2026 ASEE Annual Conference & Exposition

Type of Paper: The Tinkerer’s Triumphs and Tragedies (TT&T)

Abstract: Developing proficiency in computer-aided design (CAD) requires repeated practice for students to hone their skills, a process aided by detailed feedback. However, given the limited amount of resources available for grading, this can be difficult for faculty to implement. The use of automated grading software enabled efficient evaluation of students’ models and rapid, detailed feedback on student submissions, thereby increasing the allowable number of assigned exercises. Each assignment was followed by a concise “how-to-design” video released after the submission deadline, enabling students to identify mistakes and learn proper modeling techniques before progressing to the next assignment.

In addition, a semester-long project, which challenges students to reverse-engineer a mass-produced mortise lock, further reinforced the course’s emphasis on iterative learning. The students' “final” submission, a functional 3D-printed lock derived from their modeled components, was intentionally treated by the instructor as a first draft. The instructor recorded the evaluation process of each lock’s functionality and provided individualized feedback for revision and resubmission. This project enabled students to apply and refine their newly developed CAD skills while also learning about reverse engineering, metrology, additive manufacturing, and design for manufacturing.

Results from the redesigned course demonstrated measurable improvement in student outcomes. The expanded practice opportunities and feedback mechanisms led to higher-quality models and a greater percentage of students passing the Certified SolidWorks Associate (CSWA) exam compared to other identical course offerings. This paper presents a scalable, feedback-rich instructional framework for improving CAD proficiency in engineering graphics courses.