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Engineering; Drafting; Computer Assisted Design; Case Studies; World Problems; College Freshmen; Higher Education; Engineering Education; Learner Engagement; Academic Achievement; Models; Problem Based Learning

Abstract:
Teaching "Engineering Graphics" to freshman engineering students poses challenges to instructors as well as to students. While the instructors are confronted with a lack of material / text book that covers the broad scope of the subject matter, the students struggle to correlate newly developed skills to real-world engineering design problems because of a lack of documented industry design problems and case studies. Learning / teaching "Engineering Graphics" through real world problems and case studies in a learner centered instructional paradigm can foster the required integrative thinking for tomorrow's engineers. This paper presents some learning-centered strategies supported by real-world problems and case studies implemented in a freshman "Engineering Graphics" course. Real-world case studies are also implemented in a senior-level Computer-Aided Design (CAD) course. Some preliminary results are presented on the impact of such strategies on student learning, engagement, and performance. (Contains 3 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Engineering Education; Engineering Technology; Experiential Learning; Group Activities; Drafting; College Curriculum; Curriculum Development; Undergraduate Study; State Universities

Abstract:
Students often have difficulty grasping the principles of dimensional tolerances and frequently fail to recognize that dimensioning practice has a significant impact on the tolerance of part features. This observation may be attributed to several factors, not the least of which are changes in prior student education and life experiences and increasing pressure in academia to add course content to cover new technologies, sometimes at the expense of fundamental concepts. This paper presents some back-to-basics instructional methods designed to help students improve their understanding of tolerances, including a description of some hands-on instructional activities that were implemented in the Engineering Technology program at Illinois State University. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Foreign Countries; Engineering Education; Blended Learning; Drafting; Qualifications; National Standards; Educational Objectives; Instructional Effectiveness; Change Strategies; Educational Change; Curriculum Development; Course Descriptions; Educational Policy

Abstract:
In recent years major changes have been introduced into the system of higher education in the common European Higher Educational Area (EHEA). On account of the Bologna Process the EHEA is leading to greater compatibility and comparability of the systems of higher education and is making it easier for learners to be mobile and for institutions to attract students and scholars from other continents. In 2011, the Law of the Higher Education (Dz.U. No 84, poz.450) in Poland has implemented the "National Qualifications Framework" (NQF) which assumes that the education in each of the EU countries is transferable and that every student gets the right, with no further conditions, to continue his/her studies in any other country within the community. This article describes the rationale for introduction of the NQF into graphics courses teaching. New requirements set up by the NQF have caused a revision of the curricula at all universities in Poland. Much stress has been put on the load of knowledge, abilities and competences, which resulted in re-formulation of the courses. Delivery of the online content for the undergraduate engineering graphics (DG and TD) instruction in a form of blended courses for over 3 years has been beneficial to the students and it complies with a model of a student-centered education. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcomes of Education; Engineering Education; Educational Objectives; Drafting; Computer Graphics; Teacher Surveys; Global Approach; College Faculty; Preferences; Teacher Attitudes; Educational Methods; Educational Practices; Educational Technology

Abstract:
This paper discusses the formulation of educational outcomes for engineering graphics that span the global enterprise. Results of two repeated faculty surveys indicate that new computer graphics tools and techniques are now the preferred mode of engineering graphical communication. Specifically, 3-D computer modeling, assembly modeling, and model application to design and manufacturing all received significant notices in the survey results. Results of the surveys also show strong sentiment for some traditional graphics topics such as freehand sketching and dimensioning. Thus, modern engineering graphics should focus on three areas of instruction: (1) Graphics Fundamentals; (2) Computer Graphics Modeling; and (3) Computer Model Applications. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Spatial Ability; Engineering; Minicourses; Visualization; Correlation; Engineering Education; Computer Assisted Design; Undergraduate Students; Models; Drafting; Geometry

Abstract:
Spatial abilities have been used as a predictor of success in several engineering and technology disciplines (Strong & Smith, 2001). In engineering graphics courses, scores on spatial tests have also been used to predict success (Adanez & Velasco, 2002; Leopold, Gorska, & Sorby, 2001). Other studies have shown that some type of intervention, whether a short course or a semester long course, can improve spatial abilities in students who score low on tests in this area (His, Linn, & Bell, 1997; Martin-Dorta, Saorin, & Contero, 2008; Sorby, 2001). For this study, the primary research question was, how well do current engineering and technology students read engineering drawings, and is there a relationship between reading engineering drawings and spatial visualization? Can students take the information given on an assembly drawing, visualize or interpret each part, and then create 3D models of the parts in a constraint-based CAD system? Is their ability to do this related to scores on a standard spatial visualization test? In this study students who scored higher on the PSVT:R tended to score higher on the modeling test. Although other factors such as symbol recognition and understanding standards and conventional practices influence how well students read engineering drawings, it appears that spatial visualization ability plays a significant role it how well they visualize part geometry. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Spatial Ability; Engineering Education; Engineering; Fundamental Concepts; Visualization; Correlation; Drafting; Computer Assisted Design; College Freshmen; Computer Software; Visual Aids; Models

Abstract:
Engineering graphics has historically been viewed as a challenging course to teach as students struggle to grasp and understand the fundamental concepts and then to master their proper application. The emergence of stable, fast, affordable 3D parametric modeling platforms such as CATIA, Pro-E, and AutoCAD while providing several pedagogical advantages, such as the interaction with a dynamic solid model, have also created a few new instructional challenges, such as clarifying the connection between the fundamental engineering graphics concepts and the overarching concepts of robust, parametric 3D solid modeling. 3D parametric modeling platforms offer students the opportunity to manipulate a completed solid model in space--enabling them to actually see views of the model not readily available in a traditional engineering drawing, helping them to build their conceptual modeling frameworks. However, simply completing 3D models does not properly develop spatial visualization skills (Hamlin et al., 2006), the theory of parametric modeling must be thoughtfully integrated into the curriculum so it scaffolded by spatial visualization theory. One of the more common assessment instruments for spatial visualization is the Mental Cutting Test, (MCT). There has been a little research on the relationship between the MCT and modeling ability/maturity, specifically the organization and order of the specification tree/model browser of 3D solid models. This paper presents the results of such a study. 219 first-year engineering students participated, and a significant relationship was found between high performance on the MCT and 3D modeling ability. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Engineering Technology; Spatial Ability; Visualization; Perception Tests; Problem Solving; Educational Technology; Computer Graphics; Computer Simulation; Computer Assisted Design; Computer Software; Comparative Analysis; Pretests Posttests; Experimental Groups; Control Groups; Predictor Variables; Correlation; College Students; College Instruction; Freehand Drawing; Drafting; Technology Education; Models

Abstract:
The purpose of this study was to determine whether or not the use of solid modeling software increases participants' success in solving a specified technical problem and how visualization affects their ability to solve a technical problem. Specifically, the study sought to determine if (a) students' visualization skills affect their problem solving ability; (b) the use of 3D modeling software in the design and production of a prototype for a technical design problem is more effective than using sketching; and (c) the use of 3D modeling software offsets any differences in low spatial visualization skills for solving a technical design problem. The design for this study was an experimental posttest-only design. Each participant completed the Purdue Spatial Visualization Test-Visualization of Rotations (PSVT-R). The participants were randomly assigned to either the control group or the experimental group. Caution must be used when generalizing the results of this study because the participants consisted of 47 randomly assigned engineering technology students. The results from this study also suggest that because the interaction between the type of design method and spatial visualization ability did not result in a significant difference, the design method and visualization ability were homoscedastic for this particular problem. Using solid modeling software to design a solution did not offset low spatial visualization scores or offer any advantages to those with high visualization scores. The participants that used solid modeling showed a higher probability of success above a spatial visualization score of 24. In this case using solid modeling did not offset low visualization scores and increase the probability of solving the design problem. Using solid modeling actually decreased the probability of success for participants with low visualization scores and increased the probability of success for participants with high visualization scores. (Contains 8 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Technology Education; Computer Assisted Design; Technology Integration; Computer Software; Educational Technology; Program Effectiveness; Program Evaluation; Educational Policy; Case Studies; Questionnaires; Interviews; Focus Groups; Communication Skills; Secondary School Curriculum; Course Descriptions; Spatial Ability; Curriculum Implementation; Inservice Teacher Education; Affective Behavior; Educational Needs; Secondary School Teachers; Drafting; Graphic Arts; Vocational Education Teachers

Abstract:
Technology education in Irish post-primary schools is undergoing significant change. In recent years the syllabi of all technology-related subjects have been revised. A new subject, Design and Communication Graphics, has replaced the traditional Technical Drawing subject. This new subject aims to develop students' spatial awareness and graphical communication skills in the context of design. Parametric CAD forms a significant element if the subject. This research paper reports on a study into the use of parametric CAD by teachers in Irish post-primary schools. The research found that teachers were enthusiastic and welcomed the inclusion of the software as part of their teaching. However, the novel teaching environment was challenging which had a significant affect on their pedagogical approaches. The findings highlight the need for affective teacher professional development that explorers the declarative as well as the procedural knowledge required for mastery of the CAD software. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Style; Learning Processes; Classification; Measures (Individuals); Validity; Reliability; Foreign Countries; Trade and Industrial Teachers; Technical Education; Teaching Methods; College Faculty; Drafting

Abstract:
Students have unique ways of learning, which may greatly affect the learning process and its outcome. In the process of education, instead of classifying students according to their insufficiency, teachers should try to get to know them and determine their cognitive, sensorial and kinetic characteristics. This study on improving learning style inventory, aims to help technical industrial teachers determine students' attributes in individualized educational activities in technical drawing course at technical/industrial colleges. The study involved four stages: determining the questions for the learning style inventory, preparing the trial inventory, applying the inventory, and determining validity and reliability. Nine experts validated the instruments: four lecturers from the University of Nigeria; Nsukka, Nigeria, and Delta State University; Abraka, Nigeria, while five lecturers and experts validated the instrument in the College of Education, Assiut University; Assiut, Egypt and College of Education, Suez Channel University; Suez, Egypt. The reliability coefficient of 0.92 was determined using students that are not part of the population under study, but registered technical drawing as a common course in College of Technical Education; Beni-Suef University, and University of Nigeria. All the data obtained were analyzed using SPSS (t-test). As a result of the analysis eight factors were determined. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Performance Based Assessment; Cognitive Tests; Scores; Differences; Engineering Education; Drafting; Student Evaluation; High School Students; Vocational Education

Abstract:
The purpose of this study was to investigate identifiable differences between performance and cognitive assessment scores in a 3-D modeling unit of an engineering drafting course curriculum. The study aimed to provide further investigation of the need of skill-based assessments in engineering/technical graphics courses to potentially increase accuracy in evaluating students' factual and conceptual knowledge in preparation for the workplace. The study consisted of 92 high school students enrolled in Drafting II-Engineering. Students were administered existing assessment items provided in the 3-D Modeling unit of the Drafting II-Engineering curriculum. The results provided evidence that there were no significant differences between performance and cognitive assessment in the particular unit; however, it is necessary to further develop and implement performance-based assessments in Career & Technical Education that require students to exhibit both skills and knowledge. (Contains 6 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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