Universities set up relationships with companies as a way to bring real-world experience to the students. The students get a better understanding of production needs, practical working experience, and production credit prior to graduation. The university gets support from a production house and a connection to benefit future students. For the production company, this provides an increased labor force, an opportunity to share work practices, and potential employees after graduation. There are opportunities to make a successful connection and provide students great hands-on experience while in school, along with some pitfalls. During this class, we will talk about how to work effectively with production houses in a university setting and cover some of the pitfalls you may encounter along the way.

Current the method of teaching engineering drawing consists of teaching the fundamentals such as orthographic projection of views and asking thee students to visualize what the object will look like in 3 D. this makes it very challenging and often times difficult for the students to comprehend the principles. A new method is developed by a group of faculty members at an engineering college in India under the mentorship of the speaker and Dr. Rio D'Souza, the Principal of the engineering college. The method was then validated with faculty in other engineering colleges and the students. All of them have found the new approach to be far superior in achieving the outcomes of better educated students and more motivated faculty..

The disciplines of industrial design and engineering provide students with the opportunity to discover and cultivate their talents, whether they be practicing qualitative research techniques through social media or developing their skills using generative design. This discussion will provide an inside overview of the development of the Bay Area's annual design competition that engages students from varying colleges to provide real-world concepts and design solutions to some of the world’s most premier brands, ranging from Oru Kayak to Toyota Industries.

Autodesk CAM for Educators, Students, Classrooms, Student Clubs, Maker Spaces, Non Profits, Learn about Autodesk’s learning resources, and how you can take advantage of the free integrated CAD/CAM software.

Research in the areas of cognition and learning underscore the fact that the still dominant 20th-century model of schooling is failing to prepare students for the realities of life and work in the 21st-century global economy. This class focuses on how the new U.S. Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) can serve as a catalyst for innovating new technology-enhanced approaches to learning that can mitigate this problem. These standards are built upon a foundation of reasoning practices that if implemented appropriately will significantly alter curriculum, pedagogy, and the roles of teachers and students inside and outside of the classroom. Through a series of case studies, attendees can learn how Autodesk® design and creativity apps, when aligned with CCSS and NGSS, can create new paradigms for student learning in core academic areas that include English language arts, social studies, science, math, and art.

TUM Boring—Innovation in Tunneling e.V.—is an initiative of the Technical University of Munich (TUM) comprised of 70 highly motivated students who have teamed up to innovate toward a greener future in which we waste less time commuting by pushing the status quo of today’s mobility infrastructure. To achieve this, we built the world's fastest tunnel-boring machine and competed in Elon Musk's Not-a-Boring Competition. This competition, hosted by The Boring Company, challenges teams from around the world to drill a tunnel 30 meters long and 50 centimeters wide as quickly and accurately as possible. In this talk, we will take you on our unique journey from project inception in July 2020 to competition finals in late summer 2021. Discover how 70 passionate and determined students managed to build a record-breaking tunnel-boring machine during a global pandemic.

More than six years ago, Soumil Goyal was first introduced to Autodesk products, and it sparked a passion for engineering, design, and manufacturing. Goyal is now a high school senior and has learned to use many Autodesk products, including TinkerCAD, Fusion 360, Inventor, and AutoCAD. In this session, Goyal will share a unique perspective as a young and enthusiastic learner and how we need to teach for the future of engineering. This modern engineering student's perspective will provide an insightful outlook into the best ways to continue advancing education to build the next engineers. Goyal will also share the best ways to teach engineering in the new technology revolutions, how Autodesk products can boost engineering, and why businesses and organizations should invest more in engineering education.

Using examples from recent student work at San Jose State University, this session will present a case study on how the introduction of CAD earlier in design workflow benefitted students with little or no design abilities. It will explore how students were able to ramp up quickly and remove the barriers to entry for learning the industrial design process. Incorporating Fusion 360 in the industrial design curriculum at San Jose State University was pivotal in expanding product development workflows in other emerging technologies that improved students' industrial design development success. Emerging technologies such as artificial intelligence (AI), augmented reality (AR), and 3D printing make it possible to maintain continuity in design development and evaluation conversations, while also reducing environmental impact through more sustainable, iterative practice

You think technology is great, but sometimes those you’re training clearly do not. Designed for software trainers and educators, attendees of this workshop will gain insight into pedagogical strategies aimed at helping students navigate the constantly changing—and sometimes frustrating—process of learning software. The presenter will outline teaching approaches that have been shown to increase motivation, including how to help learners bring autonomy, competency, and value to their learning. The presenter will share examples of how to practically integrate innovative teaching practices into both short software workshops and semester-long college courses, as well as provide example handouts aimed at helping students retain information.

Teaching structural design to architecture students is a bit like teaching a bowling ball to float. Both design students and bowling balls require a change in their core states to be successful in their relative tasks. Visual thinkers, like most architects, struggle with the analysis and calculation process of structural design. As a result, they rarely gain comfort with the iterative requirements of designing compelling structures that are additive to design expressions. By introducing architecture students to structural simulation in Autodesk® Revit® software, the learning process is modified to work with visual thinkers—developing a stronger connection to the design process and improved direct feedback (visual in nature) to the ramifications and potentials of design decisions. This class will outline the opportunities and pedagogy of structural simulation as a predesign effort and design development strategy in the architectural education studio course.

Computational design enables architects to design parametrically, using visual programming to automate design processes and simulate, script, customize the parameters of, and generate design solutions—making it easier to explore ideas and innovate. Design practices big and small are turning to computational design to solve problems in new ways. Students with experience in computational design have a distinct advantage in their careers. Hear how Autodesk Dynamo is helping the next generation design structures and buildings and create using digital fabrication.

Hear from students and faculty on how the cloud will impact workflow in their studies and courses. In this class, we see examples of student work and the key learnings that they will bring into their professional careers.

As a mechanical engineering student in Finland and a CNC machine operator in the metal industry, Muluken Admassu has a unique perspective on the challenges and opportunities in design, product development, and manufacturing. With his work and studies, he puts sustainability at the forefront. In this session, Admassu will share his journey from Africa to Finland and beginning his engineering work before ever seeing technology advancements. Admassu will also discuss the incorporation of sustainability considerations in his projects and unlocking new technology to go beyond the unexpected.

Fusion 360 software is a cloud-powered CAD, CAM, and CAE tool, and it is the primary software for the instruction of degree apprentices at the AMRC Training Centre, part of the University of Sheffield. With rising student numbers, it was becoming increasingly difficult to provide detailed and timely feedback to students as they learned the basics of Fusion 360. In this session, Joe Palmer will present a bespoke feedback tool that has been coded in Python and implemented using the Fusion 360 API. This tool provides instantaneous feedback to students about the quality of their CAD models by assessing key model metrics. These metrics enable a complete picture of model quality to be determined by the script without any input from course tutors. This has empowered tutors to spend more time on valuable activities within the classroom. We will discuss a background of the Fusion 360 API, the tool's development process, and details of the scoring algorithm. We will also present a road map for future development.

This panel will feature educators from around North America to speak about the challenges, advantages, and successes they found in engaging a diverse student population in engineering. Attracting students from diverse socio-economic backgrounds has traditionally been difficult in higher education. Strides have been made, and this panel will discuss those how those challenges have been mitigated and how to continue to improve the situation.

You've heard the stories of humble startups who create a hit game that brings them fame and fortune. Although many of your students will sign on with larger companies when they graduate, some of them will go off and create amazing work on their own or with small teams. Learn how you can incorporate the entrepreneurial spirit and skills in your curriculum and help your students be prepared for whatever path they choose.

Do students or coworkers call you Boring Bill, Too Technical Terry, or Monotone Mike? Then this class is for you! Learn how to make teaching CAD fun, not only for your students but for you as well. In today's ever changing technology-based world, we find that there is a need to do more and more training. Whether you are the person in your firm training your co-workers or a professional trainer or instructor, keeping your students interested is critical. Just because you know the technical aspects of CAD, does that mean you are a good instructor? In this class, we look at ways to you make sure your students have confidence that they can use the software after the class is over. Learn how you can get in touch with your class. So whether you've been training for years or have just started and want to pick up some tips, this class can help you out.

Design-centric curriculum (DCC) is an alternative learning pathway that was established 2 years ago at the National University of Singapore (NUS) in response to the increasing demand from the industry for engineering graduates who are able to think creatively, define problems, and work across disciplines in a multidisciplinary team. Design-thinking as a technique to develop innovative solutions to a set of problems defined by the students forms the backbone of the curriculum. This alternative curriculum consists of students working in a team on a multi-year, multidisciplinary project that is the main learning vehicle in DCC and is aimed at developing certain desired traits in our students. We will cover the types of formative and summative assessment that were developed by the DCC team to assess the achievement of our students, and we will share with the audience our philosophy, methodology, and experience in the development of the assessment method that was adopted.

Do students or co-workers call you “Boring Bill,” “Too-Technical Terry,” or “Monotone Mike”? Then this class is for you! In this session, you will learn how to make teaching CAD F-U-N, not only for your students but for you as well. In today's ever-changing technology-based world, we find that there is a need to do more and more training. Whether you’re the person in your firm training your co-workers, or you’re a professional trainer/instructor, keeping your students interested is critical. Just because you know the technical aspects of CAD, doesn’t mean you'd be a good instructor. We will look at ways for you to be sure your students are confident that they can use the software after the class is over. Instructors will see how to get in touch with their class. So, whether you've been training for years or you’ve just started and want to pick up some tips, this session can help you out.