The last 30 years has seen some drastic changes in the field of engineering design graphics. In the United States, university programs have gone from courses focused on traditional drafting topics using only instrument drawing techniques to curricula designed around product lifecycle management and constraint-based solid modeling. This paper examines the current state of engineering design graphics in the United States by looking at middle school, high school, community college, and university program offerings and examples of student work.
The goal of my presentation is to explain what Descriptive Geometry is good for and in which way the Descriptive Geometry education is carried out in European countries. By definition, Descriptive Geometry is a method to study 3D geometry through 2D images. It provides insight into structure and metrical properties of spatial objects, processes and principles. According to this, Descriptive Geometry courses in central Europe cover not only projection theory, but also modeling techniques for curves, surfaces, and solids thus offering insight into a broad variety of geometric shapes. ‘Learning by doing’ is an important methodological principle in this subject, and one traditional goal is to develop and to refine the students' problem-solving skills. Drawings are the 1guide to geometry but not the main aim. As the drawing tools have drastically changed in the last 15years, this had consequences for the Descriptive Geometry educ ation. CAD packages replace manual drawings. This made the subject more interesting and attractive for pupils and students because they now can produce high-quality rendered graphics as output. Of course, this development takes place at the cost of the training in geometric reasoning.