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Course Orientation and Technology Context

  • The discussion frames a focus on processing speed and memory (RAM/ storage) as key constraints when computing for college work.
  • Historical perspective from pre-2000: a budget of 2000 to buy a desktop for college; memory was a critical constraint.
  • Personal memory example from the past: around 20 ext{ GB} of hard drive space was considered substantial; today, 1 ext{ TB} is a common target with higher budgets; the speaker notes that with 4000 today, a terabyte would be a plausible expectation if memory growth continued at similar rates.
  • Physical computer form factor in the past was bulky and not flat-screen; transporting a large computer to a dorm was common.
  • File management evolution: USB drives become a practical method to save and transport files.
  • Course transition in software focus: after covering Microsoft Word, Excel, and PowerPoint, the second half of the semester emphasizes Autodesk products: AutoCAD and Civil 3D.
  • Autodesk access for students: free student downloads are available via Autodesk (autodesk) with verification by creating an account using a ext{.edu} email address; the page to download can be found by searching for “Autodesk free student download.”
  • Print/output caveat: the free student downloads print with a watermark that says "Student version." The watermark is intended to discourage professional use of student editions for commercial drawings.
  • Version cadence and differences: CAD and Revit are updated yearly; there are yearly additions, but the differences are minimal; the newest version is recommended for use in the course; tutorial videos may be dated by 5–6 years but remain largely similar in layout and tool organization.
  • Software roles and industry use: AutoCAD, Civil 3D, and Revit are widely used in civil engineering; Civil 3D and AutoCAD are common in civil projects; Revit focuses on 3D modeling workflows.
  • Public vs private sector usage: public agencies (e.g., NDOT and other DOTs) often use MicroStation rather than AutoCAD/ Civil 3D; anecdote suggests a historical shift caused by marketing influences, with MicroStation adoption persisting for decades.
  • Core takeaway: learning one CAD tool facilitates learning others; cross-training helps with adaptability across different platforms.
  • Course structure and class integration: lab sessions are a subset of the broader civil course content; there will be organizational teams (Civil 101 teams) formed from the lab, typically a group of four to five students; teamwork is expected to continue across the semester.
  • Grading and course integration: work completed in the lab contributes to a single grade that merges with the lecture section, resulting in one combined grade for the entire three credit hours.

Course Structure and Classroom Norms

  • The class involves group work in both the lab and lecture settings; teams are formed as four or five students and remain together for the semester.
  • Time management in the lab: the instructor may share material for a portion (e.g., a half hour) and then turn the rest of the time over to students to work; not every session requires full-hour utilization.
  • Attendance and name practices: the instructor pauses to take attendance for reasons of ensuring presence and building community; students are asked to stand up so the instructor can see them and confirm how their name should be pronounced; students can correct the instructor if they want to be called by a different name.
  • Class size and community goals: the class is described as large (class of approximately 140 students); the instructor aims to learn many students’ names and emphasizes the importance of building connections and a sense of community, especially if a student misses a class.
  • Scheduling and holidays: there is no lab next week due to Labor Day; fall break and Thanksgiving holidays produce different days off (fall break: Monday and Tuesday off; Thanksgiving: Wednesday through Friday off).
  • Lab and classroom logistics: the class uses two rooms; the class is described as quite full; the lab and lecture components are integrated within a single course structure.
  • Grading migration: all work completed in the lab section contributes to the same grade that appears in the lecture section, forming one grade for the entire three credit hours.

Autodesk Software Access and Practical Implications

  • Autodesk free student downloads are available and require an academic email ( ext{.edu}) for verification; the downloaded software includes full functionality aside from the watermark in the free student version when printing/producing final outputs.
  • The meaning of the watermark: protected by licensing terms that prohibit selling or using student versions as the primary deliverable for professional services.
  • The latest software version should be used in this course; while yearly updates occur, the core tools and layout remain consistent across versions; older tutorials might show minor differences.
  • Revit, AutoCAD, Civil 3D significance: AutoCAD and Civil 3D are fundamental in civil engineering for drawing, design, and 3D modeling; Revit complements civil design with 3D modeling workflows; learning these tools provides cross-platform capability in professional civil projects.
  • Industry adoption and tool-switching: the discussion notes that some public agencies have preferred MicroStation; learning one major CAD system increases the ability to learn others due to similar workflows and concepts.
  • Practical tip: if you can learn one CAD tool, you can adapt to others; this flexibility is valuable in public and private sector workflows.

Personal Anecdotes and Community Building

  • The instructor shares a personal story about an assignment during a first-semester course to obtain contact information for at least two students in every class (lecture, lab, recitation, etc.) with the aim of building a broader support network.
  • Rationale for the assignment: having two unique contacts per class helps if you miss a session or if someone notices your absence and checks in; building a community can support study groups and accountability.
  • The instructor’s experience: in chemistry lab he connected with another engineering student who already had his contact information; they became study partners in physics and chemistry, and later formed a lasting relationship.
  • Personal outcome: that connection contributed to a marriage lasting over twenty-one years with three children; the eldest is currently a senior in high school exploring college options and visits.
  • Caution about expectations: the instructor emphasizes that he does not guarantee identical outcomes for every student but strongly encourages trying to make those connections early.

Instructor Background and Course Tone

  • The instructor highlights love for the outdoors as part of his personal life; he makes a light, casual aside about Kansas State law, reflecting a friendly, informal classroom tone.
  • Open invitation for students to adjust seating and ask questions; students are encouraged to participate and engage with the instructor and peers.

Final Logistics and Expectations

  • The class is conducted across two rooms due to the large size; participants should anticipate alternating spaces for activities.
  • All class activities and assignments are designed to support integrated learning between the lab and the lecture components, culminating in a single grade for the three credit hours.
  • The instructor signs off by confirming there are no labs next week due to the holiday, with a plan to reconvene in two weeks.
  • The session emphasizes practical, real-world tool usage (Autodesk suite) and the importance of community and collaboration in a large course setting.