Summarizes literature in engineering design related to constraint-based modeling. (Author/KHR)

Examines changes in engineering and technical graphics education through an historical perspective. Focuses on educators' view of fundamental philosophical beliefs and how the philosophical change in what and how we teach can affect the future of the profession. Discusses the need for establishing an educational philosophy. (Author/KHR)

Proposes a real-time collaborative framework for geometric modeling. Assessment results show that the collaborative environment was useful in design education. (MM)

Describes group design techniques used within the engineering design graphics sequence at Western Washington University. Engineering and design philosophies such as concurrent engineering place an emphasis on group collaboration for the solving of design problems. (Author/DDR)

Reports the results of a survey that collected information on the focus areas instructors feel are important when grading different types of drawings. Also explores the reasons given for the grading criteria. (DDR)

Illustrates the use of a course focused on developing 3-D spatial skills at Michigan Technological University. Provides data to support the recommendation that some students take the spatial skills course before enrolling in the regular engineering graphics courses. (DDR)

Presents results from a survey of engineering design graphics educators who responded to questions related to current trends and issues in the profession of graphics education. Concludes that there is a clear trend in institutions towards the teaching of constraint-based modeling and computer-aided manufacturing. (Author/YDS)

Studies the effectiveness of adding coordinate axes to mental rotations tasks. Assesses the effect of the coordinate axes, the effect of pretest sensitization, and interaction between the pretest and posttest conditions. (Author/CCM)

Uses Shneiderman's Object-Action Interface model along with the engineering design process as a framework for understanding software interface elements. Provides an educational framework from which instructional materials can be developed. (Author/CCM)

Proposes a simple approach for including exercises into the freshman level classroom to help first and second semester students approach and solve problems in novel and inventive ways. (Author/CCM)

Introduces a project for planning a modern engineering design curriculum for the 21st century in the field of engineering design graphics. (Author/CCM)

Answers several questions regarding background information on research in spatial skills. Describes strategies that graphics educators can adopt to develop these skills in students. (Author/CCM)

Describes new geometric computer models used in contemporary computer-aided design (CAD) software including wire frame, surface, solid, and parametric models. Reviews their use in engineering design and discusses the impact of these new technologies on the engineering design graphics curriculum. (Author/CCM)

Presents several computer-related techniques that encourage engineering design graphics (EDG) students to develop knowledge at levels 4 and 5 of Bloom's taxonomy. Contrasts this approach to extend the educational process with the development of training skills at knowledge levels 2 and 3, which are often the sole basis for EDG instruction.…

Argues that being creative is the means through which to produce and express new, novel, and occasionally useful ideas that should be applied to technology and engineering students. Examines theories about creative thinking, the process, and some aspects of teaching and learning creativity. (Author/CCM)