create a display (poster, brochure, digital slide show, or video) that visually communicates how an engineered system of their choice works. While the students work individually on the displays for each unit, they collaborate with peers in the class to brainstorm ideas, improve drafts and evaluate the final projects. Engineered systems that students have selected to explain include clocks, LED lights, bicycle gears, stethoscopes, games, thermometers, and more.

In addition to the projects, each unit includes introductory lectures related to engineering, sketching lessons, hands-on building projects, and reverse engineering activities. For unit 1 (structural and mechanical systems) students design and build their own automata using gears, cams, and linkages. They also sketch chairs and mechanisms, and take apart mechanical toys. For unit 2 (electrical and energy systems) students sketch and build solar lanterns and wind turbines and take apart flashlights and broken computers. And for unit 3 (biomedical and robotic systems) students cast and sketch their own hands, 3D print and build robotic arms, and take apart biomedical devices. Students also are responsible for completing weekly creativity, observation, sketching, and spatial reasoning exercises. Each student is given a sketchbook at the beginning of the term in which to sketch, ideally on a daily basis. Students are required to scan and submit samples from their sketchbooks every week. Sketching is used as a way to get to better observe engineered systems; ‘sketching to understand and communicate’ is the motto of the course. Professor xxx leads weekly sketching exercises focused on better ways of seeing objects and breaking down the parts rather than on producing art.

Comparison of pre- and post-course exercises from the three years that the course has been offered show that students’ visual communication and spatial reasoning skills improved over the ten-week course. Visual communication skills were assessed by looking at the progression of skills on projects. Spatial reasoning was measured using a modified version of the Purdue Spatial Visualization Test.

AU - Vicki V. May P.E.
AU - David Alexander Macaulay
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - The Way Things Work: Sketching and Building to Improve Visual Communication and Spatial Reasoning Skills
UR - https://peer.asee.org/35382
DO - 10.18260/1-2--35382
ER -