Goodteaching is essential to moulding top-notch future scientists andengineers out of young, impressionable minds. Teaching should thereforenot take a back-seat to research, especially at the undergraduatelevel. We strongly believe that teaching and research are notindependent endeavours, but rather are synergetic processes: teachingcan lead to good research topics, and conversely, research oftenprovides new ways of explaining and teaching. Indeed, a good teachercan have a tremendous long-term impact on a student's life.

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

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

Ina fast changing world where time is the deciding factor continualchange of teaching philosophies is of paramount importance. In thisresearch oriented project we shall deeply concentrate on attainingbasic Engineering Geometry knowledge within a short period of time,thus eliminating unnecessary classroom work, yet maintaining a highstandard of teaching.

Itis expected to analyze and synthesise, how far computer software cantake us to achieve this goal, software in focus being SolidWorks.

Itis essential to have basic theoretical knowledge of DG beforeattempting to use SolidWorks (SW). We can however, combine both SW andtheory into one simple course for ease of teaching and learning.

Asa result of my research I would like to outline topics which I consideressential that students should master but not limited to;

• Point

• Line

• Plane

Drawingis the engineer’s central medium for thinking and communication. Inorder to be able to read and create drawings he must have basicgeometric 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 indeveloping teaching methods which transfer this knowledge in anintegrated manner beyond the abilities of constructive drawing.

Havingthis background, students can without fear step-in to SW and the topicsto cover for SW mainly depend on the stream a student selects tofollow.

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.

Themain task of DG as subject in the architectural education is, in myopinion the training of three dimensional imaginations. To achieve thisaim a great deal of motivation is necessary which can be maintained andeven 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.

· Solutionsdocumented in detail and without gaps ensure a didacticallydifferentiated integration of subject matter into a useful context andhelp 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.

Thesuccess of a CAD introductory course allows for a transfer andadjustment of the concept to other tasks. On the one hand, contentediting beyond basic knowledge is considered. On the other hand, weconcentrate concepts which enable interested students to use othersoftware without significant problems; the identical scope of exercisescan be accomplished with significantly less time exposure.

Iconsider it is appropriate to state that this programme should be openfor positive criticism at all stages and should be guided with an openmind. I am continuing my research to find the best mixture of ‘textbook’ and ‘software’ to achieve our expected goal which is the headingof this paper.

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