31/ A STUDY OF THE KNOWLEDGE AND SKILLS REQUIRED OF DRAFTSMEN IN DESCRIPTIVE GEOMETRY, AND WHAT IS OFFERED IN TEXAS JUNIOR COLLEGES THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF SCIENCE By George E. Ewing, B.S. Denton, Texas May, 1972 Ewing, George E., A Study of the Knowledge and Skills Required of Draftsmen in Descriptive Geometry, and What Is Offered in the Texas Junior Colleges. Master of Science in Industrial Arts, May, 1972, 102 pp., 14 tables, 2 illustrations, bibliography, 10 titles. This study was conducted to ascertain whether or not the opportunities for developing competencies in descriptive geometry needed by draftsmen in the Dallas -Fort Worth area are being provided in Texas junior colleges. Findings concerning the knowledge, skills, and equipment associated with descriptive geometry as it is presented in Texas junior colleges were compared w ith competencies in descrip- tive geometry that representatives of industry believe are important for successful draftsmen in companies in the Dallas-Fort Worth area. The purpose of the study is to compile information which will be of use to school officials and teachers in developing courses of study that will enable students to acquire the knowledge and skills needed for success in industry. Analysis of the replies received from instructors in Texas junior colleges revealed that the majority of Texas junior colleges offer a course in descriptive geometry, usually at the second-semester freshman level, in the drafting and design department or in the engineering department. Usually only one section, ranging in size from eleven to thirty students, is offered. A majority of the junior colleges specify a course in engineering drawing as the prerequisite for enrolling in descriptive geometry. Most instructors employ a combination of the direct and revolution methods in teaching. A total of eleven different textbooks are used in Texas junior colleges. Instructors are in general agreement as to the importance of topics of instruction that relate to a visualization of lines and planes. Dividers and the drafting machine are the pieces of equipment most often used in descriptive geometry courses, but there is a wide range in the type of instruments used and also in the frequency with which they are used. Analysis of the replies received from representatives of local industry revealed that the greatest demand for descriptive geometry is in the structural, electrical, and mechanical fie lds. Sixty-one respondents, employing approximately two-thirds of the draftsmen in the area, reported that a knowledge of descriptive geo- metry is used by draftsmen in their company. Of the draftsmen needing a knowledge of descriptive geometry in their work, only about half have taken a course in descriptive geometry. Most of the companies reported that they do not give a test in descriptive geometry to applicants for the position of draftsman. The majority of the respondents reported that a combination of the direct and the revolution methods is used by draftsmen in their companys. Topics most fre- quently used are those that relate to the visualization of lines and planes. Instruments most often used include the engineer's scale, templates, the 450 triangle, and the 300-600 triangle. Based on the findings of the study, it was concluded that the Texas junior colleges have developed curricula in the area of descriptive geometry that are compatible with the needs of draftsmen in the Dallas-Fort Worth area. TABLE OF CONTENTS Page LIST OF TABLES....................... ........... vi LIST OF ILLUSTRATIONS.a............... .......... viii Chapter I. INTRODUCTION .. 0 Statement of the Problem Significance and Need for Study Limitations of the Study Definition of Terms Source of Data Procedure of Study Organization of the Study Related Research II. THE CONTENT OF DESCRIPTIVE GEOMETRY COURSES OFFERED IN TEXAS JUNIOR COLLEGES.............................. 12 Summa ry III. KNOWLEDGE AND SKILLS CONSIDERED NECESSARY FOR DRAFTSMEN IN DESCRIPTIVE GEOMETRY AND THE EQUIPMENT NEEDED.. .. ..... 33 Summary IV. SUMMARY, FINDINGS, CONCLUSIONS, AND R ECOMMENDA TIONS.............. ......... 55 Summary F indings C onc lus ions Recommendations iv Page APPENDIX................ ............ ........ 62 BIBLIOGRAPHY....................................... 95 V LIST OF TABLES Table Page I. Junior Colleges that Offer Descriptive Geometry . 14 II. Number of Sections of Descriptive Geometry Offered by Texas Junior Colleges and Various Class-size Categories . * .0 .0 .0 .* .0 . 15 III. Number of Sections of Descriptive Geometry Offered by Texas Junior Colleges.................. 16 IV. Levels at which Descriptive Geometry is Taught in Texas Junior Colleges 0 . 18 V. College-Level Prerequisites for Descriptive Geometry in Texas Junior Colleges . 19 VI. Method of Teaching Descriptive Geometry in Texas Junior Colleges . .0 .0 .0 .0 .0 .0 . i. 20 VII. Importance of Selected Topics as Viewed by Descriptive Geometry Teachers in Texas Junior Colleges . .0 .0 .0 .0 . 0. 24 VIII. Frequency of Use of Selected Instruments . 28 IX. Number and Percentage of Companies in the Dallas- Fort Worth Area That Use Descriptive Geometry 36 X. Levels at Which 565 of the Draftsmen Employed in Industry in the Dallas-Fort Worth Area Com- pleted Courses in Descriptive Geometry......... 39 XI. Methods of Solving Descriptive Geometry Problems Used by Industry .4.0. 40 vi Table Page XII. Importance of Selected Descriptive Geometry Topics as Viewed by Chief Draftsmen in the Dallas- Fort Worth Area............................. 42 XIII. Topics in Descriptive Geometry Rated as of Great or Moderate Importance by Industry.a............ 47 XIV. Frequency of Use of Selected Instruments Used in Industry.................................. 51 vii LIST OF ILLUSTRATIONS Figure Page 1. Departments in which Descriptive Geometry Is Taught in Texas Junior Colleges............... 21 2. Types of Drawings Used in Industry in the Dallas- Fort Worth Area................ .......... 35 viii CHAPTER I INTRODUCTION Drafting as an occupation has been classified as a "profes- sion" by the United States Department of Agriculture, Bureau of Labor Statistics. Present-day draftsmen have been elevated to posi- tions as "engineering aides" and therefore have assumed greater responsibility, which requires higher levels of knowledge, skill, and ability in their daily work. They must know how and when to apply the standards and specifications which govern production and construc- tion procedures and which control the quality of the product or service involved. In order to become an employable and successful drafts- man or drafting technician, there are certain basic qualifications which are rapidly becoming prerequisites for the person contemplating entry into this profession. Statement of the Problem This study was conducted to find data concerning competen- cies in the area of descriptive geometry needed by draftsmen which are being taught in Texas junior colleges. More specifically, it will attempt to gather data which will assist in answering the following 1 2 questions: 1. What equipment and methods are used to teach descrip- tive geometry in the Texas junior colleges? 2. What knowledge and skills have been identified and are included in courses of studies in descriptive geometry in Texas junior colleges? 3. What knowledge and skills in descriptive geometry are needed by draftsmen in industry? 4. What changes can be made in the Texas junior college curriculum to better satisfy the needs of industry in the area of descriptive geometry? Significance and Need for the Study Since descriptive geometry is being taught in the expanding Texas junior college system, a survey is needed to compile pertinent information which will assist school officials and teachers in building courses of study that will enable students to acquire the knowledge and skills needed for success in industry. School administrators and teachers who develop curricula often do not change course content periodically to fit the pressing need for new knowledge and techniques in industry. The way to combat this is to keep in close contact with industry, set objectives, and 3 evaluate educational programs at the end of each school year. The teachers of subjects such as descriptive geometry which involve current technological advances in rapidly growing junior colleges find that the most significant factor to be dealt with is. change. Due in part to the lack of qualified teachers in descriptive geometry, it is taught in a limited number of secondary schools, primarily at the senior level. For this reason, only a very small percentage of the students feel capable or want to take the course in junior colleges. Furthermore, teachers and other school personnel are often con- fronted with the problem of developing new curricula immediately prior to the beginning of a new semester. This eliminates any possi- bility of in depth consultation with industries in the area served. Limitations of the Study The study was limited to the forty-six Texas junior colleges listed in the Texas Education Agency's Information Guide and Directory of Vocational-Technical Programs in Post-Secondary Institutions in Texas. The study included all companies that employ draftsmen as listed by the Dallas and Fort Worth Chambers of Commerce. 2 1Texas Education Agency, Information Guide and Directory of Vocational-Technical Programs in Post-Secondary Institutions