As a junior on FRC 341, Miss Daisy, I embarked on a new challenge this year — teaching CAD (Computer Aided Design) to my fellow robotics team members. Little did I know that this experience would not only shape the way I approached teaching but also significantly deepen my understanding and appreciation for the design process.
As a veteran and mechanical subsystem leader, I approached the head coach about teaching CAD (Computer Aided Design) to the rookies. With a lot of planning and working over the summer, I had assembled an 8-week curriculum to give the incoming freshman an introduction into the work of CAD.
My familiarity with CAD traced back to my sixth-grade days when I got my hands on a 3D printer and experimented with MAYA, a 3D animation software. Over the years, I explored various platforms like Onshape and Solidworks, discovering a genuine passion for the design process. Confident in my skills, I thought teaching CAD would be a breeze. Little did I know the challenges and personal growth that awaited me.
Teaching CAD forced me to revisit the basics and articulate concepts that had become second nature to me. I had to transport myself back to the shoes of my sixth-grade self, who had yet to navigate the complexities of an assembly or part studio. This exercise in reflection allowed me to appreciate my CAD skills in a new light, realizing that what seemed intuitive now required careful explanation.
On top of this, this was the first time I had done something like teaching CAD. Because of this, there were a lot of kinks I had to iron out along the way. Having to start from scratch, I realized just how much work undertaking a responsibility like this would really be. However, I still had confidence in my own skills and experiences with Youth 3D, the non-profit I have founded and run, in order to effectively explain to beginners how to use Onshape.
As we entered our seventh week, a sense of accomplishment washed over me. The rookies were not only engaged but genuinely excited about CAD. Establishing personal connections with them proved crucial in effective communication and learning facilitation. Surprisingly, my presentations, anticipated to last nearly an hour, wrapped up in 15-20 minutes. The majority of each CAD session was personalized, one-on-one assistance with the exercises.
Teaching CAD has been a transformative journey — an experience where the teacher becomes the student. Through this process, I not only imparted knowledge but gained a renewed appreciation for the fundamentals and intricacies of CAD. As the robotics season progresses, I am excited to see how the skills my teammates have developed will contribute to the success of my robotics team. The intersection of teaching and learning has proven to be a two-way street, enriching us all in unexpected ways.