It is noted that computer graphics has introduced a variety of phenomena and problems that tend to constitute not only serious constraints to its widespread applications, but also curriculum-related challenges to the engineering schools and departments associated with finding ways of teaching the same old course (engineering graphics). The author describes some of these constraints, with particular emphasis on economically less buoyant schools in developing countries and relates how some of them are facing up to the challenges through pedagogical approaches. He shows that computer graphics can be taught in nonconventional ways and with minimum outlay of instructional facilities and personnel. The approach described is based on experience at the Department of Electronic Engineering, University of Nigeria, Nsukka, Nigeria.
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