The Role of Engineering Graphics as a Communications Tool for Mechanical Design - A Broader View

Oct 28, 2026

Engineering design requires graduates to communicate both verbal engineering analysis and graphical information. This work reviews how students use engineering graphics in an introductory mechanical design course and in senior design projects, with emphasis on graphical communication techniques and physical objects. It examines why traditional design-graphics training and visualization skills are being reduced as CAD expands and graphics are absorbed into other courses, and it discusses curricular alignment with ABET outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Background

Accreditation context and curricular changes

ME2300 Introduction to Engineering Design

Design process and course structure

First-day graphics exercise and toy-based description

Engineering Design Graphics as a Communications Tool For Mechanical Design: A Broader View Holly K. Ault, Ph.D. Mechanical Engineering Department Worcester Polytechnic Institute Worcester, MA 01609-2280 Abstract Amongst the many skills required of newly graduated engineers is the ability to clearly communicate their designs and engineering analyses using both verbal and graphical languages. The new ABET EC2000 criteria emphasize that students must have the ability to communicate effectively, 1 but leave the interpretation of the outcomes that define effective communication to the individual programs. It is desirable for the students to learn these communication skills in the context of their specific disciplines; therefore, the trend has been towards integration of writing exercises through design and laboratory reports in the engineering courses in addition to their courses in the humanities component. Although much emphasis has been placed on the integration of both written reports and oral presentations into the core engineering curriculum, little has been said or done concerning the use of graphics as a communication medium. It has been said that graphics is the language of engineering.2 Writing in the humanities does not depend heavily upon graphics. Mechanical design, in particular, requires extensive use of graphics, not only conventional orthographic drawings, but also sketches, solid models, graphical representations of various analyses and experiments, prototypes, and other graphical and physical models to communicate design concepts and outcomes effectively. This paper will present a review of the use of graphics tools by students in a sophomore level introductory mechanical design course and senior design projects with a focus on the use of graphical communication techniques and physical objects to develop and communicate design concepts. Background Engineering design graphics has been taught traditionally as the language of engineers.2 Graphics is recognized as an important communication tool within the engineering community. Traditional entry-level courses focus on developing students’ visualization skills through the creation of standard engineering drawings. Prior to the advent of computer-aided design (CAD), most engineering schools offered several courses in graphics and descriptive geometry. First year engineering students were required to take one or more of these graphics courses. Recently, a trend towards removing engineering design graphics courses from the curriculum has emerged.3 This trend is driven not only by the availability of CAD software that facilitates the generation of engineering drawings, but also by pressures to include other topics in the curriculum. Furthermore, many schools have integrated graphics and CAD into other courses. In Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright 􀂔 2002, American Society for Engineering Education Page 7.1179.1 particular, entry-level introduction to design or introduction to engineering courses often contain a CAD component. The course described by Briller et al. is but one example of many such efforts.4 However, many of these courses are electives, and the time spent by students learning graphical communications skills has been greatly reduced. ABET’s general accreditation criteria for engineering programs require that the students demonstrate: 3(g) an ability to communicate effectively, and 3(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.1 Graphical communication skills are not specifically noted. Specific engineering program requirements likewise do not mention visualization skills, graphics or geometry, with the exception of geological engineering, which requires the ability to visualize and solve geological problems of a three-dimensional nature.1 Thus, the individual institutions must define the graphic

FAQs

Why are engineering graphics considered important for mechanical design communication?

The text emphasizes that mechanical design relies on extensive graphics—drawings, sketches, models, and graphical representations—to explain design concepts and outcomes clearly.

What shift in engineering education is discussed regarding engineering design graphics courses?

The paper describes a trend toward removing standalone engineering design graphics courses as CAD availability increases and graphics/CAD are integrated into other classes, reducing dedicated time for visualization training.

How does the ME2300 Introduction to Engineering Design course frame the role of graphics?

The course focuses on early design process activities and states that graphics and CAD are not covered, yet students receive an initial exercise designed to highlight the importance of graphics in engineering communication.

Oct 28, 2026

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