Geometry and Graphics. Branoff's research interests include spatial visualization in undergraduate students and the effects of online instruction for preparing technology education teachers and engineers. Along with teaching courses in introductory engineering graphics, computer-aided design, descriptive geometry, and instructional design, he has conducted CAD and geometric dimensioning and tolerancing workshops for both high school teachers and local industry.

A hybrid introductory course was developed and piloted during the Fall 2007 semester in three laptop sections (i.e., all of the students owned and brought laptops to class each day). The online portion of the course included voiced-over content presentations, software demonstrations, and sketching examples as well as online assessments. Sections met in the classroom once each week where instructors discussed and demonstrated essential CAD and textbook content. This time was also used to answer student questions and give feedback on homework and CAD exercises. Outside of class, students were expected to view the online content, complete CAD and sketching exercises, and complete a weekly online assessment. No difference was found between final exam scores in the hybrid sections and the face-to-face sections. This paper discusses the implementation of the hybrid introductory engineering graphics course, summarizes data collected during the Fall 2007 semester pilot study, and offers some discussions about the relative advantages and disadvantages of face-to-face, hybrid, and all online delivery.

He has been a member of ASEE since 2003. Dr. Kelly's research interests involve the development and application of a hybrid teaching format in an introductory graphics communications course. Additionally, research into spatial ability as it relates to course students in engineering and non-engineering curricula and whether they are considered novice or experienced spatial learners. Prior to teaching at NCSU, he was a department head and instructor at a local community college in the industrial, manufacturing, and plastics engineering technologies for 14 years.

ABSTRACT:The last 30 years has seen some drastic changes in the field of engineering design graphics. In the United States, university programs have gone from courses focused on traditional drafting topics using only instrument drawing techniques to curricula designed around product lifecycle management and constraint-based solid modeling. This paper examines the current state of engineering design graphics in the United States by looking at middle school, high school, community college, and university program offerings and examples of student work.

A study was conducted during the Fall 2013 semester to examine the effectiveness of a rubric for evaluating constraint-based solid models. The rubric was created after studying conceptual frameworks and other research related to evaluating constraint-based CAD models. Since only one researcher evaluated the models in the 2013 study, it was recommended that a study be conducted where multiple experts evaluated the same models using this original rubric.During the Fall 2015 semester, three faculty experts in constraint-based modeling used the same rubric to evaluate a representative sample of models created by students in an introductory engineering graphics course. This paper presents literature related to evaluating constraint-based solid models and inter-rater reliability, describes the methodology and results of the study, and provides recommendations for further research related to evaluating constraint-based solid models.