Education roundtable: Straight talk from the University of Houston

Is Creo™ Elements/Pro™ the ideal 3D CAD

tool for Universities?
Engineering students and their professor talk about the value of Creo Elements/Pro in education Feature Article

Formerly Pro/ENGINEER ®

Not long ago, university-level mechanical engineering

classes started out teaching drafting – by hand. Although
this wasn’t the way products were designed in the manu-
facturing world, universities felt that drawing a product by
hand – first, in 2D – would teach students the fundamentals
of design, before moving into 3D computer-aided design
(CAD). After all, that’s the way it had always been taught–
until now.
Professor Raresh Pascali, who has taught mechanical engineering and 3D
CAD at several engineering programs throughout the U.S. and is now a Professor Raresh Pascali
professor at the University of Houston, found that today’s students – who University of Houston, College of Technology
have been brought up with video games and complex computer graphics – (since 2005). Previous teaching positions: Texas
A&M, Texas Maritime Academy, Brooklyn Poly-
already think in 3D. For them, it’s a native ability. Therefore, it’s easier for
technic University (now part of NYU). Introduced
them to start out working with computers and designing in 3D.
Creo Elements/ Pro at all of these schools.
To maximize his students’ potential for learning engineering design,
Professor Pascali wanted to integrate a 3D CAD design tool into his classes
starting in their freshman year. He reasoned that if you start students off
early learning 3D CAD, you could build on this knowledge with each sub-
sequent class.

Professor Pascali turned to PTC’s 3D product design software solution, Creo

Elements/Pro, as an instructional tool for his classes, and has since intro-
duced it to the entire College of Technology at the University of Houston.
The professor had prior experience with the product at other universities,
and felt that it was the most powerful 3D CAD tool in the industry. Professor
Pascali realized that Creo Elements/Pro was a tool that would grow with
his students as they advanced through more complex course work. He also
knew that Creo Elements/Pro would provide marketable skills that his stu-
dents could take with them as they entered the workforce upon graduation.

PTC impressed Professor Pascali by working with him directly, rather than
through a CAD software distributor, and by providing free student-edition
licenses of the software to all students taking the engineering classes. This
program enables students to work on their projects from their dorm rooms
or the library, not just in the engineering lab.

We asked Professor Pascali and two of his students about how they use
Creo Elements/Pro in their classes, and how they expect it may help stu-
dents after graduation. Here’s what they had to say.

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Q&A

When does the University of Houston introduce students to

Creo Elements/Pro?
Salim Salim: I started using Creo Elements/Pro in the second semester of
my freshman year in my Engineering Graphics course. It was a great experi-
ence to put my hands on a design tool starting from the freshman year.

Maricela Morales: I was first introduced to Creo Elements/Pro as a sopho-

more, in a drafting course.

Professor Raresh Pascali: When I first started teaching at the University of

Houston, the traditional course for the freshman year involved hand draw-
Maricela Morales
ing for engineering designs. But, since then, we changed it to reflect how
2009 graduate, University of Houston. Degree in
engineers work in the real world. So, starting in the fall of 2008, we changed Mechanical Engineering Technology. Three years
the course to introduce Creo Elements/Pro at the freshman level; this is a of Creo Elements/ Pro experience.
class we call MECT 1330 Engineering Graphics. Here, within the University
of Houston, we have 13 colleges – I am in the College of Technology, which
teaches Computer-Aided Design courses to the rest of the university.

We created these courses at the freshman level primarily for our needs in
engineering technology. But, they are now also becoming a requirement for
civil engineers and mechanical engineering, as well as people that want to
explore different options before they choose a major.

What type of design tasks are done as part of class work?

Salim Salim: Throughout the Engineering Graphics course, we designed
different types of model parts. Most of the time we had to design parts using
commands we had just learned, in order to practice these commands on
our own initiative with several assignments incorporated. As we moved fur-
ther with the course, the designs we were assigned got more complex, and
required more time. By the end of the course, we had to design a complete
Salim Salim
engine that had several individual parts which come together, fully con-
Undergraduate, University of Houston, projected
strained, to become an assembly.
graduation date 2010. Studying Mechanical Engi-
Maricela Morales: In the beginning, the design tasks are very general, neering Technology. Two years of Creo Elements/
Pro experience.
such as creating different kinds of shapes. This is just to learn the different
kinds of commands we can use. So, we would start with things like how
to build blocks in many different ways, and then move into more complex
curve shapes. As we progressed, we went into designing a little piece of a
mechanism, and then an assembly – which was very inaccurate at the begin-
ning. In my last design course, I used the program to actually assemble a
whole engine and make it move.

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 Feature Article

Professor Raresh Pascali: Depending on the class, my students do every-

thing from basic drawing of shapes to building models and conducting engi-
neering analysis. I require about three hours of work outside of class for
every hour in class, and that’s a big adjustment when somebody comes from
high school. However, because we are using Creo Elements/Pro, it capti-
vates the students enough for them to actually put the time in, not because
we ask them to, but because they want to.

Can you discuss a significant class project that was completed using
Creo Elements/Pro?
Salim Salim: As a mid-term group project, we were asked to select a
mechanical device related to our field of study that had 15 parts or more. I
suggested an elliptical exercise machine to my group and they agreed to it; it
had over 40 parts to design.

Maricela Morales: As my senior-year project, I worked on a rapid proto-

type of a vertical steam engine. It was a group project, and I was the team
leader. There were about 35 to 40 parts involved in the engine, and every-
body got a certain part to model using Creo Elements/Pro. We all worked
separately, and after everybody was finished, they gave me their files and
I put it together with Creo Elements/Pro’s assembly command. Due to the
Creo Elements/Pro software, it was very easy for me to put everything
together.
The elliptical exercise machine had over 40 parts
Professor Raresh Pascali: Each year, I assign a capstone project in my to design.

senior classes. I tell the students to choose a system – it could be an exercis-

ing machine, the engine of their car, or maybe a pasta-making machine.
Prior to senior year, they would only model it, but in their senior year, they
would have to model it, analyze it for structural integrity, and build it. And
then, we ask them to show motion, to determine the forces in motion and
how they impact the structure. It is a very challenging project, but one in
which the students take great pride.

What was learned from that project?

Salim Salim: After we did the assembly, we were asked to add movements
to the elliptical machine to make it look just as it would in the real world. It
was a good challenge for the team, because at the end of this project, we
felt very confident using Creo Elements/Pro. It was a great experience for all
of us.

Maricela Morales: Our team learned that some people could work from
their homes or from their laptops, and we were all able to share our work.
The other thing that was really interesting was that, when the prototype was
completed, I was able to transfer the data to different software, so I was able
to get a solid extrusion of our model.

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Professor Raresh Pascali: Every year, in the Computer-Aided Design

class, the entire class produces a system using rapid prototyping. So, the
students take a system, for example, this past semester they took a steam
engine. Then they break it up between the 13 to 15 students that are in the
class, and each one of them designs different parts. They assemble them
together in Creo Elements/Pro, but then they go and they actually rapid
prototype it, so we have a rapid prototyping machine. And, every single
year they produce one model. So, this year, it was a steam engine; last year,
it was a Bourke engine; the year before, it was a pump. So, they produce
these physical models and that attracts them, because all of a sudden they
can actually design something. You can put it on a machine, leave it over-
night, and then you have a product in your hand.

How easy is it for students to learn Creo Elements/Pro?

Salim Salim: The application interface is very user friendly, because Creo
Elements/Pro is designed to guide its user; it literally walks you through the
steps required in order to complete the desired task. With this tool I always
felt confident that I would do well in my classes, even the challenging ones.

Maricela Morales: You just need to understand how things work in the
3D world, so you can properly tell the software what you want it to do. What
made working with Creo Elements/Pro easy for me was the fact that I could
do several steps or analyses in just this one tool instead of using multiple The vertical steam engine was a group project.
programs. There were approximately 35 to 40 parts included
in the engine.
Professor Raresh Pascali: Since this is such powerful software, people
may think it is difficult to learn. However, in my daily work with the students,
I am seeing the opposite. The skills that students acquire freshman year are
the basics, and they continue to build on these skills. They do not have to
then re-learn a different tool when it is time to do analysis; it all builds within
Creo Elements/Pro.

Do you feel that knowledge of Creo Elements/Pro will be a valuable

skill set when looking for a job after graduation?
Salim Salim: Absolutely. I believe my knowledge of Creo Elements/Pro
will open more doors for me in the job market. From time-to-time I look for
mechanical engineering jobs on sites like Monster.com and indeed.com.
Every time I find mechanical engineering jobs in major corporations, they
require a mechanical engineer with knowledge of CAD programs. And,
many of these jobs actually require knowledge of Creo Elements/Pro.

Maricela Morales: Oh definitely, yes. Since I recently graduated, I’m now

looking for a job in modeling or mechanical drafting. With the knowledge
of how Creo Elements/Pro works, and how the software can help me make
better design decisions with the analysis tools, I bring a valuable skill to the
table. And, even though some companies use different software, I know the
basic concepts, and that’s a plus.

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Professor Raresh Pascali: Many of our graduating students will continue

to use Creo Elements/Pro when they go out into the world. And, this is par-
ticularly true since we are in Houston – Creo Elements/Pro has the largest
penetration of any design tool here. There are three main markets that we
have in Houston: the oil industry; aerospace, particularly for NASA; and
medical.

Most of our students end up in the oil industry, and all the “big dogs” in
the oil industry use Creo Elements/Pro. NASA has also the Johnson Space
Center here, which is the main hardware support in the space station, so
aerospace is also big in Houston. In addition, the medical industry is com-
ing online now, so we see some penetration there.
Another model in Creo Elements/ Pro, designed
by students at the College of Technology at the
University of Houston

Do you feel that an in-depth understanding of 3D CAD design software

is something that will set University of Houston students apart in the
job market?
Salim Salim: Definitely. By taking the course and learning the Creo
Elements/Pro software, I feel that I have an advantage over someone who
did not.

Maricela Morales: Yes. Not a lot of people complete this level of knowl-
edge with a 3D design tool. From what I understand, many schools show
you the basics, but don’t bring it to the next level. However, at the University
of Houston, once we worked through that first level, you get to understand
that software like Creo Elements/Pro can work for you and help you.

Professor Raresh Pascali: By having our students start learning Creo

Elements/Pro immediately at the freshman level, they acquire the skills as
soon as possible. This is useful not only for their undergraduate career, but
also gives them a very solid understanding of how Creo Elements/Pro func-
tions, and they can take that with them into the workplace. When you go
and you present an employer with a portfolio, showing them “These are my
designs that I have done for my undergraduate degree,” it definitely gives
you a leg up.

In addition, we try to show the students the relevancy of their course work
by bringing in some industry experts as part-time instructors. We’ve
had engineers from Schlumberger®, as well as Smith International® and
Weatherford®. An alumnus from Schlumberger was able to teach the course
for us for the first semester, and the students realize, “Hey, a few years back,
he was in the same seats as we are.” Plus, they are able to see how a tool
like Creo Elements/Pro is used day-to-day by major corporations.

If you were hired at a company tomorrow, would you have a design tool
preference?
Salim Salim: Sure. At the College of Technology, I have been introduced
to several applications that are part of the Creo Elements/Pro software,
such as Creo Elements/Pro Mechanica® and Mechanism. In the Mechanica
application, it is very easy to set up the constraints and to apply the forces
or pressures on the desired area or section of the object to generate results

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 Feature Article

such as stress and strain. In the Mechanism application, it is amazing how

you can apply gravity and/or friction on the movement of the desired object.
From my personal experience, I can tell you that Creo Elements/Pro is an
excellent tool for drafting and design. I believe that I can carry out any
assignment in Creo Elements/Pro from start to finish, with confidence in the
results that I will generate.

Maricela Morales: My software choice would be Creo Elements/Pro

because I’ve worked with it and know how it works. I’ve also used AutoCAD ®
due to my architecture minor, but it is not geared towards the technical
aspects of design. If a company were to ask me what kind of software I
would prefer to use, I would choose Creo Elements/Pro.

Professor Raresh Pascali: The students graduating from our four-year

engineering technology program with knowledge of Creo Elements/Pro are Professor Pascali has also introduced Creo
being hired, making entry-level salaries of $62,000 to $64,000 on aver- Elements/Pro Mechanica at the College of
age. With the median price of a house in Houston at about $130,000, that Technology, making it easy for the students to
is really a great way to start out. run analyses.

Conclusion
As you can see from the perspectives of both the professor and the stu-
dents at the University of Houston, Creo Elements/Pro is an ideal choice for
universities.

Professors like it for its power, and because the students enjoy using it.
Professor’s also like the benefits of the PTC Education program’s licens-
ing model. Also, Creo Elements/Pro offers added functionality and can be
scaled up where needed, so the institution does not have to reach out to
third parties for additional tools like software for model analysis.

Students like it for its ease-of-use, and because it offers them the opportu-
nity to learn all aspects of engineering. They also realize that, with knowl-
edge of Creo Elements/Pro, they will be well-equipped for the job market.

To understand how Creo Elements/Pro can help your university, or to learn

more about PTC solutions in education, please visit the Global Education
Program on the Solutions section of PTC.com, or contact your nearby PTC
representative.

© 2010, Parametric Technology Corporation (PTC). All rights reserved. Information concerning the benefits
and results obtained by customers using PTC solutions is based upon the particular user’s experience and testi-
monial, is furnished for informational use only, and should not be construed as a guarantee or commitment by
PTC. Due to the varying degree of complexity of our customers’ products and/or their design processes, typi-
cal or generally expected results are not available. PTC, the PTC Logo, Creo, Elements/Direct, Elements/Pro,
Elements/View, Unlock Potential, Think. Create. Believe. and all PTC product names and logos are trademarks
or registered trademarks of PTC and/or its subsidiaries in the United States and in other countries. All other
product or company names are property of their respective owners.

5029B–University of Houston–CS–EN–1110

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