Engineering Design Graphic Journal (ASEE - American Society for Engineering Education)
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Examining the Spatial Ability Phenomenon from the Student's Perspective
Get PDFThis phenomenological investigation examined the lived experience of technically-oriented students over the course of a single semester, attempting to answer the question, “What was it like for a student to experience the spatial ability phenomenon?” The study included 12 interviewees and 8 focus group freshman participants at a Midwestern university. Data sources included interview transcripts, think aloud transcripts, task solutions, focus group transcripts, researcher journal entries, course performance data, course observation data, and spatial ability test data. This paper provides the holistic, structural description of the spatial phenomenon that emerged from the descriptions of the participants’ experience, as well as an expository on four of the five invariant themes that were elicited from the data. the collaborative session. Recommendations were made for future course improvements when a real world project is used in the curriculum. This paper also discusses changes in design process and the role of designers based on the collaborative session feedback
Multiview Drawing Instruction: A Two-location Experiment
Get PDFSeveral methods have been developed, presented, and discussed at recent ASEE and EDGD conferences on the topic of computer-based multiview drawing instruction. While small-scale and localized testing of these instruments and methods has been undertaken, no larger-scale or multi-location experiments have been attempted. This paper describes an experiment that was carried out at two different university campuses with engineering and non-engineering students in an effort to validate the efficacy of these tools in comparison with more traditional methods of orthographic drawing instruction. Students at each location were assigned to one of four groups and asked to use either one of two computer-based instructional tools, a mixture of computer and manual methods, or an entirely manual method of multiview drawing instruction. Through the use of pre-test/post-test data and survey information, student scores and perceptions were analyzed for useful quantitative and qualitative results. The results have implications for foundational instruction, self-study, and remediation of students in engineering graphics and other fields where spatial skills are important
An Assessment of Graphics Faculty and Student LEarning Styles
No full textIt is generally accepted that the ability to visualize is an important tool for engineers and technologists especially in engineering graphics. ENhancing the spatial visualization abilities of engineering students has long been a focus of engineering graphics educators. Over the years a variety of tests and procedures have been developed to determine learning styles. As professors, we tend to teach the way we learn, whether that is an effective approach for the students or not. Understanding our own learning style as well as the styles of our students might help us become more effective as communicators and teachers. Kolb (2004), and Herrmann (1995) have developed different theories on learning styles. The Myers Briggs Type Indicator test (MBTI) is given to high school students to help them make educated decisions about their career choices. Traditionally, instructors have been encouraged to present information in several different modes to engage students with a variety of learning styles. This paper presents the results of a pilot study that examined the assessment of learning styles of graphic educators and graphics students. It was based on the Style Delineator by Anthony Gregorc (2000). The Style Delineator, a self-assessment instrument for adults, can be used as a tool for understanding learning as well as teaching styles. For the purpose of this pilot study, the student participants were limited to undergraduates majoring in computer graphics technology. The faculty participants were university graphics instructors with a variety of academic and industrial backgrounds
Strategies for Bridging Learning Styles
Get PDFRegardless of the instrument used to determine learning styles, it is commonly accepted that people learn in different ways. As Professors, we tend to teach in a style that matches the way we ourselves learn. This may or may not match the learning styles of the students in our classroom. As Graphics educators, we cannot meet every student’s learning style at all times, however we can use our understanding of learning styles to address the differences between our teaching style and the students’ learning styles. This paper is follow-up of a paper presented at the ASEE Annual Conference in Portland, June 2005. The Portland paper reported the results of a survey administered to graphic professionals and graphics students. Using the results of that one survey we can generalize that graphic professionals strongly favor (70 percent) the Concrete Sequential learning style, while only 34 percent of graphics students favor this style. On the other hand, 51 percent of the students favored the Concrete Random style, which was favored by only 34 percent of the faculty (Sadowski et.al., 2005). Therefore, to increase the effectiveness of their teaching, graphics educators must make an effort to “bridge” the gaps created by the differences in teaching and learning styles. In this paper the authors look at instructional strategies and techniques that graphics educators can employ to teach students with different learning styles. Often basic style adjustments, additional explanations, or alternative activities can help a student learn and achieve success. As educators we need to select the most appropriate style for the learning situation and determine the importance of matching the styles of the learners in order to achieve the intended goal
Generating Alternative Engineering Designs by Integrating Desktop VR with Genetic Algorithms
Get PDFThis study proposes an innovative solution to the problem of multiobjective engineering design optimization by integrating desktop VR with genetic computing. Although, this study considers the case of construction design as an example to illustrate the framework, this method can very much be extended to other engineering design problems as well. The proposed framework generates optimal solutions for the problem of construction design, which is becoming an increasingly complex problem due to the multitude of factors involved in the process. This study places special emphasis on the modeling of the scenes within the virtual world from the design perspective. Even though genetic algorithms (GA) have been used by professionals in diverse disciplines to optimize conflicting objectives, these provide the end user with a pool of solutions rather than a unique solution that can be implemented. Hence, this study proposes a desktop VR framework that serves as a visualization tool to aid decision makers to better evaluate the alternative solutions from the Pareto set resulting from the GA process. Modeling alternative scenarios is formulated as an optimization problem wherein design configurations are generated using genetic algorithms. With the goal of sustainable and non-destructive construction design and planning, the algorithm is intended for multiple objectives. The study also presents an innovative perspective on this whole process by presenting the qualitative evaluation of the scene based on human evaluation and incorporating changes. The results demonstrate the robustness of the GA framework and also substantiate the utility of the virtual scenarios
Freehand Sketching as a Catalyst for Developing Concept Driven Competencies
Get PDFAt a time when concept driven competencies are percieved to be critical in redefining effective technological education, the introduction of Design and Communciation Graphics at senior cycle in Irish high schools has broad implications. Students now have the potential to explore applied geometries, integrated with conceptula thinking in addition to developing essential communication skills. As a result, freehand sketching has become an integral facet of all technological subjects
Secondary Engineering Design Graphics Educators: Credentials, Characteristics, and Caseload
Get PDFMany secondary courses within Career and Technical Education, including engineering design graphics, have a high enrollment of students with categorical disabilities or limited English proficiency. However, current teacher preparation programs do not lend themselves to address the needs of the growing diverse classroom that exists in most secondary level engineering design graphics courses. This project analyzes the current credentials and characteristics of engineering design graphics teachers along with their caseload for working with students with categorical disabilities or limited English proficiency. The results show that although engineering design graphics teachers have a high case load for working with students with categorical disabilities or limited English proficiency, many of them earned a teaching certificate in a manner that may not adequately prepare them to teach these students. By understanding this information, future recommendations can be made to address the critical need to increase teacher preparedness to work with students with categorical disabilities or limited English proficiency
The Need(?) for Descriptive Geometry in a World of 3D Modeling
Get PDFTraditionally, descriptive geometry has consisted of the projection of three-dimensional figures on a two-dimensional plane of paper using successive auxiliary views. Through this method quantitative measures of length, angles, shapes and other geometric information were obtained. The technology required a systematic approach to problem solving with accuracy in projections an transfer of distances from previous views. The layout and position of the successive auxiliary views were essential in the solution of the problem. Modern CAD methods that may be used to solve descriptive geometry problems no longer require that the auxiliary views be positioned in the standard layout of auxiliary views. Often the CAD system will allow for a direct solution of the problem without an intermediate auxiliary view as would be required by the traditional two-dimensional successive auxiliary view approach. Using traditional two-dimensional successive auxiliary views with CAD is cumbersome and antiquated. With the advent of CAD, the concepts of descriptive geometry have not changed; however, the process through which we obtain the results has changed
