Integrating constraint-based CAD into an introductory engineering graphics course: Activities and grading strategies

Abstract

Many engineering and technical graphics educators have been revising their curricula over the last several years to incorporate more constraint-based modeling into their introductory courses. Even though there has been some disagreement over what topics should be included in these courses, there seems to be agreement that students need to use this powerful tool to prepare them for industry. With this type of software comes some interesting challenges for faculty: What classroom topics are no longer necessary or important in a constraint-based CAD environment?; What classroom topics are critical to cover in a constraint-based CAD environment?; What types of activities will allow students to realize the full power of the software?; and How should these activities be evaluated? This paper will address how engineering and technical graphics faculty have been coping with the change to constraint-based programs by describing changes in curricula and possible classroom activities that can be used to take advantage of the functionality of the software. Grading strategies for constraint-based CAD activities will also be outlined.