Using Online Tutorials in an Introductory Engineering Graphics Course to Improve Outcomes

Nancy E. Study; Michael Lobaugh

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: EDGD: Potpourri
Tagged Division: Engineering Design Graphics
Page Count: 12
DOI: 10.18260/1-2--31210
Permanent URL: https://peer.asee.org/31210
Download Count: 470

Paper Authors

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Nancy E. Study Pennsylvania State University, Erie

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Dr. Nancy E. Study is on the faculty of the School of Engineering at Penn State Behrend where she teaches courses in engineering graphics and rapid prototyping, and is the coordinator of the rapid prototyping lab. Her research interests include visualization, standardization of CAD practices, and haptics. Nancy is a former chair of the ASEE Engineering Design Graphics Division and is currently the Circulation Manager and Treasurer of the Engineering Design Graphics Journal. She received her B.S. from Missouri State University, and M.S. and Ph.D. from Purdue University.

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Michael Lobaugh Pennsylvania State University, Erie

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Lecturer in Engineering for 17 years. Manufacturing engineering related jobs for previous 20 years. Current teaching subjects include graphics, manufacturing, lean mfg, mechatronics, and senior design

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Abstract

This paper discusses the implementation of on-line tutorials in a hybrid course environment as part of CAD instruction in an introductory engineering graphics course. In this course at [University], CAD-specific instruction had traditionally been developed by individual instructors and whilst non-CAD course content and theory-related outcomes such as orthographic projection and hand sketching skills remained relatively consistent across course sections, the CAD abilities of students who passed the course varied. In teaching CAD skills, some faculty used self-created step-by-step tutorial handouts, other instructors did in-class demos without handouts, and some relied primarily on YouTube videos.

This introductory course is the first in a two-course series. It includes instruction on: sketching, orthographic and isometric views, section and auxiliary views, dimensioning and dimensioning standards, working drawings, parametric modeling, design intent, and assemblies, among other topics. There is no prerequisite, and no prior knowledge of the course topics or experience with CAD software of any kind is required.

Success in the second course necessitates knowledge in the topics and theory covered in the first course, along with the ability to create models, assemblies, and drawings in Creo (the CAD software used in both courses), and the implementation of [University] standards of formatting, and the use of specific file, model, assembly, and drawing templates.

Inconsistency in CAD instruction in the first course resulted in problems with instructor expectations and student capabilities in the second course. Discussion between the course coordinator, faculty teaching the graphics courses, and the administration resulted in the implementation of PTC’s Precision LMS in a partially flipped, or hybrid, classroom environment that required students to complete tutorials on the basic functions of the Creo software outside of lab time. Then during lab time, instead of focusing on the mechanics of which buttons to click, more time was spent on demonstrations and in-class work that focused on creating effective models, implementing design intent, and using course-specific standard files and formats. Specific examples of instructional methodology will be included in the final paper.

Data is currently being collected and analyzed to assess not only the outcomes of the first engineering graphics course, but also the CAD capabilities of students at the point they are beginning the second course. Initial results indicate a statistically significant improvement in grades on the final CAD project in the first course when compared to semesters where the on-line instruction was not used. A pretest has been developed for implementation in the second course, consisting of questions specifically related to CAD skills and [University] specific formats and standards. Students will be allowed to take the assessment again if a passing score of 70% is not earned the first time. If available, data on the pretest scores will be included in the final paper.

Citation
Format

Study, N. E., & Lobaugh, M. (2018, June), Using Online Tutorials in an Introductory Engineering Graphics Course to Improve Outcomes Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31210

TY - CPAPER
AB - This paper discusses the implementation of on-line tutorials in a hybrid course environment as part of CAD instruction in an introductory engineering graphics course. In this course at [University], CAD-specific instruction had traditionally been developed by individual instructors and whilst non-CAD course content and theory-related outcomes such as orthographic projection and hand sketching skills remained relatively consistent across course sections, the CAD abilities of students who passed the course varied. In teaching CAD skills, some faculty used self-created step-by-step tutorial handouts, other instructors did in-class demos without handouts, and some relied primarily on YouTube videos.

This introductory course is the first in a two-course series. It includes instruction on: sketching, orthographic and isometric views, section and auxiliary views, dimensioning and dimensioning standards, working drawings, parametric modeling, design intent, and assemblies, among other topics. There is no prerequisite, and no prior knowledge of the course topics or experience with CAD software of any kind is required.

Success in the second course necessitates knowledge in the topics and theory covered in the first course, along with the ability to create models, assemblies, and drawings in Creo (the CAD software used in both courses), and the implementation of [University] standards of formatting, and the use of specific file, model, assembly, and drawing templates.

Inconsistency in CAD instruction in the first course resulted in problems with instructor expectations and student capabilities in the second course. Discussion between the course coordinator, faculty teaching the graphics courses, and the administration resulted in the implementation of PTC’s Precision LMS in a partially flipped, or hybrid, classroom environment that required students to complete tutorials on the basic functions of the Creo software outside of lab time. Then during lab time, instead of focusing on the mechanics of which buttons to click, more time was spent on demonstrations and in-class work that focused on creating effective models, implementing design intent, and using course-specific standard files and formats. Specific examples of instructional methodology will be included in the final paper.

Data is currently being collected and analyzed to assess not only the outcomes of the first engineering graphics course, but also the CAD capabilities of students at the point they are beginning the second course. Initial results indicate a statistically significant improvement in grades on the final CAD project in the first course when compared to semesters where the on-line instruction was not used. A pretest has been developed for implementation in the second course, consisting of questions specifically related to CAD skills and [University] specific formats and standards. Students will be allowed to take the assessment again if a passing score of 70% is not earned the first time. If available, data on the pretest scores will be included in the final paper.
AU - Nancy E. Study
AU - Michael Lobaugh
CY - Salt Lake City, Utah
DA - 2018/06/23
PB - ASEE Conferences
TI - Using Online Tutorials in an Introductory Engineering Graphics Course to Improve Outcomes
UR - https://peer.asee.org/31210
DO - 10.18260/1-2--31210
ER -