Universidad Polit├ęcnica de Madrid (SPAIN)
About this paper:
Appears in: INTED2021 Proceedings
Publication year: 2021
Pages: 2849-2858
ISBN: 978-84-09-27666-0
ISSN: 2340-1079
doi: 10.21125/inted.2021.0608
Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference
Among all available pedagogical strategies for creative fostering in engineering, those related with Visuals and Graphics are one of the most optimal. Visual characterization of engineering processes as well as the potential of Visual thinking for ideation and problem solving justifies this.

This approach can be addressed through Engineering Graphics (EG). These are subjects intended to enable engineering students to acquire skills for technical graphic communication. Traditional EG practices, such as freehand drawing, helps spatial abilities and visualization skills development, which is important for engineering problem solving. Apart from sketching, other freehand graphic tools, both on paper and computer are suitable for engineering programs implementation.

Our proposal is then to enhance the scope of EG subjects for teaching graphic tools for ideation and creative development. That means a less impact on engineering curricula than implementing other creative tools or creative teaching strategies. On the other hand, enhancing teaching and practice of graphics benefits the development of visual and graphic skills, which are essential competences of an engineer.

Literature review about creativity in engineering education was performed. Empirical works as well as reported cases in curricula implementation are shown. The role of engineering graphics subjects is shown. Visual Literacy in engineering is mentioned, presenting it as a set of essential skills and how it is developed in engineering curricula. Current state of EG is shown, finding that visual literacy is partially covered, as well as why CAD impact means the decline of freehand drawing, with its consequences.

The creative potential of EG is discussed (how graphics supports creativity in engineering) and why it is an appropriate teaching strategy. Academic works and Identified cases in curricula are mentioned. An educational model for Engineering Graphics is proposed. This model includes teaching and practice of graphics to solve problems visually, for stimulating mental visualization and encouraging an adequate use of visual resources according to each specific task. A complete Visual Literacy development is intended to accomplish. This model also encourages to use graphic tools in other engineering subjects, such as maths and science.
Engineering Graphics, Engineering Creativity, freehand sketching, Engineering Education.