It is noted that computer graphics has introduced a variety ofphenomena and problems that tend to constitute not only seriousconstraints to its widespread applications, but also curriculum-relatedchallenges to the engineering schools and departments associated withfinding ways of teaching the same old course (engineering graphics). Theauthor describes some of these constraints, with particular emphasis oneconomically less buoyant schools in developing countries and relateshow some of them are facing up to the challenges through pedagogicalapproaches. He shows that computer graphics can be taught innonconventional ways and with minimum outlay of instructional facilitiesand personnel. The approach described is based on experience at theDepartment of Electronic Engineering, University of Nigeria, Nsukka,Nigeria
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