DeLuca, W., & Lari, N., & Ernst, J. V., & Clark, A. C. (2011, June), Teaching Design and Technical Graphics in a Green Environment  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18587

\bibitem{asee_peer_18587}
  DeLuca, W., \& Lari, N., \& Ernst, J. V., \& Clark, A. C. (2011, June), \emph{Teaching Design and Technical Graphics in a Green Environment}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18587

William DeLuca, Nasim Lari, Jeremy V Ernst, and Aaron C. Clark.  "Teaching Design and Technical Graphics in a Green Environment".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://strategy.asee.org/18587 Internet.  09 Jun, 2024

\bibitem{asee_peer_18587}
  William DeLuca, Nasim Lari, Jeremy V Ernst, and Aaron C. Clark.
  "Teaching Design and Technical Graphics in a Green Environment".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://strategy.asee.org/18587 Internet.  09 Jun, 2024

@INPROCEEDINGS{asee_peer_18587
author = "William DeLuca, Nasim Lari, Jeremy V Ernst, and Aaron C. Clark"
title = "Teaching Design and Technical Graphics in a Green Environment"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/18587}
number = {10.18260/1-2--18587}
}

TY  - CPAPER
AB  -           Teaching Design and Technical Graphics in a Green Environment                                             AbstractGreen Research for Incorporating Data in the Classroom (GRIDc) is a National ScienceFoundation project designed to improve instructional practices in the curricula areas of science,technology, engineering, and mathematics (STEM). The project uses data collected from avariety of renewable energy technologies located at the NC Solar Center and enables studentsand teachers from both secondary and post-secondary education to access downloadableinformation and analyze, synthesize, and evaluate the data. One aspect of this project is to teachstudents in both engineering education and pre-service teacher education for technology,engineering and design education to visually explain data for targeted groups. Students andteachers take the information and create both data-driven and conceptual models to explaininformation obtained from the project’s website using a variety of methods involved in technicaldata presentation. Whether using meteorological data sets and comparing the information withphotovoltaic systems or wind turbines, or just the understanding of how the different renewabletechnologies work, education and engineering students can create multiple ways to explain theoutput of information and in return, develop technical drawings, static images, and technicalanimations that explain the processes and renewable energy technologies being studied.This paper will explain the GRIDc project and how students in both engineering and educationlearn to develop good visual skills in areas of presentation, data-driven and conceptual modelingusing the information and data collected from the website. Preliminary research has beenconducted on the effective use of these materials in college level engineering classes and in atechnical animation course for graphic communications. Research and analysis has taken placeas to how students take data of this type and create both data-driven and conceptual models usinga design brief format. The research being conducted during this project will provide a base forcontinued research and development on using data-rich learning environments to develop goodthinking and visual skills for both pre-engineering and engineering students throughout thecountry.
AU  - William DeLuca
AU  - Nasim Lari
AU  - Jeremy V Ernst
AU  - Aaron C. Clark
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Teaching Design and Technical Graphics in a Green Environment
UR  - https://strategy.asee.org/18587
DO  - 10.18260/1-2--18587
ER  -