Analysis of Contextual Computer-aided Design (CAD) Exercises

Öztürk, Elif; Yalvaç, Buğrahan; Peng, Xiaobo; McGary, Prentiss; Johnson, Michael D.

doi:10.18260/1-2--19204

Cited by 6 publications

(7 citation statements)

References 19 publications

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“…Even though all these concepts involve modeling, that involvement may not be definitively discussed or demonstrated. For example, in many CAD courses, the instructional materials focus on the specifics of how to use different tools and features in the CAD software rather than the ideas of modeling and their applications [17]. Similarly, teaching students how to develop an algorithmic solution (a type of model) is fundamental to programming, although there is often a greater focus on syntax [16].…”

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confidence: 99%

Student Awareness of Models in First-Year Engineering Courses

et al. 2023

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This study assesses more than 800 students' awareness of engineering model types before and after taking two first-year engineering courses across two semesters and evaluates the effect of each course.Background: All engineers must be able to apply and create models to be effective problem solvers, critical thinkers, and innovative designers. To help them develop these skills, as a first step, it is essential to assess how to increase students' awareness of engineering models. According to Bloom's taxonomy, the lower remember and understand levels, which encompass awareness, are necessary for achieving the higher levels, such as apply, analyze, evaluate, and create. Research Questions: To what extent did student awareness of model types change after taking introductory engineering courses? To what extent did student awareness of model types differ by course or semester?Methodology: In this study, a survey was designed and administered at the beginning and end of the semester in two first-year engineering courses during two semesters in a mid-sized private school. The survey asked students questions about their definition of engineering modeling and different types of models.Findings: Overall, student awareness of model types increased from the beginning of the semester toward the end of the semester, across both semesters and courses. There were some differences between course sections, however, the students' awareness of the models at the end of the academic year was similar for both groups.

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confidence: 99%

Student Awareness of Models in First-Year Engineering Courses

et al. 2023

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“…Increasing parental participation in the student STEM camps by creating an environment that they can interact with their children in can be a good starting point. As students observe their parents' interest and engagement in STEM camp activities, they will become more interested in the STEM fields and view the engineering activities as more contextual and meaningful in their lives [20][21][22].…”

Section: Discussionmentioning

confidence: 99%

Exploring Parents’ Knowledge and Awareness of Engineering through Middle School Students’ Summer Camps

Cevik¹,

Johnson²,

Yalvaç³

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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“…A previous iteration of these analyses is detailed in Ozturk et al 13 The original four constructs of Page 24.155.3 geometry creation exercises in the course, but prior to students learning about drawings and assemblies.…”

Section: Methodsmentioning

confidence: 99%

An Examination of the Effects of Contextual Computer-Aided Design Exercises on Student Modeling Performance

Johnson¹,

Peng²,

Yalvaç³

et al.

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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Many in the academe and industry have long found computer-aided design (CAD) education lacking. These critics have decried the lack of strategic skills and the focus on declarative knowledge associated with specific CAD packages. This work will discuss the most recent findings of a three year iterative investigation examining the role of contextual exercises on CAD modeling procedure and the manifestation of adaptive expertise. The effects of a varying number of contextual exercises incorporated in regular instruction throughout a semester will be examined. Contextual exercises consist of students modeling a component that they have a personal connection to, as opposed to a stylized example from the textbook. Modeling performance on a standard assessment is compared for the various groups as is performance on an end of the semester exercise.This work compares the results of student performance on the standard assessment based on whether students received no, one, or four contextual exercises prior to the assessment. Student performance on an end of the semester exercise that is either stylized or contextual in nature is also examined. Student interviews and coding are used to examine the manifestation of adaptive expertise among those various groups. Statistical analyses are used to evaluate differences among the groups.Interview data showed that there was a slightly greater manifestation of behaviors associated with adaptive expertise in the single contextual self-guided exercise group as compared to those students that used a stylized self-guided exercise. However these differences were of limited statistical significance. The implementation of four contextual exercises showed no increase in the manifestation of adaptive expertise behaviors. In both cases, the implementation of contextual exercises did not result in improved performance on the standard assessment. Limitations of the work and possible causes for some of the unexpected results are detailed.

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Analysis of Contextual Computer-aided Design (CAD) Exercises

Cited by 6 publications

References 19 publications

Student Awareness of Models in First-Year Engineering Courses

Student Awareness of Models in First-Year Engineering Courses

Exploring Parents’ Knowledge and Awareness of Engineering through Middle School Students’ Summer Camps

An Examination of the Effects of Contextual Computer-Aided Design Exercises on Student Modeling Performance

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