ENGR 6: Engineering Graphics & CAD

Empowering, AI-Inclusive, Effective Prompts

Reflection on Instructional Change:

The Engineering Graphics & CADD is one of the first major courses freshmen students take in Mechanical Engineering. Students learn how to communicate product design process using graphics including engineering drawings, computer-aided design. One of the major skills students should develop is a spatial visualization skill with which students should construct three-dimensional shapes from two-dimensional drawings and vice versa. I implemented the ACUE Gen AI practices, specifically the "Empowering students with AI". Also the following ACUE techniques was applied: "Writing Effective AI Prompts" - Students must find a proper AI tools to finish the assignment using appropriate prompts in the AI tools. "Teaching with AI-Inclusive learning experiences" - Students experience the state-of-the-art AI tools in the area of constructing three-dimensional objects from two-dimensional sketches. Let them discuss positive and negative experiences.

Since this course is about mapping between 2D drawings and 3D objects, I asked students to find an AI application that can create 3D object from a freehand 2D sketch. Students must ask AI to find a proper tool for the task. Many students had troubles in finding an AI tool to accomplish the assignment at first. But once they found a tool, most students felt it was easy to use. Many students said "AI is cool", "easy to use", "had a great experience, fascinating to use AI for 3D modeling for the first time". Many also found the weakness of the AI tools in that the constructed model was "not accurate" and "never perfect". One students wrote: "I am scared of Ai so during this project I was nervous the whole time." "Overall, I am excited to see how my sketch progresses through the other parts of this project."

Evidence of Instructional Change

evidence of instructional change
Individual project constructing a 3D model from a free-hand sketch using Artificial Intelligence tools	Students said "AI is cool", "Eash to use", "Had a great experience, fascinating to use AI for 3D modeling for the first time". Many also found the weakness of the AI tools in that the constructed model was "not accurate" and "never perfect"	Add a short caption under your image here

Practice and Reflect Teaching and Learning with AI:

I gave a personal project to students to find an AI tool to convert 2D freehand sketch to corresponding 3D object.

Purpose: This assignment aims to explore the capabilities and limitations of AI in generating 3D models from 2D sketches. Additionally, it provides hands-on experience with 3D printing technologies.

Sketching: Create a free-hand sketch of an object. Ensure the sketch is clear and detailed enough for AI interpretation. Start with a simple object, then progress increasing the complexity as you succeed.
Scanning: Scan (or take a picture of) your sketch to create a digital image file (typically jpeg or png).
AI Modeling: Use an AI tool (Ask AI) to generate a 3D model from your scanned sketch. Save the generated 3D model in STL or OBJ file format.
Writing: Discuss/share briefly your experience. What tools (software, website, etc) did you use? Write your thoughts, positive and negative experiences, if any. You may also make a video and submit a video file.
Submission: Submit the STL or OBJ file of your 3D model.
Refinement: In a later phase, you will refine the 3D model using SolidWorks (Step 2) and build its physical model using the 3D printing technology (Step 3).

Course Syllabus

Course Syllabus and Schedule

Faculty Bio

faculty bio
	Professor Yong S. Suh has been teaching Computer-Aided Design, Machine Design, and Manufacturing in Mechanical Engineering since 2004. Professor Suh received his Ph.D. degree from Rensselaer Polytechnic Institute in Troy, NY and MS, BS degrees from Seoul National University in Korea. His research interests include additive manufacturing, design for manufacturing, and design automation.

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.