Project Based Learning In A Freshman Computer Graphics Course

Abstract

This paper describes project-based learning in a freshman engineering course entitled, Engineering Graphics and Design at Loyola Marymount University. The major course requirement is to design and build a solid model of a real-world product. The course has been recently modernized to meet the challenges of conceptual design using graphics tools. The course introduces the students through a hands-on design projects. The engineering graphics topics include orthographic views, isometric projections, sectional views and dimensioning. Computer-Aided Drafting tools such as AutoCAD, Inventor and SolidWorks are introduced for both 2D and 3D. The CAD tools are also used for geometric analysis (Cosmos/M) and building solid models by rapid prototyping. The projects are conducted in student teams. The students utilize both written and verbal communication skills when they complete their projects. The work is written-up in a final report, and their results are given in an oral team presentation.

The goal of this paper is to describe and discuss the project-based learning in our freshman engineering graphics course. The evaluation of student learning will also be discussed. This paper will describe how projects and teams are selected, the team dynamics, project leadership and conflict resolution as they relate to each team. Several real-world projects such as design and prototyping of Boeing 737 aircraft, a functional flashlight will be described. This paper will also discuss the assessment tools for evaluating the team-based projects.

I Introduction

The future of nation’s university and industry is dependent upon the orderly, competent, selective and timely acquisition of high technology in the form of computer graphics, computer- aided design, testing and computer-aided manufacturing1. Not only must these individual capabilities be acquired, but they must be integrated to perform the complete process so that there is computer control of all facets from conception through the finished product. Although it is possible for many corporations to acquire their own CAD/CAM systems, it is still necessary for them to find a source of engineering talent proficient in the design, implementation and routine use of such an important resource. The primary source of these new high-tech professionals must come from the nation’s science and engineering colleges and universities.

Loyola Marymount University is a private, Catholic co-educational university with colleges of Liberal Arts, Communications and Fine Arts, Business Administration, Science and Engineering and a School of Law. The University has an enrollment of Approximately 6,500 students in all programs and offers undergraduate, professional and graduate degrees. An important goal of the University is to be of service to the entire Los Angeles community. Based on the needs of the large engineering, aerospace, manufacturing and computer industries in the Southern California area, the Mechanical Engineering Department offers a very strong program in Machine Design, Solid Mechanics, Metallurgy and Thermal Science. In keeping with this commitment to meet the educational needs of the surrounding industrial community, Loyola Marymount’s Mechanical