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What do Students Get Out of Solid Modeling Video Demonstrations?

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Teaching Strategies for Solid Modeling

Tagged Division

Engineering Design Graphics

Page Count

8

Page Numbers

22.1679.1 - 22.1679.8

Permanent URL

https://peer.asee.org/18589

Download Count

18

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Paper Authors

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Mark Anthony Shreve North Carolina State University

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Mark Shreve is a master's student in Technology Education within the Department of Mathematics, Science and Technology Education at North Carolina State University. His research interests include multimedia instruction and online learning through all levels of education. Along with completing his degree, Mark is also a graduate teaching assistant for the department's introductory engineering graphics course.

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Theodore J. Branoff North Carolina State University

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Dr. Branoff is an Associate Professor in the Department of Mathematics, Science and Technology Education at North Carolina State University. A member of ASEE since 1987, he has served as Chair of the Engineering Design Graphics Division of ASEE and as Associate Editor in charge of paper reviews for the Engineering Design Graphics Journal. He is currently President of the International Society for Geometry and Graphics. Dr. Branoff’s research interests include spatial visualization in undergraduate students and the effects of online instruction for preparing technology education teachers and engineers. Along with teaching courses in introductory engineering graphics, computer-aided design, descriptive geometry, and instructional design, he has conducted CAD and geometric dimensioning & tolerancing workshops for both high school teachers and local industry.

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Eric N. Wiebe North Carolina State University

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Eric N. Wiebe, Ph.D.
Dr. Wiebe is an Associate Professor in the Graphic Communications Program at NC State University. He has authored or co-authored four texts on technical graphics and has been involved in Computer-Aided Design (CAD)/3-D modeling development and use since 1986. He has also worked on the integration of scientific visualization concepts and techniques into both secondary and post-secondary education. Dr. Wiebe is past editor of the Engineering Design Graphics Journal and has been a member of the EDG Division of ASEE since 1989.

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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 Mathematics, Science, and Technology Education at North Carolina State University. He currently teaches courses in digital media and emerging technologies. Jeremy specializes in research involving instruction, learning, engagement, and visualization for a variety of student populations including university students, students in grades 8-12 categorized as at-risk of dropping out of school, and elementary students. He also has curriculum research and development experiences in technology and trade and industrial education.

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Abstract

What do Students Get Out of Solid Modeling Video Demonstrations?GC 120 – Foundations of Graphics is an introductory engineering graphics course at [universityname]. A majority of the students enrolled in the course are completing their second year ofcoursework in engineering. The course consists of a hybrid format containing online instructionthrough video lectures and demonstrations coupled with face-to-face class time with aninstructor. The course utilizes the Moodle learning management system to organize anddistribute course resources to the students.The researchers are studying the efficiency of knowledge transfer between concepts presentedwithin the online solid modeling demonstrations and submitted student work. For this research,data will be collected from twenty students who all watched the solid modeling demonstrationsand who were taught by the same instructor. Data will be collected and analyzed to betterunderstand when students viewed the software demonstrations in relation to when they submittedassignments. The analysis involves assessing student work based upon rubrics which stateimplicit and explicit concepts present within the video lectures. Student work will be selected ina manner that will assess near transfer of knowledge and concepts (i.e., simply following thevideo verbatim) along with farther transfers of concepts where students do similar work withoutthe assistance of step-by-step instruction from the video demonstrations supporting solidmodeling.This research will allow the instructors to better understand whether or not the students recognizeand apply the concepts that are valued by faculty. The researchers also can determine theefficiency of the resources supporting solid modeling individually and also across the course.This knowledge will further allow for critical analysis to improve support of knowledge andconcept transfer of constraint-based solid modeling for students.

Shreve, M. A., & Branoff, T. J., & Wiebe, E. N., & Ernst, J. V. (2011, June), What do Students Get Out of Solid Modeling Video Demonstrations? Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18589

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015