Constraint Based Solid Modeling: What Do Employers Want Students To Know?

Over the last twenty years, engineers, technologists, technicians and educators have watched the development of three-dimensional modeling go from wireframe to solid. More recently, constraint-based modelers have replaced 2D CAD and constructive solid geometry modelers as the tool of choice for many engineering applications. These modelers place the 3D model at the center of the design process database. Over the last several years, engineering graphics educators have been adjusting their curricula to better prepare students to secure employment in environments where constraint-based modelers are used. One of the big concerns in engineering graphics education is the importance of documentation in the curriculum. How much time should be spent covering multiview drawings, standards for dimensioning and tolerancing, sectional views, conventional practices, auxiliary views, or geometric dimensioning and tolerancing? Do employers want students to know these “drawing” practices? Do they want students to be proficient in constraint-based modeling? What do they expect students to know when they leave the university and what do they want them to learn on the job? This paper will summarize research in engineering graphics education related to constraint-based modeling, present survey results of employers who utilize constraint-based modeling software, and make recommendations related to changes in the engineering graphics education curriculum.