2014 Conference Archive (Archived)
Improving Student Learning in an Engineering Graphics for Design Course through Differentiated and Project-Based Instructions
Session Format
Presentation Session (20 minutes)
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Location
Room 2904 A
Abstract for the conference program
The Engineering Graphics for Design course is one of the most important courses in freshman engineering. However, one of the main challenges in teaching this course at Valdosta State University is handling a relatively large computer lab-based course and a wide range of skills and learning abilities in students. Many of our students are quick in learning computer tools and Commands in programs such as AutoCAD. Also, some students have good CAD drawing background from high school. But many have difficulty understanding 2-D or 3-D geometric and angular relations, geometric and trigonometric laws, and logical reasoning associated with fundamentals of engineering graphic. Recently, we have explored various pedagogical techniques to allow students to work on various self-paced CAD projects that are related to their field of interest in engineering. Also, we have included some team-based filed projects to increase interaction and collaborations among students. Furthermore, we added many online resources in D2L, and increased in-class and out-of-class support for students. Initial results shows an increased student success and course satisfaction among the students.
Proposal Track
Non-research Project
Start Date
3-7-2014 9:30 AM
End Date
3-7-2014 9:50 AM
Recommended Citation
Hojjatie, Barry, "Improving Student Learning in an Engineering Graphics for Design Course through Differentiated and Project-Based Instructions" (2014). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 50.
https://digitalcommons.georgiasouthern.edu/stem/2014/2014/50
Archived Content
This record and associated content is retained solely for reference, research, or recordkeeping as part of an archived collection. This content is not actively developed, disseminated, or promoted as part of any ongoing University program, service, or activity. Learn more about archived collections (opens in new tab).
To request an accessible version of any item in this archived collection, complete this form (opens in new tab) or email [email protected].
Improving Student Learning in an Engineering Graphics for Design Course through Differentiated and Project-Based Instructions
Room 2904 A
The Engineering Graphics for Design course is one of the most important courses in freshman engineering. However, one of the main challenges in teaching this course at Valdosta State University is handling a relatively large computer lab-based course and a wide range of skills and learning abilities in students. Many of our students are quick in learning computer tools and Commands in programs such as AutoCAD. Also, some students have good CAD drawing background from high school. But many have difficulty understanding 2-D or 3-D geometric and angular relations, geometric and trigonometric laws, and logical reasoning associated with fundamentals of engineering graphic. Recently, we have explored various pedagogical techniques to allow students to work on various self-paced CAD projects that are related to their field of interest in engineering. Also, we have included some team-based filed projects to increase interaction and collaborations among students. Furthermore, we added many online resources in D2L, and increased in-class and out-of-class support for students. Initial results shows an increased student success and course satisfaction among the students.
