Engineering Design Graphic Journal (ASEE - American Society for Engineering Education)
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Message from the Chair
No full textI would imagine that this year will be one of great change for many readers. We have become used to the constant change of technology: hardware, software, networking, and new and different applications of graphics in almost every profession. But add to this a change in who we teach graphics to, and how. Much of how we teach is based on an established Engineering Graphics Model, one where students come to us because we not only have the knowledge, but also the laboratories in which to learn. This is changing rapidly. It is often impractical for potential learners to assemble en masse at one location due to distances or work schedule. We find that many graphics topics are best learned at the time they are needed and in the location they will be implemented, hardly adhering to a semester of 16 weeks in length at an often remote university campus. And we have found that maintaining large, up to date computer laboratories, can bankrupt even the most well endowed department. Those departments who placed the onus of responsibility for hardware and software on the student are a step ahead of the game. They have set the stage for decentralized learning. Now we have to work on decentralized teaching. We have found ourselves increasingly in a paradox, certainly for the 27 years I have been teaching graphics. We know that more and more technical occupations make use of what we teach. Yet, we find it more and more difficult to convince curriculum committees in engineering, science, business, and management (and yes, even technology) to keep their graphics requirements, let alone add to them. I suggest requirements, let alone add to them. I suggest that we are trying to apply an inappropriate curricular model to current population dynamics. If we are to grow, we must develop a system that delivers the graphics instruction that's required, at the time it's needed, and to learners who demand it. Our potential customers, our next students, may not be drawn from the class of 2002. Instead, they may be drawn from the class of '92, now able to see where graphics fits into their occupations, and keenly interested in learning. The question is this: will we continue to passively await the next freshman class to come to us, or will we actively seek our future students wherever they need what we teach
Attracting Students to Engineering Technology Through Effective Use of Laboratory Demonstrations
Get PDFMany college and university technology schools and departments are faced with the challenge of locating and recruiting students for their programs. In some cases, this situation is caused by potential students being unfamiliar with either technology in general and/or the specific programs that are available. One solution to this problem is to educate potential students about technology areas and programs through the use of effective laboratory demonstrations. This paper reviews demonstrations that have been utilized at Purdue University's Statewide Technology Program in Richmond, Indiana, to expose potential students to the Mechanical Engineering Technology and Technical Graphics fields. Other possibilities for effective demonstrations in technology, and future developments for effective demonstrations are also discussed
Students’ Preferred Learning Styles in Graphic Communications
Get PDFThe objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in an introductory engineering design graphics course. In this course, information was primarily conveyed to students through visual-based instruction. The second group of students was enrolled in a technology-based course focusing on materials processing. In this second course, content was reiterated to students through laboratory discovery experiences in materials testing and construction of multi-material projects. Students’ dominant preferred learning styles are evaluated with the VARK Questionnaire and categorized as (V) visual, (A) aural, (R) reading, or (K) kinesthetic. The VARK Questionnaire was distributed to both student groups before the onset of instruction. The VARK Questionnaire was distributed once more to student groups at the midterm of each course. Changes in dominant preferred learning styles of students were evaluated. Cross group comparisons are made to identify variations in dominant preferred learning styles provided the two instructional approaches. A major finding for students in the engineering design graphics course is that their change in learning preference is not influenced by instructional presentation
A Review of Spatial Ability Research
Get PDFSpatial ability research has been approached from several psychological vantages since its beginnings in the late 1800s. This contribution attempts a summation of spatial ability research, beginning with a historical vignette and a major section on each psychological approach including the psychometric, developmental, differential and information processing approach. Of importance is what each approach has contributed to our knowledge of spatial ability
An Investigation of Solid Modeling Practices in Industry
Get PDFParametric solid models provide a quick way of constructing parts that can be easily modified and redesigned for reuse in a variety of downstream applications. However, the method used to create the model has a significant impact on the level of usability. This research uses a combination of interviews, company standards evaluation, and model analysis to determine current industry practices for the creation of solid models. The focus is on creation of single part models. The paper includes a summary of differences in modeling methods based on designer preferences and software functionality
Managing Construction Operations Visually: 3-D Techniques for Complex Topography and Restricted Visibility
No full textVisual information is vital in planning and managing construction operations, particularly, where there is complex terrain topography and salvage operations with limited accessibility and visibility. From visually-assessing site operations and preventing equipment collisions to simulating material handling activities to supervising remote sites and underwater salvage and recover efforts, project managers rely heavily on visual cues and 3-D data gathered from the site and, preferable, before actual site construction or underwater recover efforts begin. This paper presents the background and state-of-the-art in the development of construction visualization techniques for dynamic 3-D modeling, rendering, manipulating, evaluating, collaborating, and managing construction sites and underwater operations
Simulations of Carnival Rides and Rube Goldberg Machines for the Visualization of Concepts of Statics and Dynamics
Get PDFSolid modeling is widely used as a teaching tool in summer activities with high school students. The addition of motion analysis allows concepts from statics and dynamics to be introduced to students in both qualitative and quantitative ways. Two sets of solid modeling projects – carnival rides and Rube Goldberg machines – are shown to allow the students creative freedom while challenging them to understand the physics of the simulated motion. Possible benefits of including similar motion simulations into engineering classes as exercises or in-class demonstrations are discussed
