A New Approach To Teaching Engineering Graphics Using Active Learning And Product Realization
2004 Annual Conference Proceedings
Undergraduate engineering programs are modifying their curricula to incorporate various forms of active learning. This paper presents a modified engineering graphics course that is instructed in an active learning environment. The class teaches fundamentals of engineering graphics. It provides students with an opportunity to learn solid modeling as a tool for design process and product realization in addition to skills/competencies that traditional introductory graphics classes promote. The
... thrust of the new curriculum is on the project-based learning. It is believed that presenting the topics of the course through a project would expose the students to real engineering practice. In fact, this approach helps students, throughout their engineering programs, to prepare themselves for the Capstone Projects in the senior design courses. Specifically, students are given the opportunity to disassemble a real product and construct drawings of its parts. At the end of the course students are required to create a group poster presentation. The syllabus includes learning cycles. Each cycle begins with classroom lectures to introduce the concept. This is reinforced by a hands-on laboratory "physical experience" to encourage student ownership of the concept. A recitation-style working session follows to provide practice with the tools available in using the concept. Homework assignments will provide practice. The cycle is culminated by a team-designed project requiring application of the concept in addition to other topics that have been covered. Engineering Science in BMCC and Mechanical Engineering in CCNY use the course curriculum in their Fundamental of Engineering Graphic courses. Students have responded positively to the new curriculum. This is reflected by their assessment of class and the depth and rigor of their projects. They feel that the class is both a skill and technical one, which reinforces analytical geometry and vector skills. Faculty teaching the class have also responded positively to this approach and feel it is easier to instruct the class.