Engineering Design Graphic Journal (ASEE - American Society for Engineering Education)
Not a member yet
430 research outputs found
Sort by
Implementation of a Three-Semester Concurrent Engineering Design Sequence for Lower-Division Engineering Students
Get PDFOver the past decade the software products available for solid modeling, dynamic, stress, thermal, and flow analysis, and computer-aiding manufacturing (CAM) have become more powerful, affordable, and easier to use. At the same time it has become increasingly important for students to gain concurrent engineering design and systems integration experience. The purpose of this paper is to communicate the dramatic effect that the new software has had on the way that mechanical drawing and engineering design are taught at Daniel Webster College (DWC). The two year design experience at DWC is more extensive than the design experience that students normally have during the first two years of most four-year engineering programs. The evolution of this design experience will be presented. Three of the presenters of this paper are students. Two will present robotic arm projects; the third will present a supersonic gun project
Application of Visual Cues on 3D Dynamic Visualizations for Engineering Technology Students and Effects on Spatial Visualization Ability: A Quasi-Experimental Study
Get PDFSeveral theorists believe that different types of visual cues influence cognition and behavior through learned associations; however, research provides inconsistent results. Considering this, a quasi-experimental study was done to determine if there are significant positive effects of visual cues (color blue) and to identify if a positive increase in spatial visualization ability for students in engineering technology courses is observed. According to the results of this study it is suggested that the use of the specific visual cue (color blue) provides no statistically significant higher scores versus the treatment that did not utilize any visual cues
Message from the Chair - Suffering from Inertia
Get PDFThe last Mid-year Conference, hosted by Dennis Lieu in Berkley, California, was a huge success, in spite of budget constraints that caused some people to withdraw their papers. I would like to thank all the people who were instrumental in putting the conference together. We had a multicultural, multinational, and multidivisional experience as well as a new approach to sharing our work in the form of the “Media Showcase Session.” Because we had so many papers, Dennis Lieu, Bob Chin, and Ted Branoff initiated the Media Showcase Session so that more people could present their work. This session was highly successful, and the papers presented through this media were those that best lent themselves to this form of sharing information. It is my hope that we continue to use a Media Showcase Session for certain types of papers. The “overhead and talk” we used for years at our conferences should not automatically be morphed into “PowerPoint and talk.” As we diversify into new modes of graphics and rethink what and how we teach, we need to be able to share our experiences using the most appropriate method for the topic. It is easier to stimulate people to try new teaching techniques and technology if we provide them a better way to experience them. A second observation I would like to make concerning the conference is the collaboration between the First-Year Division and the Engineering Design Graphics Division members. Ten individuals from the First-Year Division who presented papers at the Annual Conference were asked present their papers at the EDGD Mid-year. This was the first time we tried this, and everyone I talked to about this collaboration was enthusiastic about the experience. Again, I hope this kind of interaction becomes more common at our conferences. It provides a way to examine approaches to shared problems from different perspectives. My final observation is that the members of the division are struggling with what we are versus what we have been. The diversity in our focus is visible in the types of papers that we present at conferences, the discussions we have between sessions, and at the executive and business meetings. It is hard to give up the comfortable ideas of what we teach and who we are; however, we cannot continue to maintain the status quo and remain a viable organization that serves the needs of our institutions, our faculty, our students, and the employers of our students. Although we do not want to change simply for change sake or abandon things that are still appropriate to our mission, there must be room for changes that keep us relevant and reflect the needs of all of our stakeholders. The world she is changing, and we have to change with it. -- Alice Y. Scale
Message from the Chair - "A Christmas Carol"
Get PDFIt is a privilege and an honor to be serving as the Engineering Design Graphics Division Chair for this year! We had a great time and a wonderful Midyear meeting in beautiful Erie, PA last month. The presentations were excellent and the ‘conviviality’ was (as always) outstanding. Once again, special thanks need to be extended to Kathy Holliday-Darr and Judy Birchman, who worked so hard and put in many, many hours to ensure a fantastic conference. As we continue to move forward in the Division with an eye to the future, one of the potential action items that has been discussed over the past year is changing the name of the Division to reflect who and what we are becoming. You should have all received an email from Mary Sadowski (sent 11/16/09) regarding a Delphi study that we are conducting on this topic, with the goal of identifying consensus from the Division members. It will be a four-round Delphi, and we will need the input from as many of you as possible to ensure the validity of the results. Please respond to Mary’s email if you are willing to participate – we need you! If you signed up to participate at the Erie Midyear, then you do not need to reply to the email. Speaking of the Midyear, I decided to look at the topics of the presentations in order to get a feel for where our people are researching, and to possibly get a better idea of our direction. There was a strong focus on web applications and techniques, including talks on online learning in multimedia, blended learning/instruction in engineering graphics, and online publishing. This recurring emphasis over the past few years of Annual and Midyear presentation topics highlights our Division’s focus on understanding and strategically applying technology in our classrooms and applications. Many different research areas were highlighted, including lightweight CAD formats, data transfer issues, and augmented reality. As always, we enjoyed a number of presentations regarding effective instructional methods, such as rapid prototyping, information scaffolding, and simulation. One of the strengths of the Division continues to be our attention to the principle of being premier instructors of engineering graphics and graphic applications. It was also good to see so many presentations (at least five) that looked at spatial ability and spatial skill development. I feel this remains a critical area of development for our students and in our research. We also enjoyed presentations in ‘current events’ areas – emerging trends in graphics, diversity, curriculum development, and accreditation. Bundled all together, it seems to me that the presentation topics at the Erie Midyear meeting do a pretty good job of taking a topical snapshot of who we are as graphics practitioners. We have the challenge of maintaining our presence in graphics past, present, and future (sort of a graphics version of Ebenezer Scrooge in Dickens’ ‘A Christmas Carol’!). Looking forward, I see a great future for our field in both research and classroom excellence. As the ‘keepers of the gate’ for engineering and multimedia graphics education, we have the solemn, challenging, and wildly enjoyable responsibility to continue the pattern of outstanding leadership and scholarship that our distinguished forbearers in the Engineering Design Graphics Division have established as our foundation. This is a mighty and sometimes daunting quest that we have embarked on, but that is why we chose the professions that we are in. I am confident that as we strive to continuously move forward with our best efforts, that we will be able to touch lives, educate, and prepare the next generation of graphics practitioners for their exciting futures
Message from the Editor - Change
No full textThe next issue of the EDGJ—volume 74, number 3 (Autumn)—is scheduled to be published in Nov. To ensure that your manuscript can negotiate the review and revision process by the publication date, authors should upload their manuscripts at http://www.edgj.org/index.php/EDGJ by Aug 15. Change one: now that the reviewers have been trained, we’re asking authors to upload their manuscripts, which is a change to how manuscripts had been submitted. Previously, authors submitted their manuscripts for consideration as an attachment to an email message sent to the associate editor. If you have not previously submitted a manuscript, click on the following link to register: http://www.edgj.org/index.php/EDGJ/user/register. Once registered, login and click on Author at the User Home page to upload your manuscript. For additional information on how new authors negotiate our online publishing process, go to Chapter 5 of Open Journal Systems: A Complete Guide to Online Publishing, which can be downloaded from http://pkp.sfu.ca/ojs/docs/userguide/2.3.1/userguide.pdf. This publication also provides an insight on the mechanics of Open Journal System, our journal management and publishing system. If you have questions regarding the review process, feel free to contact the journal’s associate editor, Dr Nancy Study at [email protected]. The journal’s staff anticipates providing author training at the 65th Mid-Year Conference in Oct. For additional information on the conference, go to http://www.geneng.mtu.edu/edgd2010/. Change two: in an attempt to streamline the publication process, the EDGD Executive Committee, at the 2010 ASEE Annual Conference in Louisville, supported a suggestion that we develop and adopt a common template for the publication of EDGJ and Mid-Year Conference manuscripts. Change three: for our online readers’ convenience, we’re going to be switching to a single column format. This change in format, and appearance, should take effect upon publication of the first issue, volume 75. We anticipate piloting the new format with the publication of the proceedings for the 65th Mid-Year Conference. This format should alleviate the need to scroll up and down while reading our journal articles. The single column format however places a greater demand on the reader. It increases eye strain and makes it difficult to read over longer periods of time. A solution is to make articles available in HTML as well, or in lieu of PDF. This fourth change is off on the horizon and has not been presented for consideration. The new, single column format is based on the new template issued by ASEE to authors publishing manuscript in the proceedings for the 2010 ASEE Annual Conference. For now, the Publication Manual of the American Psychological Association (also see http://owl.english.purdue.edu/owl/resource/560/01/) will continue to provide specific guidance on matters such as the evaluation of content; research design and reporting; authorship; types of manuscripts; length, headings, and tone; parts of a manuscript; editorial style; manuscript preparation; author responsibilities; online submission; manuscript acceptance and production; post publication considerations and the like. Kathryn Holliday-Darr continues to serve as our circulation manager. It appears that those who are entitled to access to issues of the journal have access. If you encounter difficulties, feel free to contact her at [email protected]
Message from the Editor
No full textHow do we know whether we’re teaching what we should be teaching and teaching it the way it should be taught? The second half of this question is something that all of ask ourselves on a regular basis as we teach our classes. Every once in while, we have the opportunity to ask ourselves the first half of this question. “Have we designed a course or courses that provides the right blend of technology, conceptual knowledge, and skill development to prepare our students to be successful when they graduate?” This issue of the Journal provides three articles to help us think about what we should be teaching and how we should evaluate its effectiveness. Sorby’s article continues the reporting on the development of an innovative course in spatial visualization that has been in development since 1993. This article reminds us that course development is never a one-shot affair but, rather, a process of continuous quality improvement. Clark’s article reports on an animation course that has been under development for five years. While many institutions do not have the luxury of offering courses outside of mainstream engineering graphics, articles such as these provide insight into the many facets of technical engineering graphics and ways in which new approaches to the topic might be implemented. Once a new course has been developed and taught, Colwell, Whittington, and Higley’s article provides methods for assessing both the success of the course and, just as importantly, how well the course fits into the overall structure of your curriculum. You should be receiving ballots for Division officer elections soon in the mail. Please support your Division by completing and mailing the ballot