Study, N., & Nozaki, S. (2022, August), WIP: Incorporating GDT into Engineering Graphics Courses  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41472

\bibitem{asee_peer_41472}
  Study, N., \& Nozaki, S. (2022, August), \emph{WIP: Incorporating GDT into Engineering Graphics Courses}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41472

Nancy Study and Steven Nozaki.  "WIP: Incorporating GDT into Engineering Graphics Courses".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://strategy.asee.org/41472 Internet.  03 Jul, 2024

\bibitem{asee_peer_41472}
  Nancy Study and Steven Nozaki.
  "WIP: Incorporating GDT into Engineering Graphics Courses".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://strategy.asee.org/41472 Internet.  03 Jul, 2024

@INPROCEEDINGS{asee_peer_41472
author = "Nancy Study and Steven Nozaki"
title = "WIP: Incorporating GDT into Engineering Graphics Courses"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/41472}
number = {10.18260/1-2--41472}
}

TY  - CPAPER
AB  - This work in progress describes efforts to enhance the pedagogy in engineering graphics courses with respect to geometric dimensioning and tolerancing.

The curriculum at X university consists of several courses in engineering graphics, covering topics ranging from hand sketching to advanced techniques in computer aided design. One of the topics in the advanced course is geometric dimensioning and tolerancing (GDT). 

Anecdotal findings suggest that students can have difficulty contextualizing content regarding GDT within the environment of class. Most students enrolled in the course have limited, or no, exposure to manufacturing methods and tools at the time they take the course. There are currently no artifacts generated or manipulatives incorporated when teaching GDT at X university. This is not unusual per se, as many other topics in the engineering graphics curriculum are predicated on visualization as a primary means of interpretation.

Educational materials specifically designed for GDT study have been procured by faculty for curriculum development, which includes content and manipulatives that illustrate concepts in GDT. This work in progress paper will document the attempts to incorporate aspects of the GDT material in the course. One specific change will be to include examples across the scope of the course, instead of the current one-week segment of the course.

A long-term goal of the faculty will be to develop a course in GDT that pertains to the specific needs of the department and school. Input from external sources to the school have indicated the interest in students developing proficiency in GDT. Results from this study will be used to influence decisions made in course development.

AU  - Nancy Study
AU  - Steven Nozaki
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - WIP: Incorporating GDT into Engineering Graphics Courses
UR  - https://strategy.asee.org/41472
DO  - 10.18260/1-2--41472
ER  -