Bailey, R. T., & Friebele, B. (2020, June), 3-D Design in Art and Engineering: An Interdisciplinary Experiment  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--33976

\bibitem{asee_peer_33976}
  Bailey, R. T., \& Friebele, B. (2020, June), \emph{3-D Design in Art and Engineering: An Interdisciplinary Experiment}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--33976

Robert T. Bailey P.E. and Billy Friebele.  "3-D Design in Art and Engineering: An Interdisciplinary Experiment".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/33976 Internet.  14 May, 2024

\bibitem{asee_peer_33976}
  Robert T. Bailey P.E. and Billy Friebele.
  "3-D Design in Art and Engineering: An Interdisciplinary Experiment".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/33976 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_33976
author = "Robert T. Bailey P.E. and Billy Friebele"
title = "3-D Design in Art and Engineering: An Interdisciplinary Experiment"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33976}
number = {10.18260/1-2--33976}
}

TY  - CPAPER
AB  - As part of an institutional initiative to develop “hybrid” courses at the boundaries of two distinct disciplines, the authors recently created and taught a course that merged studio art and computer-aided engineering.  External constraints dictated that the course satisfy Loyola University Maryland’s core (general education) fine arts requirement and also serve as an “engineering elective” for engineering students, though the course was open to students from all majors. The theme that tied the disciplines together was the process of design and problem solving.  Early lessons and exercises explored the creation of objects in both the physical and digital realms, progressing from sketches and simple extrusions to more complex three-dimensional (3-D) solids and assemblies.  Once they had developed basic proficiency with the sculptural techniques and software, and had gained an understanding of visual principles and concepts behind analysis of art, students were asked to design and fabricate an artistic piece comprised of manually-formed and 3-D-printed elements.  This final project incorporated both artistic objectives and engineering constraints and reinforced the similarities and differences between the artistic and engineering design processes.  As the course unfolded, and again at the end, students were asked to evaluate the extent to which the course goals and learning outcomes were satisfied and to provide suggestions for improving the course the next time it is taught.  This paper describes the goals, outcomes, structure, and assignments associated with the course, as well as the challenges, evaluation results, and lessons learned.  Although several areas for improvement were identified, both the instructors and the students considered the course to be successful and worthwhile.
AU  - Robert T. Bailey P.E.
AU  - Billy Friebele
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - 3-D Design in Art and Engineering: An Interdisciplinary Experiment
UR  - https://peer.asee.org/33976
DO  - 10.18260/1-2--33976
ER  -