Good teaching is essential to moulding top-notch future scientists and engineers out of young, impressionable minds. Teaching should therefore not take a back-seat to research, especially at the undergraduate level. We strongly believe that teaching and research are not independent endeavours, but rather are synergetic processes: teaching can lead to good research topics, and conversely, research often provides new ways of explaining and teaching. Indeed, a good teacher can have a tremendous long-term impact on a student's life.

The proper estimation of computer technologies is very important when computers are to be implemented in the educational process. Otherwise, if not implemented properly, the quality of students' education may be seriously imperilled. This is crucial when Descriptive Geometry (DG) is the matter; the discipline that develops and improves the students' spatial visualization ability (SVA).

In this paper I am proposing a way to integrate SolidWorks in DG to minimise time spent for a basic DG course of undergraduate level. What is to be emphasized on the matter is that each Computer Aided (CA) approach to DG teaching should follow the traditional DG reasoning and the step-by-step acquisition of fine solution, offering students the possibility of gradual process of visualization.

In a fast changing world where time is the deciding factor continual change of teaching philosophies is of paramount importance. In this research oriented project we shall deeply concentrate on attaining basic Engineering Geometry knowledge within a short period of time, thus eliminating unnecessary classroom work, yet maintaining a high standard of teaching.

It is expected to analyze and synthesise, how far computer software can take us to achieve this goal, software in focus being SolidWorks.

It is essential to have basic theoretical knowledge of DG before attempting to use SolidWorks (SW). We can however, combine both SW and theory into one simple course for ease of teaching and learning.

As a result of my research I would like to outline topics which I consider essential that students should master but not limited to;

• Point

• Line

• Plane

Drawing is the engineer’s central medium for thinking and communication. In order to be able to read and create drawings he must have basic geometric knowledge about

• Spatial objects,

• Spatial operations,

• Projection on the projection plane

• As well as a minimum amount of spatial cognition.

Thus, the special challenge with regard to an introductory course lies in developing teaching methods which transfer this knowledge in an integrated manner beyond the abilities of constructive drawing.

Having this background, students can without fear step-in to SW and the topics to cover for SW mainly depend on the stream a student selects to follow.

However, 1) Creating 3D objects, 2) Generate standard three views, and 3) Standard drawing of objects, are elementary topics which should be covered in almost every stream related to DG.

The main task of DG as subject in the architectural education is, in my opinion the training of three dimensional imaginations. To achieve this aim a great deal of motivation is necessary which can be maintained and even increased.

Computers, when used in an appropriate way, may become a powerful tool and a good 'assistant' for advancement of educational process.

· Extensive documentation and the purposeful use of media allow the transfer of a vast amount of subject matter.

· Solutions documented in detail and without gaps ensure a didactically differentiated integration of subject matter into a useful context and help directing the students’ attention and motivation.

· The soft skills capacity for teamwork and communication can be taken into consideration by fostering group work.

· Being vivid and eventful the course enhances the sustainability of the acquired knowledge.

The success of a CAD introductory course allows for a transfer and adjustment of the concept to other tasks. On the one hand, content editing beyond basic knowledge is considered. On the other hand, we concentrate concepts which enable interested students to use other software without significant problems; the identical scope of exercises can be accomplished with significantly less time exposure.

I consider it is appropriate to state that this programme should be open for positive criticism at all stages and should be guided with an open mind. I am continuing my research to find the best mixture of ‘text book’ and ‘software’ to achieve our expected goal which is the heading of this paper.

I would like to close in positive note as Pierre van Hiele once told, ‘Children whose geometric thinking you nurture carefully will be better able to successfully study the kind of mathematics that Euclid created’.