Incorporating product lifecycle concept, rapid prototyping ... · PDF fileIncorporating...

Bi and Mueller CELT Summer Grant for Instructional Development

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Incorporatingproductlifecycleconcept,rapidprototyping,and

certificationinasolidmodelingcourse─FinalReport

ZhumingBiandDonaldW.Mueller,Jr.CivilandMechanicalEngineering

IndianaUniversity–PurdueUniversityFortWayneFortWayne,IN46805

[email protected];[email protected]

1.Overview

Thegoalofthisprojectistoenhancestudents’spatialvisualizationandsolidmodelingskillsthroughmodificationstotwocourses:ENGR127FundamentalsofEngineeringI‐ComputerLabandME160SolidModeling. Wehavecompletedmultipleactivitiestohelpinachievingthisgoalandmadethefollowingchangesinexistingcourses:(1)developedandimplementedspeciallydesignedactivities,quizzes,andhomeworktoimprovestudents’visualizationskillsandtohelpstudentsbettertransitionfrom2DdrawingwithAutoCADto3DsolidmodelingwithSolidWorks,(2)introducedtheproductdesignlifecycleconceptbydevelopingnewexamplesandexercises,usingeveryitems,wherebysolidmodels are utilized directly for engineering analysis, motion simulation, mold design, andmanufacturing, (3) integratedsolidmodelingwithrapidprototypingbydevelopingnew labsandprojectsusing3Dprinters,and(4)allowedstudentstotakecertifiedSolidWorksAssociate(CSWA)examsandcountthetestresultsintheirgrades.

Innovationsdevelopedinthisprojectallowstudentsto(a)appreciatetheimportanceofsolidmodelsin the entire product design lifecycle; (b) learn to make physical objects via rapid prototypingprocesses,(c)moreeffectivelyuseSolidWorksinjuniorandseniorlevelcoursesforcourseprojectsor senior designprojects; (d) gain the formal recognition of their solidmodeling skills for careerdevelopment. Improved solidmodeling skills will make studentsmore successful in upper levelclassesandimprovemarketabilitywhensearchingforemployment.Inaddition,theinnovationsinthis proposal will improve students’ spatial visualization skills, which has been shown to be asignificantfactorinretentionandimportantskillforsuccessfulpracticeofengineering.

Methods of evaluation include pre‐ and post‐testingwith the Purdue Spatial Visualization Test ‐Rotations(PSVT:R)(Guay,1977),testingwithcertifiedSolidWorksAssociateExams,andsurveyingstudentsforachievementoflearningoutcomes,attitudes,andbehaviors.

2.Background

EngageEngineering1isaninitiativefundedbytheNationalScienceFoundation,whoseoverarchingpurpose is to “increase the capacity of engineering schools to retain undergraduate students byfacilitating the implementation of three research‐based strategies to improve student day‐to‐dayclassroomandeducationalexperience.”ThethreestrategiesrecommendedbyEngageEngineeringinclude:

1. Improvespatialvisualizationskills,especiallyamongfirst‐yearstudentswithweakskills.

2. Integrateeverydayexamplesthatarefamiliartostudentsinfirst‐andsecond‐yearcourses.

3. Improveandincreaseleveloffaculty‐studentinteractionamong1st&2ndyearstudents.

1Formoreinformationrefertohttp://www.engageengineering.org


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Theprinciples,supportedbyeducationalresearch,thatinfluencethisprojectarerelatedtoimprovingstudents’spatialvisualizationskillsandintegratingeverydayexamplesinengineeringcourses.

Numerousstudies(seee.g.referencesonp.15)showthatstrongspatialvisualizationskillsarelinkedto success in science, technology, engineering, and mathematics (STEM) fields. Mechanicalengineering students at IPFWdevelop their spatial visualization skills in a two‐course sequenceENGR127–EngineeringFundamentalsI(thecomputerlab)andME160–SolidModeling.Thesetwocourses (see Figure 1) introduce computer‐aided‐drawing (or design) (CAD) using two popular,commercialsoftwarepackages,i.e.AutoCADandSolidWorks.Theskillsintroducedanddevelopedin these two courses areusedbyour students throughout the restof engineering curriculum, inrequired courses, technical elective courses, and senior design projects, aswell as by our co‐opstudentsandeventuallybyourgraduateengineersworkinginlocalindustry.

Figure1:VerticalstructureofCADinthemechanicalengineeringprogramcurriculum.

3.ProjectInnovations

DevelopmentoftheseactivitieshasbeenguidedandinfluencedbythespatialvisualizationresourcesfromEngageEngineeringandworkbookbySorbyandWysocki(2003).StudentsinENGR127weremadeawareofspatialvisualizationduringthefirstlabperiodwhentheytookthePSVT:R.Throughoutthe semester, lectures were given on multiview projection, pictorial representations, draftingconventions,andsectionsviews.Thenstudentsworkedonvisualizationactivities,usingbothCADaswellaspencilandpaper,thatinvolvesurfaceidentification,constructionofmultiviewdrawingsfromanisometric,creationofmissingviews,constructionofanisometricfrommultiviewdrawings,andcreationofsectioned‐viewsofparts.Solidmodelswereusedtohelpstudentsvisualizecomplexparts.ExamplesofsomeclassroomactivitiesareshowninFigure2,andmanyadditionalactivitiescanbefoundintheworkbookbySorbyandWysocki(2003).

co‐ordinator: Z. Bi

software: SolidWorks

co‐ordinator: D. Mueller

software: AutoCAD

ENGR 127 Engineering

Fundamentals I

ME 160

Solid Modeling

engineering core courses, e.g. ME 361

engineering technical elective courses, e.g. ME 480

senior design projects

Thefirstinnovationistodevisenewactivitiesandassignmentstoenhancespatialvisualizationskillsandtobetterbridgethegapbetween2Dwireframemodelingtaughtin

ENGR127and3D,parametricsolidmodelingtaughtinME160.


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Figure2:SampleactivitiesinENGR127toimprovespatialvisualizationskills.

Next,thecoordinatoroftheENGR127computerlab(Mueller)andthecoordinatorfromME160(Bi)worked togetheranddevelopedactivitiesandexercises tohelpstudents tobetter transition fromENGR127toME160.BothclassesteachCAD,butthemodelingtechniquesandsoftwarepackagesaredifferent.Withclosecoordination,theinstructorsdevelopedactivitiesandexercisestobeusedinbothclasses—specificallyattheendofENGR127andatthebeginningofME160.Instructorsofthetwoclassesmustbewillingtocooperateandusethecommonactivities.

Requiringstudents towork thesameproblemsusing to twodifferentapproaches,allows themtocompareandcontrastanddevelopamuchdeeperunderstandingofthedifferentmodelingtechniques.ThisapproachisbasedononeofthecentralimplicationsofGardner’sMultipleIntelligencesTheory,viz.Pluralization.2Pluralizationreferstotheideathatimportantmaterialshouldbetaughtinseveralways.

Thepurposesofcommonactivitiesandexercisesare tocomparetheoutcomesof twocourses interms of the accuracy ofmodels and the productivity of themodelling process. The 2D draftingmethodsand3Dmethodsaretaughtintwodifferentclasses.Threemodelingexercises/quizzeswillbeassignedinbothclassestoevaluatethestudents’performances. ExamplesoftheexercisesaregiveninFigure3.Attheendofthesemester,ananonymoussurveywasgiventoassessstudents’attitudesandopinionsabout2Dand3Dmodelingmethods.

2Seeforexamplehttps://howardgrrdner01.files.wordpress.com/2012/06/faq_march2013.pdf


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Example Purpose SolidWorks/AutoCAD

1 Use relations and dimensions to reflect the design intents

2

Understand the completeness of solid model (find volume, surface area, and the center gravity with respect to give coordinate system)

3

Use feature‐based modeling and generate 2‐D drawing automatically

Figure3:SampleactivitiescommontoENGR127andME160.

Area=19.57 in2 Volume = 78.28 in3 Surface area = 120.68 in2 Center of gravity: (2.9, 1,54, -2.0)


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The lectureonsolidmodels inproduct lifecycleswasenhanced,andanumberofconceptswerecoveredinoneclassmeeting.Thesubjectsinclude(1)theInterfaceofCADtoolswithOtherSoftwareTools, (2) the available tools in SolidWorks for Product Data Management, (3) the basics andprocedureinusingRapidPrototyping,(4)CADmodelingtoolsforCAM,(5)CADmodelingtoolsforprocessplanning.Duringtheclass,everydayitemswereusedtoshowhowsolidmodelsareutilizedforengineeringanalysis,motionsimulation,molddesign,parametricdesign,andmanufacturing

Figure4.Solidmodelsinproductlifecycles

Figure5. Useofeverydayexamplestoshowproductdesign.Photoisontheleftandstudent‐

generatedmodelisontheright.

Thesecondinnovationisthedevelopmentofthemodule“solidmodelsinproductlifecycles”inME‐160usingeverydayexamplesofengineeringitemswhenpossible.


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Figure6. Useofeverydayexamplestoillustrateconceptsofmotionsimulation(robot)and

designtables(toolbox).

TheuseofeverdayexamplesinthismannerwasdescribedinarecentpaperbyBiandMueller,viz.

ZhumingBiandDonaldWMuellerJr.(2016)“Integratingeverydayexamplesinmechanicalengineering courses for teaching enhancement,” International Journal of MechanicalEngineeringEducation.DOI:10.1177/0306419015625562.

Overthesummerandfallof2015,anadditivemanufacturinglabwasestablishedinET342.Inthislab,two3Dprintershavebeenplacedforstudentuse.Since3Dprintersdiffer fromconventionalprinters in terms of calibrations, set‐ups, and time of operation, students have to follow theinstructions to use devices adequately. The department hired and assigned a technician (JasonMoyer)whoworkedwithMuellerandBitoestablishpoliciesandprocedurestomanagethelabandschedule time using the printers. The requirements of the ME 160 course projects includedgeneration of one or two parts by 3D printing. Figure 7 shows the two 3D‐printers available tostudents,andFigure8showstwomechanicalengineeringstudentsusingtheprintersandafewofpartsamplesmadebystudentsintheME160classduringthefall2015semester.

MakerBot Replicator 2 Dremel 3D Idea Builder

Figure7.Two3DprintersavailabletostudentsinET342

Thethirdinnovationistouseadditivemanufacturing(3Dprinting)inME160projects.


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Figure8. Twomechanicalengineeringstudentsworkingwiththe3Dprinterandsample3D‐printedpartsbyME160students.

SolidWorksprovidesfreeaccessforustousethecertifiedSolidWorks(CSWA)examsforstudentevaluation.StudentsinME160nowtaketheCSWAexamaspartofthefinalexam.Priortotheexam,aclassmeetingwasspentreviewingsolidmodelingconceptsandlearningtheprocedureforonlinetesting.Inthefall2015,ME160studentstooktheCSWAaspartoftheirfinalexam.

4.Resultsanddiscussion

Inthissection,wereportsomeofthepreliminaryevaluationsofourworkandgiveapossibleframework,withsomeinstruments,thatmayusefultomorerigorouslystudytheinnovationsdescribedinthereport in the future. Our intention is to involveDr.ScottMoor,Coordinatorof theFirst‐YearEngineeringProgram(affiliatedwiththeDepartmentofElectricalandComputerEngineering)andthe soon‐to‐be‐hired (search is currently underway) counterpart that will be affiliated withDepartmentofCivilandMechanicalEngineeringwiththeseefforts.

Instrument:PSVT:R

ThePurdueSpatialVisualizationTest:Rotation(PSVT:R)consistsof30multiplechoicequestionsthatrequirethetest‐takertomatchrepresentationsofsolidobjectstorotatedversions. (Seee.g.Figure9.)ThePSVT:R is awell‐researched testing instrument firstdeveloped in1977atPurdueUniversity(Guay,1977).Theexamhasbeenusedinhundredsofstudiesandthereisalargeamountofcomparisondata,parsedinmanydifferentways,availableinthepublishedliterature.

Duringthefirstweekofthefall2015semesterthePSVT:Rwasgiventothestudents(N=141)inthecomputerlabofENGR127(allsections,i.e.,sections01‐06)andtothestudents(N=15)inME160.Studentswereinstructedthatthetestwouldnotbeusedforgrading,butwouldbesharedwiththemfortheirownawareness,ifinterested.Inaddition,thescoresmightbeused,onananonymousbasis,to better understand our students’ abilities and improve our programs. After a review of theinstructions,studentsweregiven25minutestocompletethetest.

ThefourthinnovationasaresultofthisprojectistousethecertifiedSolidWorksAssociate(CSWA)examsforstudentevaluation.


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Figure9.SamplequestioninPSVT:R

TheaveragescoresforeachofthesixsectionsofENGR127andonesectionofME160areshowninFigure10.Inaddition,scoresfromthreeotherengineeringschools(Metzet.al.,2011)areshownforcomparison.TheoverallaveragescoreforstudentsinENGR127was23.6/30or78.8%correct.Theaveragescoreforthe15studentsinME160was24.0/30or80%correct.Thesescorescompareveryfavorablywiththosefromfirst‐yearengineeringstudentsatotheruniversities(Metzet.al.,2011).Note:Accordingtotheliterature,scoreshaveshowntoimprovebasedonlevelintheengineeringprogram, i.e. sophomore, junior or senior compared to first‐year, and average male scores aretypicallyhigherthanaveragefemalescores.ManydifferentvariableshavebeenshowntohaveaneffectonthePSVT:Rscores.

Figure10.ClassaveragescoresforthePSVT:RforstudentsinENGR127andME160.

0

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ENGR 127‐01

ENGR 127‐02

ENGR 127‐03

ENGR 127‐04

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Univ of Louisville

Ohio State

U of SC

average number correct


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A closer look at the data for the ENGR 127 students reveals interesting results. The literatureindicatesthatascorebelow20/30(or67%)ontheexamindicatesaspatialvisualizationweaknessthat can be improved. In many studies, an intensive, “short‐course” was given to improve thestudents’spatialvisualizationabilities(e.g.seetheworkofSorby),whileinothercasesimprovementstrategies were incorporated into an existing course (Dong, 2012). (Note: In some studies thedemarcationbetweenacceptable andweaknesswas set at18/30or60%;weused the cut‐offof20/30.)Outofthe141first‐yearengineeringstudentstested,24studentsor17.0%scoredbelow20onthetest,while117or83.0%scored20orabove.TheseresultsaresummarizedinTable1.

Table1:DistributionofENGR127studentscores

N %

Number of scores below 20 24 17.0%

Number of scores 20 or above 117 83.0%

141 100%

AcloserlookatthescoresfortheME160studentsalsoshowsinterestingresults.Figure11showsthe scores for each question and the distribution of the individual scores. Improved spatialvisualizationskillsamongME160students(comparedtoENGR127)isexpectedbecauseME160studentshavesomeCADexperienceandscoreshavebeenshowntoincreaseasastudentprogressesinanengineeringprogram.

Figure11. Averagescoresfor eachquestionandeachstudent onthePSVT:RgiventoME160studentsinfall2015.

Duringthefirstweekofthespringsemester2016,thePSVT:Rwasgiventothestudents(N=24)inME160.Studentswereinstructedthatthetestwouldnotbeusedforgrading,butwouldbesharedwith them for their own awareness, if interested. In addition, the scoresmight be used, on ananonymousbasis,tobetterunderstandourstudents’abilitiesandimproveourprograms. Afterareviewoftheinstructions,studentsweregiven25minutestocompletethetest.

TheaveragescoreonthetestisshowninFigure12withacomparisontotheaveragescoreofME160studentinthefall2015.Theaveragescoreforspring2016ME160studentswas2.1/30or7%higherincomparisontothescoresinfall2015.

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percentage

correct

Index of questions

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1 2 3 4 5 6 7 8 9 101112131415

Index of students

percentage

correct


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Figure12.ClassaveragescoresforthePSVT:RforstudentsinME160(fall2015andspring2016).Ofthe24ME160studentstakingtheexaminspring2016,17hadtakentheexaminfall2015asanENGR127student.Thisallowedustoexaminetheimprovementforrepeattesttakers.Theincreaseintherawscorefromthefall2015tothespring2016isshowninFigure13.

Figure13.IncreaseinPSVT:RscoresforENGR127students(fall2015)toME160(spring2016).

Overall average improvement of repeat test takerswas 1.94,with the average improvement forstudentswithinstructorA=1.11andtheaverageimprovementinstructorB=2.88.Fivestudentshadlowerscoresontheretake.ItisinterestingtonotethatInstructorAhasnottaughtaCADclassbefore and did not havemuch experiencewith CAD software. Instructor B has taughtmultiple

24.026.1

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fall 2015 spring 2016

average number correct

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‐4

‐2

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

increase in PSV

T‐R score

ME 160 student

instructor Binstructor A


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sectionsofCADforseveralyears.Inaddition,InstructorBusedmanymultiviewassignmentsandseveralspatialvisualizationimprovementexercisessimilartothosedetailedinthisreport.

Instrument:SurveyofENGR127students

Duringthelastweekofclassesinthefall2015semester,ananonymoussurveywasgiventofirst‐year engineering students (N=56) in three sectionsofENGR127 lab. The surveywasvoluntary,administeredwhiletheinstructorwasnotintheroom,andcollectedbyastudent.Thissurveywasadministered in a manner similar to our standard assessment procedures. Results were notexamineduntilafterfinalgradesforthefallsemesterweresubmitted.Thepurposeofthesurveywastwo‐fold:

1. Todeterminethestudent’simpressionsoftheutilityofAutoCADsoftwareandimprovementsintheirspatialvisualizationandproblem‐solvingabilitiesduetoworkingwithAutoCAD

2. To ascertainhowmuch first‐year engineering students are utilizing resources forhelp intheirclasses.

Table2showsthestudentsattitudesandopinionsconcerningmultiviewdrawingandAutoCAD.Thedata in Table 2 reveals that students believe that they can create multiview drawings and feelcomfortableusingAutoCAD.

Table2: First‐yearengineeringstudents(N=56)attitudesandopinionsconcerningmultiviewdrawingandAutoCAD

Question average

I can create multiview drawings in AutoCAD. 3.61

Working with AutoCAD has improved my spatial visualization abilities. 3.27

Working with AutoCAD has improved my problem solving abilities. 3.05

Creating drawings with AutoCAD is easy. 3.27

Creating drawings with AutoCAD is fun. 3.35

Note: 4 = strongly agree, 3 = agree, 2 = disagree, 1 = strongly disagree

A secondpurposeof the surveywas todeterminehowmany studentswere taking advantageofuniversity‐providedacademicresources.Table3showthepercentageofENGR127studentswhotookadvantageofsometypeofuniversity‐providedacademicresource—themajorityofthestudents(59%)tookadvantageofsomekindofhelp.Thetypeofresourceandthenumberofvisitswasalsoatopicofthesurvey.AsshowninTable4,thetypeofhelpusedbymoststudentswasinstructorofficehours,andmoststudentsusetheresourcesmorethanonce.Notethatthepercentagesdonotaddto100%asstudentsmayhaveusedmultipleresources.

Table3: Percentageoffirst‐yearengineeringstudents(N=56)usinguniversity‐providedacademicresources.

N %

Student who did use university‐provided academic resources 33 33/56 = 59%

Students who did not use university‐provided academic resources 23 23/56 = 41%


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Table4.Typeofuniversity‐providedacademicresourceusedbyENGR127students(N=33of56)

N %

Instructor office hours 26 26/33 = 79%

ETCS Success Center/Help Corner 12 12/33 = 36%

Math MALL 12 12/33 = 36%

Center for Academic Support and Achievement (CASA‐TutorTrac) 13 13/33 = 39%

Studentswerealsoasked if theydidnotuseacertainresourcetocircle thereasonwhynot: notaware,notneeded,notime.Themostpopularanswerwasnotneeded,byalargemargin,followedbynotime.Itappearsthatmoststudentsareatleastawareofthehelpresourcesthatareavailableoncampus.

Instrument:CSWAexam

Inthefall2015,13ME160studentstooktheCSWAaspartoftheirfinalexam.Figure14showsthepercentageofscoresinfivecategoriesincluding‘basicpartmodeling’,‘intermediatepartmodelling’,‘advancedpartmodeling’,‘draftingtheory’,and‘assemblymodeling’.Duetotheintroductionofsolidmodelling in product design; students understand better about the applications; thus, achievingbetterscoresinthecategoriesof ‘assemblymodeling’and‘advancedpartmodelling’.Theaveragepercentofscoresis74.5%andthepassrateis9outof13,i.e.,70%successrate.

Figure14.Averagesoffall2015ME160student(N=13)scoresofCSWAtests

Instrument:SurveyofME160students

Wedesigned a survey to collect the responses from students about the improvementswemadethroughthisSIDproject.Table5showsthefivequestionsinthesurveyandFigure15showstheaverages.

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Table5.SurveytoassessattitudesandopinionsofME160students

No. Questions

1.

In comparison with your previous experience in learning a computer‐aided design tool (e.g. AUTOCAD), how do you rate your experience in ME‐160 solid modeling course? Please comment on the most significant things you learn in ME‐160?

2.

I expanded the introduction on how to use Solid Models for engineering analysis; for example, using motion simulation, conducting stress analysis, and creating molds for parts. Do you think these introductions increased your interest in using SolidWorks to support your junior or senior level mechanical courses?

3. I assigned the course project for you to reverse engineering everyday example products and rapid‐prototype sample parts from 3D printing. Do you think this project and 3D printing is a good learning experience for you?

4. I adopted Certificate SolidWorks Associate (CSWA) in the grading system to measure your skills in solid modelling. Do you think CSWA could be helpful to increase your confidence level of solid modeling and grow your career development?

5. We are making our efforts to make a continuous improvement semester by semester. What are the most significant changes you would suggest?

Note: students are asked to (1) give their ranking as ‘excellent’, ‘good’, ‘fair’, and ‘poor’ and (2) provide the comments to support or explain their ranking.

Figure15givesasummaryofstudents’feedbacksontheimprovementsthroughourSIDprojects.Itshowsthatstudentsrespondedverypositively(allscoresexcellentorgood)aboutthechangesinallfourareas.

Figure15.Students’rankingsontheimprovementbySIDprojects

Ranking in Q1

Ranking in Q30

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100

%of studen

ts in

ranking


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5.Outcomesandconcludingremarks

Thegoalofthisprojectistoenhancestudents’spatialvisualizationandsolidmodelingskillsthroughmodificationstotwocourses:ENGR127FundamentalsofEngineeringI‐ComputerLabandME160SolidModeling.Toaccomplishthisgoal,fourspecificinnovationsweredevelopedandimplemented,viz.

1. Wedevisednewactivitiesandassignmentstoenhancespatialvisualizationskillsandtobetterbridge thegapbetween2Dwireframemodeling taught inENGR127and3D,parametricsolidmodelingtaughtinME160.Thesematerialareavailabletootherinstructorsofthecoursestouseastheywish.

2. We developed the module “solid models in product life cycles” in ME 160 using everydayexamplesofengineeringitemswhenpossible.ThismaterialisavailabletootherinstructorsofME160touseastheywish.

3. Weusedadditivemanufacturing (3Dprinting) inME160projects. Asof fall2015, the lab isfunctioningwithpoliciesandproceduresestablishedfor3Dprinting.Otherinstructorsmayusethisfacilityastheywish.

4. WeusedthecertifiedSolidWorksAssociate(CSWA)examsforME160studentevaluation.Theproceduretoaccessandadministerthisstandardizedcertificationexamhasbeenestablishedandhasbeenandwillbesharedwithothersteachingthecourse.

The innovations from this project have resulted in new course materials being developed andexisting course material being refined as well as new evaluation methods being proposed andimplemented,atleastonapilotbasis.

Inadditiontothefourspecificinnovationsoftheprojectlistedabove,wehave

Outlinedaprocedureandmethodology,usingthePSVT:R,thatcanbeusedtocontinuallyassessourincomingfirst‐yearengineeringstudents’spatialvisualizationabilities,improvementsinourstudents’spatialvisualizationabilities,anduseofuniversity‐providedhelpresources. Futureworkcancorrelatethisdatatostudentperformanceinsubsequentclasses,aswellasstudentretention.

Developedanadvisingworksheet(seeAppendixA)thatcanusedtohelpmakestudentsawareof a spatial visualizationweaknesses, potential for improvements, andpossible resources forhelp.

Assistedwiththedevelopmentofthe3Dprintinglabwhichwillserveasresourceforallcivilandmechanicalengineeringstudents.

Documented, in a published journalarticle, examples of how to useeverydayexamplesinasolidmodelingcourse.

Our intention is for thiswork to continue,andpossiblyexpand,underthedirectionofDr. Scott Moor, Coordinator of the First‐Year Engineering Program (affiliatedwiththeDepartmentofElectricalandComputerEngineering) and the soon‐to‐be‐hired(searchiscurrentlyunderway)counterpartwhowill be affiliatedwith Department ofCivilandMechanicalEngineering.

Figure16.Studentsusingthenew3Dprintinglab.


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References3

Dong, Y., (2012). Lessons learned in engaging engineering students by improving their spatialvisualizationskills.AmericanSocietyofEngineeringEducationAnnualConference,AC2012‐2981.ENGAGEStrategyResearchBrief:SpatialVisualizationSkills.Retrievedfromhttp://www.wepanknowledgecenter.org/c/document_library/get_file?folderId=237&name=DLFE‐1076.pdfGimmestad,B.J.(1990).Genderdifferencesinspatialvisualizationandpredictorsofsuccessinanengineeringdesigncourse.ProceedingsoftheNationalConferenceonWomeninMathematicsandtheSciences,St.Cloud,MN,133‐136.Guay,R.B.(1977).PurdueSpatialVisualizationTest:Rotations.WestLafayette,IN:PurdueResearchFoundation.SusanStaffinMetz,SherylA.Sorby,TriciaS.Berry,Dr.CarolynConnerSeepersad,AnaMariaDison,YosefS.Allam,JohnAMerrill,WallyPeters,EricaPfister‐Altschul,GuangmingZhang,JamesA.Leach,(2011). ImplementingEngageStrategies to improve retention: focuson spatial skills‐engineeringschools discuss successes and challenges. American Society of Engineering Education AnnualConference,AC2011‐438.Sorby,S.A.,&Baartmans,B.J.(2000).Thedevelopmentandassessmentofacourseforenhancingthe3Dspatialvisualizationskillsoffirstyearengineeringstudents.JournalofEngineeringEducation,(89)3,301–7.SorbyS.A.andWysocki,A.F.(2003).Introductionto3‐DSpatialVisualization:AnActiveApproach.ThomsonDelmarLearning,CliftonPark,NewYork.Sorby,S.A.(2009).Educationalresearchindeveloping3‐Dspatialskillsforengineeringstudents.InternationalJournalofScienceEducation,31(3).Sorby,S.A.,(2011,January27).ENGAGEwebinar:Improvingspatialvisualizationskills.Retrievedfromhttp://www.engageengineering.org/?page=26.Sorby,S.A.(2011)DevelopingSpatialThinking.CengageBrain.comUttal,D.H.,Meadow,N.G.,Tipton,E.,Hand,L.L.,Alden,A.R.,Warren,C.,&Newcombe,N.S.(2012,June4).TheMalleabilityofSpatialSkills:AMeta‐AnalysisofTrainingStudies.PsychologicalBulletin.Advanceonlinepublication.doi:10.1037/a0028446Wai,J.,Lubinski,D.,Benbow,C.P.(2009).SpatialAbilityforSTEMDomains:AligningOver50YearsofCumulativePsychologicalKnowledgeSolidifiesItsImportance.JournalofEducationalPsychology,Vol101,No.4,818‐835.

3Referencesarejustasampleofmanystudiesrelatedtospatialvisualization.


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AppendixA–PSVT:Rscorereportsheet

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