2023 ASEE Annual Conference & Exposition

This evidence-based practice describes the incorporation of an original design project coupled with the use of a makerspace into the Engineering Design Graphics curriculum. This design project has given students more of a connection to engineering work and provides a strong foundation for developing an engineering identity. This is further enhanced through the use of a makerspace environment which enables students to fabricate, inspect, and iterate their designs. The measurable outcomes for the current project will focus on student engagement and perceived learning gains. The results of a survey measuring students’ perspectives on the value of the course project work on their learning will be presented. The objective of this paper is to disseminate the positive results of the project and encourage the incorporation of makerspace-based design projects into the Engineering Graphics curriculum, with a focus on the community college setting.

Engineering Design Graphics is a gateway introductory course in the Engineering curriculum that has high potential for engaging and retaining freshman engineering students. An example of a group project involving a simple marble lift will be presented that incorporates open-source design process content, engineering principles, functional analysis, lab safety, buildability, hands-on prototyping, exposure to various desktop manufacturing methods, inspection and measurement. The project is integrated throughout the course and includes reverse engineering, sketching, 3D solid modeling skills, development of detailed design drawings, design revisions, as well as verbal and written communication. The increased emphasis on project work using the makerspace has proven popular with students, increasing their engagement, enthusiasm, and attendance.

This paper details the resources, curriculum, and projects used in Engineering Design Graphics that provide experiential learning experiences. Each step of the project will be mapped to concrete skills, standard course material in the textbook and course outcomes. In addition, the paper will explore the impact of the makerspace environment, student responses to the project format and thoughts on further implementation in future semesters, including dissemination across multiple sections and the development of various iterations.