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Engineering design graphics courses taught in colleges or universities should provide and equip students preparing for employment with the basic occupational graphics skill competences required by engineering and technology disciplines. Academic institutions should introduce and include topics that cover the newer and more efficient graphics techniques and technologies developed through research by academic institutions and professional organizations as well as information obtained from experienced engineering design graphics practitioners. This paper presents the systematic approach used at the University of Nebraska at Kearney (UNK), Department of Industrial Technology (ITEC), to update and improve its existing multidiscipline engineering design graphics course. Twenty five engineering design graphics course syllabi, all from programs accredited by either the Association of Technology, Management, and Applied Engineering (ATMAE) or the Accreditation Board for Engineering and Technology (ABET), were reviewed in this study. A review of the course syllabi identified 20 of the most commonly taught engineering design graphics topics. The 20 topics were used to develop a survey instrument subsequently sent to the top 10 employers of ITEC students majoring in Construction Management, Industrial Distribution, and Telecommunications Management. The results obtained from the employer survey were analyzed and used to update the introductory engineering design graphics course at UNK so that engineering design graphics topics taught are consistent with academia and kept current and relevant to the needs of industry.

The paper presents the main advantages of using the project method during distance work of students when they execute a graphic project in the discipline "Engineering Design Graphics". Students study in the specialty "Fine Arts." It is known that high-quality education can be only when theoretical knowledge can be applied in practice. Therefore, it is the use of the project method in the study of graphic disciplines that can become the basis for the training of design specialists. The use of the project method in the study of graphic disciplines leads to an increase in student activity, the acquisition of teamwork skills, the expansion of students' worldview and the acquisition of professional competencies.The capacity of the project method is confirmed by high-quality student works that were submitted to the competition. In the process of creating the group logo, project participants gained research skills, consolidated their knowledge and skills in graphic description of existing images. The information received in the course "Engineering Design Graphics" allowed the contest participants to qualitatively express their thoughts, demonstrate their creative ideas, and provide the project with high-quality graphic images. The use of the project method allowed teachers to identify the research skills of first-year students, recognize among them those who are able to think independently make non-standard decisions and critically evaluate their work.During the project, students, working in groups, learned to combine the knowledge gained during training, became interested in information about graphic images and methods of their execution, learned to correlate the obtained theoretical material with the solution of the problem of geometric modeling of the emblem of the group. According to the results of the competition, it is possible to draw conclusions that students of the Project Graphics course demonstrated the ability to think independently, make interesting decisions, demonstrated the ability to qualitatively perform two-dimensional graphic images of various complexity when solving various engineering tasks and during design projects.

The 1990’s have seen a rapid expansion of the use of networked computers on college and university campuses. By the Fall of 1995, half of all college students and faculty had recurring instructional experience with information technology while more than half of all college students and three-fourths of faculty had access to the Internet and WWW. This infusion of computer technology has had a significant impact on how and what students are taught in engineering design graphics. Though the establishment of computer labs on campuses has hit near saturation, instructional issues concerning the use of computers in engineering graphics are still evolving. As more and more instructional activity takes place outside of traditional labs via distance education technologies, what access students have to computing resources at their homes or dorms and what computer skills they possess to use these computer-based tools becomes increasingly important. Instruction taking place outside of traditional computer labs provides fewer opportunities for instructors to provide remediation in computer skills. This paper will report on a survey of students enrolled in engineering design graphics courses at NC State University the Fall 1999 semester. The results of this survey provides a snapshot of how prepared students currently are to make use of computer-based instruction within and outside of traditional labs. I. Introduction The instruction of engineering design graphics has always been closely linked to technology. Whereas the technology used to be based on manual instruments such as compasses, T-squares, and triangles, in more recent years the tool of choice has been computer-based CAD systems. What has not changed at many institutions has been the centering of the engineering design graphics curriculum around the on-campus laboratory. While the focus of the lab has shifted from instruction in manual instruments to computer-based CAD software, pedagogically the strategy has continued to be one-on-one interaction in a laboratory environment between an instructor/tutor and the student. With the rapid expansion of networked computer technology on and off campus and the instituting of distance education courses, the question arises how this lab-based model will evolve and whether our student body is prepared for a possible move away from the current oneon-one instruction they are receiving. This article outlines current trends in campus computing, the current state of computer literacy of students taking engineering graphics courses, and curricular issues impacted by these findings.

The objective of this paper is to present applications of solid modeling aimed at modeling of complex geometries such as splines and blended surfaces in advanced CAD courses. These projects, in CAD-based Mechanical Engineering courses, are focused on the use of the CAD system to solve design problems for applications in machine design, namely the geometric and mechanical design of cam mechanisms.

Many schools have recently introduced solid modeling to their curricula in Engineering Design Graphics. Some courses introduce solid modeling at the end of a traditional 2D CAD course, whereas others begin with the solid model. Some, but not all, of the concepts traditionally taught in conventional drafting or CAD courses are necessary to the development of solid models, and additional concepts are needed which are unique to solid modeling but unnecessary in conventional CAD. It is hypothesized or assumed by many that the use of solid modeling will enhance students’ visualization skills. If this is so, then which topics should be presented to the students first in order to enhance their learning and improve visualization skills? This has been the subject of much debate within the EDG community. This study looks at the development of a solid modeling based CAD course and compares the outcomes derived from varying the order of presentation of the content.

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Engineering Graphics Literacy: Spatial Visualization Ability and Students' Ability to Model Objects from Assembly Drawing Information Engineering drawings are still one of the main pieces of legal documentation for product development. Interpreting these drawings is a skill needed by engineers and technicians since these documents are the primary way design information is communicated to manufacturing and quality control. Post‐secondary engineering programs, however, have reduced the amount of instructional time related to engineering graphics. More emphasis has been placed on basic modeling strategies in CAD programs, but has this come at the expense of being able to correctly read complex engineering drawings? The primary research question for this study is, "how well do current engineering and technology students read engineering drawings?" Specifically, 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? During the Spring 2011 semester, a pilot study was conducted in a junior‐level constraint‐based modeling course where twenty‐nine students were asked to model as many of the seven parts given in an assembly drawing of a device within a 110 minute class period. The main purpose of this pilot study was to determine the procedures necessary for this type of assessment in a classroom setting. The parts in the assembly ranged in complexity from a ball to a valve body. Students were given a ruler to measure parts on the B‐size drawing and determine sizes of features based on the given scale (2:1). There was a positive relationship between the scores on the activity and the pace at which each student completed the parts. Only eight students modeled all seven parts in the assembly. For the Fall 2011 semester, thirty‐five students in the same constraint‐based modeling course completed the identical modeling activity. Prior to the activity, each student completed a computer‐based version of the Purdue Spatial Visualization Test – Visualization of Rotations (PSVT:R). Scores on the PSVT:R were correlated with scores on the modeling activity. This paper will present the results of the Fall 2011 study and discuss implications for future research in the United States and in other countries.

BackgroundA redesigned curriculum for teaching engineering graphics was adopted in an introductory mechanical engineering course. The rollout of this curriculum was staggered, allowing for comparisons of student perceptions across the newly revised and previous instructional approaches. The new curriculum borrows from content and pedagogy traditionally employed in industrial design courses. The discipline-based education research (DBER) framework was used to investigate the manner in which the new curriculum was implemented and student reactions to this change. By using this approach, the researchers were able to incorporate and emphasize the unique aspects of the subject matter itself, as well as the attributes of the engineering discipline in which the course was embedded.ResultsResults indicated that students exhibited positive reactions to the sketching instruction, as well as various other aspects of the course, and that reactions were generally more positive among students in the redesigned course.ConclusionsThe contributions of this paper are twofold: illustrating the application of a specific research framework and providing results of an investigation of a redesigned curriculum. The redesigned curriculum was generally received well by students, and the partnership between the education researchers and faculty proved fruitful in allowing for nuanced investigation of the course redesign. Practical considerations for undertaking this type of research are also outlined.

This Research Work-In-Progress reports the implementation of an Object Assembly Test for sketching skills in an undergraduate mechanical engineering graphics course. Sketching is essential for generating and refining ideas, and for communication among team members. Design thinking is supported through sketching as a means of translating between internal and external representations, and creating shared representations of collaborative thinking. While many spatial tests exist in engineering education, these tests have not directly used sketching or tested sketching skill. The Object Assembly Test is used to evaluate sketching skills on 3-dimensional mental imagery and mental rotation tasks in 1- and 2-point perspective. We describe revisions to the Object Assembly Test skills and grading rubric since its pilot test, and implement the test in an undergraduate mechanical engineering course for further validation. We summarize inter-rater reliability for each sketching exercise and for each grading metric for a sample of sketches, with discussion of score use and interpretation.

Naval Engineers JournalVolume 80, Issue 4 p. 643-649 PROFESSIONAL ENGINEERING LIEUTENANT COMMANDER CARL M. ALBERO U.S.N., LIEUTENANT COMMANDER CARL M. ALBERO U.S.N. THE AUTHOR: graduated from Lafayette College in 1957 with a B.S. in Chemical Engineering. Upon graduation, he was assigned to USS NEWPORT NEWS (CA-148), followed by a tour as Chief Engineer of the USS DUPONT (DD-941). From June, 1962 to June, 1965, he attended a postgraduate course in Mechanical Engineering at the United States Naval Postgraduate School, Monterey, California, and was awarded a Master of Science Degree. He is currently assigned to the Supervisor of Shipbuilding, Conversion and Repair, U.S. Navy, Bath, Maine as Planning and Design Officer. He is a registered professional engineer, a member of the American Society of Naval Engineers, Sigma Xi, and the American Society of Mechanical Engineers. An article of his on cryogenic pumping has previously been published in the Naval Engineers JournalSearch for more papers by this author LIEUTENANT COMMANDER CARL M. ALBERO U.S.N., LIEUTENANT COMMANDER CARL M. ALBERO U.S.N. THE AUTHOR: graduated from Lafayette College in 1957 with a B.S. in Chemical Engineering. Upon graduation, he was assigned to USS NEWPORT NEWS (CA-148), followed by a tour as Chief Engineer of the USS DUPONT (DD-941). From June, 1962 to June, 1965, he attended a postgraduate course in Mechanical Engineering at the United States Naval Postgraduate School, Monterey, California, and was awarded a Master of Science Degree. He is currently assigned to the Supervisor of Shipbuilding, Conversion and Repair, U.S. Navy, Bath, Maine as Planning and Design Officer. He is a registered professional engineer, a member of the American Society of Naval Engineers, Sigma Xi, and the American Society of Mechanical Engineers. An article of his on cryogenic pumping has previously been published in the Naval Engineers JournalSearch for more papers by this author First published: August 1968 https://doi.org/10.1111/j.1559-3584.1968.tb05470.x AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume80, Issue4August 1968Pages 643-649 RelatedInformation

In this study, the popular Purdue Spatial Visualization Test – Visualization by Rotations (PSVT-R) in isometric drawings was recreated with CAD software that allows 3D solid modeling and rendering to provide more realistic pictorial views. Both the original and the modified PSVT-R tests were given to students and their scores on the two tests were compared to investigate whether there was improvement in performance on spatial visualization tests with realistic 3D views. The study involved 157 first year community college students in engineering and technology majors and 34 high school seniors from a technical careers high school, all of whom were taking an engineering graphics course or a CAD course at the college when taking the tests. The test scores were analyzed in four groups: graphics classes, CAD classes, high school students, and a comparison group. In all four groups, the mean scores of the realistic 3D test were higher than the mean scores of the isometric test, which shows enhanced performance on the spatial visualization test with realistic 3D views.

This survey discusses the motives and consequences of the 13 June 2005 decision to include Irish among the EU’s official and working languages, and the 15 July 2008 decision to upgrade the status of languages recognised by law in the UK, such as Welsh and Scottish Gaelic. It also looks at the current state of Irish and Scottish Gaelic. Irish’s new EU status coincides with increased support at the top political level in Ireland. A tentative conclusion is that this happy coincidence could enhance the practical role of Irish, which in turn could exercise a knock-on positive effect on Scottish Gaelic. The continuing decrease in the use of Irish by young people in the Gaeltacht (Irish speaking regions), due to the unrelenting pressure of English, is a matter for deep concern, as is the failure of the authorities over many years to appreciate that language use, and not just language learning, needs to be planned. This may now be changing: expanded use of Irish in the electronic media, the structures put in place by the Official Languages Act of 2003, and Irish Government work on a 20-year strategic plan for Irish, together with continuing progress at EU level, give grounds for hope. To sum up: much has been done, but much remains to be done.

The purposes of this study were: (1) To determine if Life Skills Programs exist in all of the 14 Big Ten Schools, (2) To determine if the NCAA Division I-A Life Skills Commitment Statements were utilized at all the Big Ten Schools and (3) To determine how Big Ten administrators perceived Life Skills Programs are across all 14 Big Ten Universities.;It was anticipated that all Big Ten colleges had a Challenging Athletes' Minds for Personal Success Life Skills Program on their campus. All Big Ten Life Skills administrators perceived their programs to be effective.;A written questionnaire based on the literature was constructed to answer the three research questions posed by the researcher. Upon IRB approval, the questionaire was emailed to the Big Ten administrators of the Life Skills Programs. The following universities located within the Big Ten conference were requested to participate: Indiana University, Michigan State University, Northwestern University, Ohio State University, Penn State University, Purdue University, Rutgers University, University of Illinois, University of Iowa, University of Maryland, University of Michigan, University of Minnesota, University of Nebraska, and University of Wisconsin.;The questionnaire consisted of two parts; each part took approximately 20 minutes to complete. The researcher made follow up phone calls if the subjects did not respond to the emailed questionnaires after two weeks. Ten of the fourteen Big Ten administrators participated in the study. The researcher found that all ten (n=10) schools offered Life Skills Programs, All ten (n=10) schools provided five of the Life Skills Commitment Statements and all ten (n=10) schools reported their Life Skills Programs were effective.

This paper reports on one such effort. The senior author was invited by the First Ministry of Machine Building to review a Computer Science program which had been established along the lines of the IEEE Model Curriculum [4]. The work of the two other authors and their colleagues forms the bulk of the reminder of the presentation. This discussion of a particular program presents one of the ways in which the PRC is “catching up”. A more complete review is provided in another document [5].