In many mechanical engineering undergraduate curriculums, there are topics that are vital to the
students’ future careers in the manufacturing and design workforce that are not taught in-depth. As
one of those topics, Geometric Dimensioning and Tolerancing, or GD&T, is vital to companies who
develop and manufacture products because it allows one to communicate with other team members in order to produce and inspect manufactured parts. GD&T is filled with intricate concepts that are hard to grasp without repetition and practice. An active learning intervention was developed and deployed in a mechanical engineering undergraduate class at the Georgia Institute of Technology. The active learning interventions were developed to assist students in learning basic manual inspection methods and communicating through a part drawing. The goal was for the students to obtain a foundational, hands-on understanding of GD&T and implement their learnings onto a part drawing and inspection plan. The results of this intervention were based on a Knowledge Assessment, self-reported Self-Efficacy Survey, and an Exit Survey. These assessments revealed that the GD&T intervention had a significant impact on the students’ knowledgebase of the topic and their ability to perform identification and inspection tasks used in the workforce. This paper discusses the intervention structure and its potential applications for engineering education in the workforce.

DOI: 10.18260/3-1-1153-36044

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Myela Paige

Anastasia Schauer

Zoe Klesmith

Katherine Fu