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Our university uses a two-course sequence to teach students the elements of technical drawing in both 2-D and 3-D. Students start with instruction presented in a lecture-type format but by the end of the sequence they are successful at self-paced instruction. The first course is designed to introduce students to 2-D electronic CAD in a structured lecture format but uses a tutorial-type of text. This allows students some opportunities to work independently and get ahead of the course syllabus but retains the lecture format to make sure that all students complete the course with a baseline of technical drawings skills and knowledge. This course is followed by instruction in 3-D solid modeling. This second course involves minimal lecture time and is primarily a student-paced course with instructor assistance. The text for the course is also a tutorial and since students have been introduced to this type of instruction in their initial CAD experience, they are able to quickly move into this student-paced course. Although the concern is that students will procrastinate when made responsible for their own learning, one important key to keeping this method successful involves the use of rapid prototyping as part of the solid modeling course. Each student must complete a final project in the solid modeling environment that will then be created for them on a rapid prototype machine. Seeing and having their project in a physical form motivates the students to work ahead and be committed to their own education. It is one of the early stages in the department’s program to instill self-reliance and life-long learning into the students skill set. This paper will discuss how this two-course sequence is organized with its emphasis on instilling independent learning into the student experience.

Using A Two Course Sequence In Technical Drawing In The Engineering Technology Curriculum That Establishes A Baseline Of Knowledge, Promotes Independent Work And Life Long Learning, And Introduces Students To Rapid Prototyping