Engineering Design Graphic Journal (ASEE - American Society for Engineering Education)
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Message from the Editor
No full textDear Members: With the Fall semester cranking up, it's been a time of personal reflection on the content and method of instruction for our introductory graphics course. Regardless of how many years I've taught this course, I always see it as a living entity that evolves with the changing technologies, student demographics, and my own experiences. What I bring to this living course is a combination of my experiences in the classroom, my discussions with my colleagues, and what I'm reading in the literature. Needless to say, the Journal is an important source for inspiration for this last element. If there is a primary goal I have as editor, it's that the articles contained in this Journal has influenced how we teach our students - for the better. While it may not seem immediately practical, it is crucial that we build our research in graphics instruction on a solid theoretical base. The opening article by Hartman and Branoff continues a series of articles exploring both the nature of constraint-based modeling and how the learning theory might apply to designing effective instruction. Harris and Sadowski's article also looks at theory, but from a pragmatic, organizational standpoint; how does a teacher-scholar in graphics learning and instruction gather the resources to do their research and get tenure in the contemporary institute of higher education? The article by Elrod and Stewart, coming from the other end, discusses the equally important issue of implementation. That is, how do you implement a course revision that better meets the identified goals for student understanding? Finally, the article by Seth, et al. drills down even closer to the classroom experience. In another in a series of articles, the authors look at implementation issues of bringing VR technology to the graphics classroom
A Curriculum Model: Engineering Design Graphics Course Updates Based on Industrial and Academic Institution Requirements
Get PDFEngineering design graphics courses taught in colleges or universities should provide and equip students preparing for employment with the basic occupational graphics skill competences required by engineering and technology disciplines. Academic institutions should introduce and include topics that cover the newer and more efficient graphics techniques and technologies developed through research by academic institutions and professional organizations as well as information obtained from experienced engineering design graphics practitioners. This paper presents the systematic approach used at the University of Nebraska at Kearney (UNK), Department of Industrial Technology (ITEC), to update and improve its existing multidiscipline engineering design graphics course. Twenty five engineering design graphics course syllabi, all from programs accredited by either the Association of Technology, Management, and Applied Engineering (ATMAE) or the Accreditation Board for Engineering and Technology (ABET), were reviewed in this study. A review of the course syllabi identified 20 of the most commonly taught engineering design graphics topics. The 20 topics were used to develop a survey instrument subsequently sent to the top 10 employers of ITEC students majoring in Construction Management, Industrial Distribution, and Telecommunications Management. The results obtained from the employer survey were analyzed and used to update the introductory engineering design graphics course at UNK so that engineering design graphics topics taught are consistent with academia and kept current and relevant to the needs of industry
The Leap from Teacher to Teacher-Scholar: The Quest for Research in Non-Traditional Fields
Get PDFWith the national trend toward decreasing state allocations, higher education institutions have been forced to be entrepreneurial to survive, and search for alternative means of funding through external agents. Many technology professors are finding themselves in a situation in which their top mission of teaching must be transformed to a teacher-scholar model. Through use-inspired basic research, which is the marriage between traditional basic university research and applied research, technology professors must strive to link their research findings directly to their coursework. They must be proactive in the search for external funding, not only to foster the culture of the academic enterprise, but also to become better teachers. This can be accomplished through federal grants, industry collaboration, and technology transfer. The academic enterprise model of “academic capitalism” (Slaughter & Leslie, 1997) brings with it several implications: (1) social stratification on a global, national, institutional, and individual level, (2) industry collaboration, (3) the priority shift from instruction to research, and (4) a new higher education research model. The culture of academic capitalism impacts professors in non-traditional fields behaviorally through individual challenges in stratification, autonomy, and meritocracy. It also impacts the manner in which faculty must now work. Whether this is an opportunity or a threat to the academic success of the technology professors remains to be seen. According to Donald E. Stokes (1997), former Dean at Princeton University, technology that stagnates in the lab offers almost no economic benefits. Innovations of technology require scientific methods applied to industrial practices. This paper will draw from two arenas of higher education and technology: “academic capitalism” and “Pasteur’s quadrant.” (Stokes, 1997)
Rethinking Design Process: Using 3D Digital Models as an Interface in Collaborative Session
Get PDFThis paper describes a pilot study for an alternative design process by integrating a designer-user collaborative session with digital models. The collaborative session took place in a 3D AutoCAD class for a real world project. The 3D models served as an interface for designer-user collaboration during the design process. Students not only learned how to use 3D AutoCAD, but also experienced a collaborative session by designing a conference room. This paper also compares traditional space planning process and alternative space planning process, as well as student work and feedback from 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
Examining Industry Perspectives Related to Legacy Data and Technology Toolset Implementation
Get PDFThis paper outlines past and present issues related to product data management (PDM) technologies and their implementation within organization. Included are the results from interviews with representatives from ten companies regarding their implementation processes related to PDM and PLM technologies. Results from these interviews are detailed in aggregate form related to four different areas: implementation timelines and mitigating factors, chosen PLM toolsets, data archival and migration strategies, and training. Conclusions are made in the final sections relative to industry implications and graphics curricula within a larger body of technology education
