Engineering Design Graphic Journal (ASEE - American Society for Engineering Education)
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Spatial Ability Improvement and Curriculum Content
Get PDFThere has been a significant history of research on spatial ability and visualization improvement and related curriculum content presented by members of the Engineering Design Graphics Division over the past decade. Recently, interest in this topic has again been heightened thanks to the work of several division members on research such as the EnViSIONS project, among others. This paper reviews the foundational history of spatial visualization curriculum research in the division and explains recent research carried out in this area by the author. Research outcomes are reported, along with an analysis and proposed explanation of results for the first round of testing in this specific class. Recommendations for future studies are proposed in this area of research
Face-to-Face, Hybrid, or Online?: Issues Faculty Face Redesigning an Introductory Engineering Graphics Course
Get PDFA hybrid introductory course was developed and piloted during the Fall 2007 semester in three laptop sections (i.e., all of the students owned and brought laptops to class each day). The online portion of the course included voiced-over content presentations, software demonstrations, and sketching examples as well as online assessments. Sections met in the classroom once each week where instructors discussed and demonstrated essential CAD and textbook content. This time was also used to answer student questions and give feedback on homework and CAD exercises. Outside of class, students were expected to view the online content, complete CAD and sketching exercises, and complete a weekly online assessment. No difference was found between final exam scores in the hybrid sections and the face-to-face sections. This paper discusses the implementation of the hybrid introductory engineering graphics course, summarizes data collected during the Fall 2007 semester pilot study, and offers some discussions about the relative advantages and disadvantages of face-to-face, hybrid, and all online delivery
Learning Theories: Applications for Instruction in Constraint-Based Solid Modeling and Other Engineering Graphics Topics
Get PDFConstraint-based modeling tools, as well as computer graphics tools in general, offer the user many choices in commands and techniques for creating graphics, which forces the user to have a strategy or plan as they proceed. The formulation of this plan is often dependent on the integration of existing knowledge and current factors, such as customer specifications and the time element assigned to the particular project. In addition, the user must have a thorough understanding of the software functionality and the ability to gather information related to implementing a particular modeling strategy. This process of strategy development and implementation coincides with components of learning theory. As engineering graphics educators, it is helpful to reflect on how students learn in our classrooms and laboratories as well as reflect on how we develop instruction. This paper outlines three theories of learning that are applicable to graphics education, discusses the assumptions about the learner and the learning environment, presents the components of learning for each theory, discusses major issues related to complex learning and designing instruction, and summarizes some of the criticisms and contributions to education of each theory. Indeed, a process is presented for applying elements of these learning theories to constraint-based modeling
Using a Parametric Solid Modeler as an Instructional Tool
Get PDFThis paper presents the results of a quasi-experimental study that brought 3D constraint-based parametric solid modeling technology into the high school mathematics classroom. This study used two intact groups; a control group and an experimental group, to measure the extent to which using a parametric solid modeler during instruction affects student learning relating to the mathematical principles of areas and volumes of solids. The control group was taught using traditional instructional methods while the experimental group was taught using a combination of traditional methods and experimental methods utilizing a parametric solid modeler. Both the experimental and control groups were tested using written exams to measure the extent to which the experimental treatment a? ected student learning. While the experimental group performed better on a posttest, there was no statistically significant di? erence between the performance of the two groups
The Concurrent Engineering Design Paradigm is Now Fully Functional for Graphics Education
Get PDFEngineering design graphics education has come a long way in the past two decades. The emergence of solid geometric modeling technology has become the focal point for the graphical development of engineering design ideas. The main attraction of this 3-D modeling approach is the downstream application of the data base to analysis and manufacturing. In parallel to this development, our group has been implementing a concurrent engineering design paradigm for engineering graphics education. Many obstacles to full implementation of this educational paradigm have been encountered. This paper discusses the two major obstacles, design analysis and low-cost rapid prototyping, that have now been overcome. Thus it appears that, with current technology, the true long-term goal of “Art to Part” seems to now be fully realizable for engineering graphics education
Long-term Impact of Improving Visualization Abilities of Minority Engineering and Technology Students: Preliminary Results
Get PDFPrevious studies found that students enrolled in introductory engineering graphics courses at a historically black university (HBCU) had significantly lower than average test scores on the Purdue Spatial Visualization Test: Visualization of Rotations (PSVT) when it was administered during the first week of class. Since the ability to visualize is linked with success in engineering and technology studies, changes to the courses were made that resulted in improvement of these students’ visualization abilities. Activities included the use of sketching, blocks and multimedia. It was hypothesized that improving the students’ visualization abilities would also improve their overall academic success. Retention in the major and graduation rates of minorities in STEM related fields tend to be lower than their non-minority peers, especially so at HBCUs. To assess the long-term impact of visualization remediation on student success in engineering and technology majors, data was collected on students in a test group and also those in a control group who enrolled in other sections of the engineering graphics courses. Statistics were compared for overall GPA and grades in math and physics courses. Other data gathered included whether the students were retained in the major and at the university. Significant differences were found in the students’ GPAs with higher averages earned by those students in the test group. Also a higher percentage of students in the test group were retained both in an engineering or technology major and at the university even if they did change their major
The Relationship between Spatial Visualization Ability and Students’ Ability to Model 3D Objects from Engineering Assembly Drawings
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Web-Compatible Graphics Visualization Framework for Online Instruction and Assessment of Hardware Concepts
Get PDFThis paper explains the design of a graphics-based virtual environment for instructing computer hardware concepts to students, especially those at the beginner level. Photorealistic visualizations and simulationsare designed and programmed with interactive features allowing students to practice, explore, and test themselves on computer hardware and architecture concepts. Despite the essential lab-oriented nature ofhardware courses, theoretical knowledge is still a significant aspect of hardware and computer architecture courses. The use of a visual framework serves to reduce the cognitive load and alsofacilitates bridging the gap between lab and theory components. The framework includes virtual demonstrations that help students get familiarized with and understand the hardware concepts, practicethe exercises for as long as required, and also finally take self-assessment to evaluate mastery of the concepts. This framework greatly reduces the restrictions experienced in educational institutions in termsof limited hardware, space and time limitations (of laboratories), as well as costs associated with installation, operation, and maintenance. Besides, there is a reduced risk while using a visual frameworkas opposed to an electrical equipment. Hence, on the whole, this framework offers an easy-to-access and use modality for users to get trained on computer hardware and architecture costs and also can serve as a valuable tool for educational institutions in supplementing hardware courses
Using Exploratory Factor Analysis to Build a Self-Efficacy Scale for Three-dimensional Modeling
Get PDF Research on self-efficacy has provided evidence that it is a moderating factor that positively impacts stu­dents’ choices to pursue and persist in engineering. Engineering graphics is seen as the preferred method of communication for the profession, yet to date no instrument is available that measures students’ self-ef­ficacy as it relates to engineering graphics. This paper discusses an exploratory factor analysis conducted to determine the reliability and validity of a self-efficacy scale designed specific to the domain of engineer­ing graphics. Results from this study provided evidence that the instrument developed is reliable and valid for the investigation of students’ self-efficacy as it relates to engineering graphics