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Present state of CAD teaching in Spanish Universities
ARTICLE

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Computers & Education Volume 44, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

During the 1990s, all Spanish Universities updated the syllabuses of their courses as a result of the entry into force of the new Organic Law of Universities (Ley Orgánica de Universidades) and, for the first time, Computer Assisted Design (CAD) appears in the list of core subjects (compulsory teaching content set by the government) in many of the technical degree courses. The law opens the door to a new type of “elective” subjects, which are proposed by the Schools or Faculties, and many of which are directly related to CAD.Since then, each teacher has used different methodologies and tools for teaching CAD. It is very interesting – and this was the comment of all the teachers who participated in the study we carried out – to collect all the information and most relevant opinions from all the teachers who have been teaching CAD since the law came into force.We proposed a questionnaire, which was sent to over 600 teachers, seeking information about the subject (name and if it was entirely dedicated to CAD) the practice group (number of students, classroom “ownership”), the duration (the time dedicated to the practical classes last and the desirable duration), the CAD program used (name, updates, if they would change it for a teaching oriented program, and whether parametric programs are used) and system of evaluation (how a student is evaluated and how they think students should be evaluated) in order to discover the present state of CAD teaching.

Citation

Rubio Garcı́a, R., Gallego Santos, R., Suárez Quirós, J. & Álvarez Peñı́n, P.I. (2005). Present state of CAD teaching in Spanish Universities. Computers & Education, 44(3), 201-215. Elsevier Ltd. Retrieved August 17, 2022 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2003.09.003

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