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DESIGNING AND DEVELOPING ASSOCIATE AND BACHELOR DEGREE
CURRICULUMS FOR DRAFTING AND DESIGN
By
Rodney E. Holland
An Abstract
of a thesis submitted in partial fulfillment
of the requirements for the degree of
Master of Science in Industrial Management
to the School of Technology
University of Central Missouri
Warrensburg, Missouri
May 2013
ABSTRACT
By
Rodney E. Holland
This study investigated drafting and design programs at educational institutions that
provide associate and bachelor degrees through out the United States, as well as what knowledge
and skills were necessary for entry-level drafters to be successful in industry. A model
curriculum was developed for both associate and bachelor level degree programs in the hopes it
could provide a more efficient way for preparing students with the skills and knowledge
necessary to be successful in industry. A three round Delphi technique was conducted to collect
information from an expert panel with a total of eight members. The expert panel, included
members from academia and industry, identified a basic set of knowledge and skills required by
students to become successful entry-level employees. The survey was conducted with 51
national respondents and T-Test was used as a statistical tool in testing the research hypotheses.
The analysis of the survey data indicated the majority of industrial and academic professionals
shared the same perception on the associate and bachelor curriculums with over ninety percent
(90%) of industrial and academic professionals indicating they agreed with both curriculums.
This was confirmed by the Independent Sample Test, which statistically showed there was no
significant difference between industrial professionals or academic professionals. The national
panel validated the curriculums that were designed for both associate and bachelor level degrees
by the means of the results from the Delphi technique.

By
Rodney E. Holland
A Thesis
of a thesis submitted in partial fulfillment
of the requirements for the degree of
Master of Science in Industrial Management
to the School of Technology
University of Central Missouri
Warrensburg, Missouri
May 2013
© 2013
Rodney E. Holland
ALL RIGHTS RESERVED

By
Rodney E. Holland
APPROVED:
________________________________________
Thesis Chair: Dr. Ronald Woolsey
________________________________________
Thesis Committee Member: Dr. Suhansa Rodchua
________________________________________
Thesis Committee Member: Dr. Jeffrey Ulmer
ACCEPTED:
________________________________________
Chair, School of Technology: Dr. Ronald Woolsey
________________________________________
Dean, Graduate School:
UNIVERSITY OF CENTRAL MISSOURI

WARRENSBURG, MISSOURI
ACKNOWLEDGMENTS
I would like to express sincere gratitude to my thesis committee for their guidance and
support. I would especially like to thank Dr. Ronald Woolsey, Graduate Coordinator School of
Technology, for accepting me into the Industrial Management program and serving as advisor
for my thesis. My sincere appreciation goes to Dr. Suhansa Rodchua, Assistant Professor and
chairperson, for her leadership, expertise, and encouragement throughout my thesis and master
degree, and Dr. Jeffrey Ulmer, Associate Professor and chairperson for his professional advice
and encouragement in the completion of my thesis.
Special thanks goes to my professors and instructors, who helped me in my pursuit of my
master degree and challenged me to become a better student and showed me how to take what I
have learned as a designer, educator, and student and confer that knowledge to others.
I would like to express my gratitude to my parents, who were always there to support me
in my life endeavors and especially thank them for the encouragement through this process. If it
was not for them instilling in me the importance of a good education, I might not have completed
this.
Lastly, I would like to thank my wife, Amy, who has stuck by my side and supported me
throughout my master’s degree. Thank you for making sacrifices to allow me the time to work
on my graduate studies. I know it was rough at times but thank you for always being there for
me. To my daughters, Tatum and Drew, and the sacrifices they made, giving up many hours and
bedtime stories with their father so he could have time to work on his studies. I hope that one day
you will understand the importance of a quality education.
vi
TABLE OF CONTENTS
Page
ABSTRACT.................................................................................................................................... ii
ACKNOWLEDGMENTS ............................................................................................................. vi
CHAPTER 1: INTRODUCTION ....................................................................................................1
Overview .....................................................................................................................................1
Statement of Problem ..................................................................................................................3
Purpose of Study .........................................................................................................................3
Delimitations ...............................................................................................................................4
Limitations ..................................................................................................................................4
Assumptions................................................................................................................................4
Definition of Terms.....................................................................................................................5
Research Questions .....................................................................................................................6
Research Hypotheses ..................................................................................................................7
CHAPTER 2: REVIEW OF LITERATURE ...................................................................................8
Introduction .................................................................................................................................8
History of CAD ...........................................................................................................................8
CAD In Early Educational Institutions .....................................................................................10
CAD In Current Post-Secondary Education .............................................................................11
vii
Competencies For CAD & Design ...........................................................................................12
Delphi Technique ......................................................................................................................14
Summary ...................................................................................................................................14
CHAPTER 3: METHODOLOGY .................................................................................................16
Introduction ...............................................................................................................................16
Population .................................................................................................................................17
Instruments ................................................................................................................................18
Selection of Expert Panel Members ..........................................................................................18
Round One ................................................................................................................................20
Round Two................................................................................................................................20
Round Three..............................................................................................................................21
Research Plan ............................................................................................................................22
Statistical Analysis ....................................................................................................................23
Summary ...................................................................................................................................24
CHAPTER 4: RESULTS ..............................................................................................................25
Expert Panel Demographic Data ...............................................................................................26
Phase One..................................................................................................................................30
Phase Two .................................................................................................................................31
viii
Phase Three ................................................................................................................................37
Summary ...................................................................................................................................57
CHAPTER 5: DISCUSSION.........................................................................................................58
Summary ...................................................................................................................................58
Conclusions ...............................................................................................................................68
Recommendations .....................................................................................................................69
REFERENCES ..............................................................................................................................71
APPENDICES ...............................................................................................................................73
ix
DRAFTING AND DESIGN SKILLS 1
CHAPTER 1
INTRODUCTION
Overview
Since the early 1980’s, computer aided design (CAD) has been a driving force in the
manufacturing industry and in other areas of design. Towards the end of the 1960’s, only a
handful of CAD workstations were in operation and these workstations were only used by the
largest automobile and aerospace companies in the United States. By the 1980’s, this number had
grown to roughly twenty-five thousand workstations (Duan, 2004). In today’s industry, this
number has continued to grow exponentially to numbers ranging in the millions. With the
advancement in personal computers, people from all around the world are able to draw and
design anything they want; this include employees, students, and the average person designing
their new weekend project (Duan, 2004).
In recent years, engineering and manufacturing have been in the spotlight for economic
reasons related to innovative design. Computer aided design plays an integral part of both of
these industries. With this in mind, design is viewed as one of the major improvements of
manufacturing, while engineering is using this technology to develop new machines, systems,
and processes that have yet to be created. Computer aided design is at the hub of both these
industries, and now the way in which industry design things is being redeveloped by the
availability of these new technologies. These new technologies have led to a breakthrough in
world-class manufacturing and engineering and companies are now changing the ways they
produce designs while colleges are changing the way they develop designers for industry
(Waldron, 1999).
Computer aided design and drafting has been taught in technology programs and other
subjects that require the use of rapid design since the early 1980’s. Because of these computer
systems, computer aided design has developed in recent years to play a larger role in technology
education (Daugherty & Carter, 2011). The rapid pace in which computer aided drafting is
advancing requires innovative approaches from universities and post-secondary institutions.
With these advancements, the development of design programs has become a major factor and
concern for colleges across the United States. These educational institutions have concluded that
they must continually stay up-to-date and upgrade their courses to keep up with these
advancements in technology. The response to these advancements by educators has been good,
with CAD or design programs available in over two hundred associate degree programs and a
handful of bachelor degree programs (Duan, 2004). However, while there are many programs,
educational programs tend to react slowly to update their programs due to the lag in industry,
inadequate funds, and school priorities. Other problem areas within these educational programs
include inexperienced instructors, dated texts and reference materials (Chadderdon, 1992).
With the revolution of computer-aided design, there have been few studies that have
drawn attention to the need of updating CAD education. To counter this, educational institutions
have responded to the needs of industry by developing drafting and design programs with the
intent to instill the knowledge of computer aided design into future employees, so they may
develop the skills necessary to become proficient drafters in industry. However, there have been
few studies conducted to investigate the proficiency at which these institutions are preparing
students to meet the needs of industry standards (Duan, 2006). In order to address and develop
the curriculum that these institutions use, they must be developed to meet the needs of industry
by conducting a nationwide investigation of curriculums and programs with industrial experts
and educators to identify the skills and competencies needed for entry-level employees. Another
area that needs to be investigated is the current curriculum that is being taught in associate and
bachelor degree programs in the U.S. (Duan, 2006).
Statement of Problem
Many educational institutions have responded to the advancement in computer aided
technology with the purchase of new drafting programs and by developing new curriculum, but
many have not. While most of the changes have come in the form of new CAD programs, course
content has taken the back seat with no attention being given to new industry standards and
needs. In many institutions, computer aided design classes are still being taught the same ways
that they were twenty or thirty years ago when the classes were still manual drafting. While
teaching material in both associate and bachelor degree programs are updated frequently to keep
up with technology, the illustrations, text, and drawings of these materials are outdated and still
use information and techniques used for the purpose of manual drafting (Daugherty & Carter,
2011). With little research being conducted on associate and bachelor degrees in computer-aided
design, it implies that current curriculums in these programs may not be up to speed with the
needs of industry (Duan, 2004). With computer-aided design being used throughout industry, a
question that comes to the forefront: are institutions are preparing students with the education
that is needed to meet industry needs?
Purpose of the Study
The purpose of this study is to investigate drafting and design programs at educational
institutions that provide associate and bachelor degrees through out the United States and to
gather input from industry professionals and educators about which classes create the best
curriculums for producing high quality entry-level employees. This information is to be used to
provide the ideal curriculum and to enhance drafting and design programs to better meet the
needs of industry in today’s economy.
Delimitations
1. This study was limited to Computer-Aided Drafting associate and bachelor degrees in
public two and four-year colleges in the United States.
2. In this study, the Computer-Aided Drafting (CAD) degrees were limited to mechanical,
architectural, and civil areas.
Limitations
1. The criterion for academia panel member selection was restricted to instructors in two
and four-year colleges with at least two-year experience in teaching.
2. The criterion for industrial panel member selection was restricted industry experts who
had at least five years experience in their fields.
Assumptions
1. The expert panel of industrial professionals had enough experience to identify the
knowledge and skills necessary for entry level drafting employees.
2. The expert panel of academia professionals had enough experience to identify the
knowledge and skills necessary for entry level drafting employees.
3. A Delphi technique could be used to determine a consensus between academia and
industrial experts about knowledge and skills necessary for entry level drafting
employees.
4. A national questionnaire could be used to determine a consensus between academia and
industrial experts on an ideal curriculum for associate and bachelor level degrees.
Definition of Terms
For clarity on definitions, the following terms are defined for better understanding.
1. CAD – This acronym stands for Computer-aided design or drafting. It is a term
associated with computer software programs in the architectural and engineering
fields. This software provides designers or drafters with a means to produce working
drawings for use in their respective fields.
2. Delphi technique - Sekaran and Bougie (2009) stated, “the Delphi technique is a
forecasting method that uses a selected panel of experts. These experts answer
questionnaires in two ore more rounds. The rationale behind this process is that it will
lead to a general consensus among the group” (p.183).
3. Likert Scale – this scale sorts survey answers based on choices that range from
strongly disagree to strongly agree. This scale uses a five-point system to assign
numerical values to the answers.
4. Curriculum – This is a term used by academia to describe a degree programs
educational and course goals.
5. Associate Degree – This is a term used by academia to describe a degree granted by
colleges after completion of two years of study.
6. Bachelor Degree - This is a term used by academia to describe a degree granted by
colleges after completion of four years of study.

Research Questions
1. What is industry’s perception of quality of performance between drafters with an
associate degree compared to drafters with a bachelor’s degree?
2. What is industry’s perception of the level of knowledge between drafters with an
associate degree compared to drafters with a bachelor degree?
3. What knowledge and skills are needed for entry level drafting employees?
4. What is the ideal curriculum for associate level and bachelor level degree programs?
Research Hypotheses
Ho1: There is no significant difference on validating the Associate Curriculums between
academic and industry professional.
Ha1: There is a significant difference on validating the Associate Curriculums between academic
and industry professional.
Ho2: There is no significant difference on validating the Bachelor Curriculums between
academic and industry professional.
Ha2: There is a significant difference on validating the Bachelor Curriculums between academic
and industry professional.
Ho3: There is no significant difference on validating the Associate Curriculums between with
professional less than five years experience and professionals with more than five years
experience.
Ha3: There is a significant difference on validating the Associate Curriculums between with
experience.
Ho4: There is no significant difference on validating the Bachelor Curriculums between
experience.
Ha4: There is a significant difference on validating the Bachelor Curriculums between
experience.
CHAPTER 2
REVIEW OF LITERATURE
Introduction
This chapter presents a review of the relevant literature and research information for the
research of this study, and provides a basis and rationale for the research topic. Specifically, this
chapter features a review of information regarding the history, education, and competencies for
CAD and design as it relates to industry and academia. Since the emergence of CAD technology,
few studies have been conducted on its importance in educational programs. This is the driving
force behind this study. With this limited and out-dated information, this study is important to
provide an up-to-date review on American educational programs in drafting and design. This
review sets the foundation to develop a study that investigates and addresses the differences
between associate and bachelor degrees and the proficiency at which these educational
institutions are preparing the students to meet the needs of industry standards.
History of CAD
The data presented in this section helps the reader with understanding how CAD
programs and technology have emerged from their conceptions and how they have grown
throughout time in the industry. This gives the reader a better understanding of CAD technology
along with drafting and design, which will provide a foundation when analyzing this research.
CAD technology was first introduced in the late 1950’s by Dr. Patrick J. Hanratty when
he developed the PRONTO system. This system was considered the first commercial numerical-
control programming system. With the development of this system, Dr. Hanratty became known
as the founder of CADD/CAM systems (Bozdoc, 2003). Through the rest of the 50’s and all
through the 60’s, CAD systems were slow to be developed, and it was not until the 1970’s did
CAD systems start to evolve into the programs used today. In 1971, Dr. Hanratty founded MCS,
which produced a program called ADAM (Automated Drafting and Machining) in 1972. This
program was one of the earliest forms of commercial mechanical design software. An average
CAD system on a 16-bit computer at this time cost around $125,000 (Bozdoc, 2003).
In 1982, a company named Autodesk was founded in California. Their vision was to
create a CAD program that could run on a personal computer for $1000. By 1985, Autodesk was
producing annual sales of roughly $27 million dollars, and starting in 1986, the company won
“The Best CAD Product” award that was given by PC World magazine for the next consecutive
ten years. In 1993, Autodesk launched AutoCAD Release 12 for Windows. This program was
the basis of what is used today with CAD programs, and introduced such features as the icon
toolbar, multiple sessions, and support for Windows GUI, DDE, and OLE, and enabled a user to
use Drag-and Drop systems. This version of AutoCAD is still one of Autodesk’s most successful
programs (Bozdoc, 2003).
By the mid 1990’s, Autodesk was the leading supplier of CAD software with its annual
sales reaching to almost $465 million. Its next two closest competitors were Cadkey and
Microstation (Bozdoc, 2003). During the same time, CAD software developers were in the
process of implementing the use of 3D software. This software began its foothold in the
aerospace, aircraft, and military industry since its technology was very expensive and difficult to
use. The industries that used this new 3D software were spending enormous amounts of money
to buy computers in order to operate these systems and were spending immense amount of
training hours learning how to use these programs (La Vigne, 2004).
At the beginning of the 2000’s, personal computer technology was finally catching up to
the software with its speed and technology, enabling companies to purchase systems at more
affordable prices. Also during this time period, the new 3D software was becoming more user-
friendly, although it still had glitches and was error-prone. With the ability to create 3-
dimensional models using material properties, mass, and complex geometries, 3D software
enabled companies to accurately check part fits and clearances, allowing them to verify designs
before production (La Vigne, 2004). While most companies still use 2D CAD software programs
to complete the necessary drawings for production, companies are starting to see a benefit from
using 3D software programs of today including Revit, Inventor, Solidworks, and Civil 3D.
CAD in Early Educational Institutions
CAD educational programs first started to appear in American post-secondary
educational systems during the early 1980s. Throughout the 80’s and 90’s most of these colleges
and universities that offered drafting and design programs were having problems keeping up
with the advancement of CAD technology. With this new technology, universities had to adjust
their education and curriculums to meet the demands of this expanding sector. With the problems
that universities had with meeting this technology, trained employees coming from these
educational systems were lacking the necessary skills to interact productively with the CAD
systems. With CAD technology moving at such an alarming pace during this time period,
educational systems had to think outside the box when it came to gathering up-to-date data for
planning their curriculums, hiring qualified teachers, and acquiring the expensive equipment to
run these programs (Abram, Ashley, Hofmann, & Thompson, 1983).

Also during this time frame, the cost and availability of microcomputers allowed
instructors and educational institutions an opportunity to equip students with the knowledge of
CAD programs and computer capabilities that would allow them to become successful
professionals in industry. However, challenges existed in how these educational systems
incorporated these programs and tools into their curriculums and how they instructed students in
these new systems without taking away from the basic skills that industry professionals needed
in a heavily favored manual drafting era (Audi, 1987).
CAD in Current Post-Secondary Education
During the late 1990’s, there were a little over 300 post-secondary institutions that
offered CAD degree programs. From these schools, roughly 320 of them were two-year colleges
and only nine universities offered programs associated with CAD (Gabriel, 1998). Duan (2003)
noted that “in order to align community college outcomes with workplace demands, it would
logically follow to conduct a nationwide investigation with two populations: industrial experts
and community college CAD professors” (p. 4). To meet the needs of industry, educational
institutions developed drafting and design programs for entry level employees in hopes of
preparing CAD students to become successful in industry. These programs have a variety of
different specialties that a student could pursue; some of the more popular one include
Mechanical, Architectural, and Civil design (Duan, 2003).
Duan (2003) conducted a study on the development of a model curriculum that would
provide a solid foundation for future students. In his study, he proposed a model curriculum for
CAD associate degree programs that was evaluated by an expert panel of industry professionals
and CAD instructors. This panel validated this model curriculum which contained 24 different
courses in four different categories: 1) Support courses, 2) Technical Core Courses, 3) Specialty
Elective courses, and 4) Technical Elective courses. The validated course curriculum for a CAD
associate degree program can be seen in Appendix A.
In a similar study, Duan (2004) noted that out of these specialties, mechanical was the
most frequent offered by 84.4 percent of colleges. The architectural specialty was offered by
59.4 percent, while the civil specialty by 40.6 percent (p. 825). Other data found in this study
showed that the most popular program being used by educational institutions was AutoCAD by
Autodesk. Programs that were also included in post-secondary institutions included Solidworks
by 37.5 percent, Pro/Engineer by 21.9 percent, Cadkey by 18.8 percent, Microstation by 12.5
percent, and AutoCAD Light by 9.4 percent. Other notable programs included Inventor,
Mechanical Desktop, Architectural Desktop, and Revit. Another point this survey included was
the fact that most instructors at these educational institutions needed more information and
feedback from employees in industry on how well their curriculums and courses meet industry
needs (Duan, 2004).
Competencies for CAD & Design
Duan (2006) conducted an investigative survey on the required knowledge and skill
competencies for CAD students. This study investigated the industry demands and asked
industrial professionals how CAD students could better prepare for a successful job in the
workforce. Based on the analysis of the survey, six categories were developed and were deemed
necessary for students to be successful. The items under each category were ranked 1.00 to 5.00
with 1.00 being the lowest and 5.00 being the highest. Only the items with a mean score above
3.00 were considered validated competencies for success in industry (Duan, 2006).
The first category included general knowledge and interpersonal skills, followed by basic
drafting and knowledge and skills, computer knowledge and skills, CAD knowledge and skills,
basic engineering analysis and technical knowledge and skills, and special knowledge and skills
in the field. Appendix B presents the data for the general knowledge and interpersonal skills
category, with the highest overall score being problem solving with a mean of 4.83. Next,
Appendix C presents the data for the basic drafting and knowledge and skills category. In this
category, the highest score was basic drafting with a mean of 5.00. A breakdown of the computer
knowledge and skills category can be seen in Appendix D. This category’s highest score was
word processing with a mean of 4.79. The next category is CAD knowledge and skills. The high
score in this category was CAD 2D drawing with a mean of 4.52. A breakdown of this category
can be seen in Appendix E. Next, Appendix F presents the data for the basic engineering analysis
and technical knowledge and skills category. In this category the highest score was engineering
and technology terminology with a mean of 4.66. Last, Appendix G presents data for the special
knowledge and skills category.
The data in this category shows the highest score to be teamwork with a mean of 4.59
(Duan, 2006). This investigative study conducted by Dr. Duan helped define a list of required
skills and knowledge useful for students to be successful in industry. As a result of this study,
fifty items in six categories reached validation by a panel of CAD instructors and industrial
experts. These validated items will lay a foundation for educational institutions to align their
curriculums and educational programs to better meet industrial demands (Duan, 2006).
Delphi Technique
Sekaran and Bougie (2009) stated that “the Delphi technique is a forecasting method that
uses a selected panel of experts. These experts answer questionnaires in two ore more rounds.
The rationale behind this process is that it will lead to a general consensus among the group” (p.
183). The Delphi technique is usually set up in a series of rounds, where in the first round a
group of panel members answer a series of questions about a future issue that has incomplete or
limited data. The researcher collects the data from this round and produces another series of
questions for round two. In round two, the panel will answer another series of questions
developed from round one. These questions take into consideration the opinions of the panel
member answers from round one. This is continued until the researcher stops the process or a
consensus is reached (Sekaran & Bougie, 2009).
Summary
This chapter provides a literary review and presents four main topics related to this study.
The first topic presented was a history of computer aided design (CAD) with the intent of
providing a basic understanding of how CAD has developed from its conception and how it has
played an important role in industry. Second, CAD in early educational systems was listed. This
topic was researched so the reader may have an understanding of the difficulties that many
educational institutions faced when trying to implement these new programs in to their
curriculums in the industrial era of manual drafting. The third topic presented was CAD in
current post-secondary education. Within this topic review, educational institutions and their
curriculums were studied in depth on the current state of their drafting and design programs
including an analysis on the types of CAD programs being used in industry. The next topic that
was reviewed was competencies for CAD and design; this was reviewed with the intent of
providing a basic understanding of what employers feel are critical skills that students need to
learn for them to be successful in industry. Last, the topic on the Delphi technique was presented.
This review highlighted the steps in which a researcher must take in order to complete a Delphi
process. This literature review shows the importance of CAD technology in educational systems
and industry, therefore laying the foundation and justification for this study.
CHAPTER 3
METHODOLOGY
Introduction
The purpose of this study is to investigate drafting curriculums at the associate and
bachelor degree level along with competencies of skills required by CAD students to be
successful in industry, and how universities could create a curriculum that matches these skill
that are required. Based on the data from instructors at both the associate and bachelor levels and
industry professionals, a curriculum was modeled for both an associate and bachelor level.
Chapter Three will focus on the methodology for this study and includes the following areas:
1. Population
2. Instruments
3. Research Plan
4. Statistical Analysis
5. Time-on-Task Analysis
In this chapter, the research will clarify each of the above areas, and included under these
areas are subjects: how the research will be designed, what instruments will be used and an in-
depth analysis of the data. Other areas that this chapter will clarify include the population the
sample was selected from, how the instrumentation measures the variables in the hypotheses, and
techniques used to analyze the data.

Population
The setup and population for this study was divided into two steps. First, a survey of
experts from both associate and bachelor degree programs and industrial experts was conducted
to obtain their opinions on what skills are needed for students to be successful in industry.
The second step in the study setup used the information provided by the four college
instructors and four industrial professionals to develop a questionnaire that was used in the
Delphi technique. The researcher then used the same panel of academia and industrial experts,
for use in the Delphi technique. The population of the academia faculty was derived from public
two-year and four-year colleges that offer either an associate or bachelor degree in drafting and
design technology. The population of the industrial professionals was derived from small,
medium, and large engineering or architecture firms.
For the final round of the Delphi technique, the researcher developed a population for
two expert panels, one from academia, and one from industry, for use in the nation-wide
questionnaire. The population of the academia faculty was derived from all the public two-year
and four-year colleges that offer either an associate or a bachelor degree in drafting and design
technology. The population of the industrial professionals was derived from the professional
members of the American Design Drafting Association (ADDA), the Association of Technology,
Management, and Applied Engineering (ATMAE), and other industry professionals. Random
sampling will take place for each expert panel in order to ensure an appropriate geographic
representation for the data collected.

Instruments
For this study, the Delphi Technique was used. Sekaran and Bougie (2009) stated, “the
Delphi technique is a forecasting method that uses a selected panel of experts. These experts
answer questionnaires in two or more rounds. The rationale behind this process is that it will lead
to a general consensus among the group” (p. 183). During this study, the Delphi technique was
used to develop a consensus based on the data that was gathered from the expert panel of college
instructors from both associate and bachelor levels and industrial professionals.
The Delphi process consisted of the following procedures:
1. Pre-Survey (Expert Panel)
2. Round One (Expert Panel)
3. Round Two (Expert Panel)
4. Round Three National Survey
Selection of Expert Panel Members
The survey in the first step was used to gather information so a questionnaire could be
developed for the Delphi study. The researcher contacted two adjunct faculty members from
associate level drafting programs to participate in the survey. The members are adjunct faculty
at ITT Technical Institute in Springfield, Missouri and are working professionals in industry.
Additionally, two faculty members from bachelor level drafting programs were asked to
participate in the survey. The two faculty members were from the University of Central Missouri
in Warrensburg, Missouri. Four industrial professionals were also contacted and asked to
participate in the study from the state of Missouri. The first selected is an architect from a
medium firm in Bolivar, Missouri. An engineer and designer from a large firm in Springfield
were the second and third. The last selected is an engineer is an engineer for the city of
Springfield.
The second step in the procedure required the researcher to develop criteria for selecting
the panel of experts. For the panel of academia experts, the minimum criteria were set as the
following:
1. Each member has to be a drafting instructor
2. Must be from an accredited two-year or four-year college
3. Must have a minimum of two years of collegiate teaching
For the panel of industrial experts the minimum criteria were set as the following:
1. Must work in industry
2. Must hold the title of engineer, architect, drafter, or designer
3. Must have a minimum of five years of industry experience
An acceptance of invitations for the expert panel can be seen in Table 1. The pre-survey
questionnaire and participation letters can be seen in Appendix H and Appendix I.
Table 1
Acceptance Percentage of Invitation to Participate in This Study
Industrial Academic
Experts Experts
Number of Invitations 4 4
Number of Acceptance 4 4
Percentage of
Acceptance 100% 100%
Round One
Round one consisted of gathering information from industrial professionals about what
skills they think are necessary for students graduating with either an associate or bachelor degree
in drafting to be successful in industry. A questionnaire was developed to ask related questions
and to generate ideas about knowledge, skills, and any other areas the industrial professionals
believe is necessary for entry level drafters (See Appendix J). Along with the questionnaire, a
cover letter was sent electronically, which included an explanation of the purpose of the study
and an assurance of confidentiality (See Appendix K).
Also in round one, an electronic cover letter and questionnaire was sent to panel members
of academia. First, the cover letter discussed the purpose of the study and an assurance of
confidentiality for the panel member (See Appendix L). Second, the questionnaire asked the
same questions as the industrial panels’ questionnaire, for the purpose of gathering academia’s
perspective on what they consider necessary skills and knowledge for entry level drafters.
Finally, a phone call was conducted asking each participating academia member to provide a
current curriculum from their respective associate or bachelor level degree program.
Round Two
Round two consists of collecting the responses from the expert panel and analyzing the
data that the academia and industrial professionals provided. This data was compared and
contrasted and then was combined to create a list of required skills and knowledge necessary for
an entry level drafter as determined by professionals in both academia and industry. This was
compared against the curriculums provided by the academia professionals to help determine if
the current courses being taught cover the necessary knowledge and skills. A new electronic
questionnaire was developed and sent out to each panel member asking them to evaluate the list
of required knowledge and skills that was developed from round one answers (See Appendix M).
In addition to the questionnaire, a letter was drafted for the expert panel members, asking for
their participation in round two (See Appendix N). Response rate data was gathered for each of
the rounds in the Delphi study and can be seen in Table 2.
Table 2
Respond Rate by Delphi Round
Industrial Academic
Round # Experts Percentage Experts Percentage
Pre-Survey 4 100% 3 75.00%
Round 1 4 100% 2 50.00%
Round 2 4 100% 2 50.00%
Overall 12 100% 7 58.33%
Round Three
Round three consisted of gathering and analyzing data from round two. All data was
collected and combined to help develop a curriculum for both associate and bachelor level
degrees. This curriculum is a model based on the data about required knowledge and skills
received from round one and two. During this round, another electronic questionnaire was
developed and sent out nationwide to members of the American Design Drafting Association
(ADDA), the Association of Technology, Management, and Applied Engineering (ATMAE),
and educational institutions asking them to evaluate the model curriculums and provide their
input (See Appendix O). In addition to the questionnaire, two letters were drafted asking for the
participation of members of the ADDA, ATMAE, and industry, along with members of
academia (See Appendix P & Q).

An in-depth analysis was conducted on the results from round three. This data and results
were evaluated to determine if there was a consensus among academic and industrial
professionals nationwide. Since a consensus was reached, the Delphi study was ended and there
was no need for another round.
Research Plan
To determine knowledge and skills required for entry level drafters, this study gathered
data from the target population or expert panel group. The research for this study followed these
steps:
1. Develop criteria for selection process for expert panel for Delphi technique.
2. Develop a questionnaire to gather data from professionals for study setup about
knowledge and skills necessary for entry level drafters.
3. Use information received from questionnaire to develop Delphi questionnaire.
4. Administer questionnaires to the expert panel for round one of Delphi process.
5. Review and analyze data from round one of Delphi process.
6. Combine data of knowledge and skills from round one to develop a new questionnaire for
round two of Delphi process.
7. Administer questionnaire to expert panel for round two of Delphi process
8. Review and analyze data from round two of Delphi process
9. Combine data from round two to develop curriculums for both associate and bachelor
degree programs.
10. Administer online questionnaire to a nationwide panel of industrial experts for round
three of Delphi process.

11. Review and analyze data from round three Delphi process.
12. Determine if there is a consensus among industrial and academic experts. If there is a
consensus then end Delphi process, and if not proceed to round four.
13. Use Excel and SPSS for data analysis to determine criteria for consensus, demographic
data, and characteristics of the expert panel.
14. Interpret and report results.
Statistical Analysis
For this study, all multiple-choice responses was recorded and summarized with
Microsoft Excel. Next, the researcher used the Statistical Package for Social Science (SPSS) to
analyze the data that needed to test relationships between independent and dependent variables.
The SPSS software includes analysis tools for frequencies, descriptive data, and Independent
Sample T-Test. An α (alpha) value of 0.05 was used in this study to establish and determine
whether the observed value is different for the expected value. With this alpha value, the
researcher is giving this study a 5% chance of sampling error. This means that the researcher
tested the study’s hypothesis with a 95% confidence level that the independent and dependent
variables are related.
For the Delphi technique, a five-point Likert scale was used to evaluate round two’s
knowledge and skills section, and it was also used in round three for when the panels answer
questions on the curriculum. A Likert scale is designed to determine how strongly the panels
agree or disagree with the questions. The Delphi questionnaire will be on a five point system
with the points being distributed as the following: Strongly Disagree (1), Disagree (2), Neither
Agree Nor Disagree (3), Agree (4), Strongly Agree (5).

To determine the criteria for the consensus in Delphi process, the researcher used a mean
value of 3.00, to determine if the expert panel was in consensus. If the results of both round two
and three have a mean score above a 3.00 on the Likert scale a consensus was reached and the
Delphi process can be stopped and there is no need for another round of questions.
Summary
This chapter provided the methodology used in this study. The major areas of this chapter
includes population setup, instruments, selection of expert panel, research plan, statistical
analysis methods, demographic data, and time on task analysis.
A national questionnaire was developed from the data provided from a pre-survey and
two rounds of a Delphi technique that was administered to the expert panel. The steps of the
Delphi process included selection of an expert panel, pre-survey questionnaire, round one, and
round two. Finally, standards were set for the criteria of consensus in this chapter, and how the
instrumentation measures the variables in the hypotheses, and how the T-Test was used as a
statistical tool in testing the research hypotheses with an alpha value of 0.05.
CHAPTER FOUR
RESULTS
The purpose of this study was to investigate drafting and design programs at educational
institutions that provide associate and bachelor degrees through out the United States and to
gather input from industry professionals and educators about what knowledge and skills are
necessary for entry-level drafters to be successful in industry. This information was used to
provide ideal curriculums for both associate and bachelor level degree programs.
A pre-survey was conducted to collect information from four professionals in academia
and four professionals in industry to develop a beginning questionnaire for the Delphi technique
that was conducted with the same expert panel of academia and industrial professionals. This
Delphi technique was conducted over a six-month period, in which a consensus was reached
nationwide between an expert panel of academic and industrial members and was ended after
round three.
The data from the pre-survey and both rounds of the Delphi technique was collected,
grouped, and analyzed for each round. In addition, curriculums were collected in round one of
the Delphi technique from each academia panel member to establish a basis to compare the
curriculums that were created from the results of this study. An analysis of the data was based on
the mean score for each question on a five-point Likert scale. These mean scores were
determined by the number of times each particular answer was selected by the members of the
expert panels compared to the total number of responses to that particular question. Each
question in each round of the Delphi technique was graphed to show the occurrence of each
answer from the participating panel members. The data presented was analyzed to determine
accurate conclusions and to develop curriculums for both associate and bachelor level degrees.
The expert panels from academia and industry concluded and identified a basic set of
knowledge and skills required by students to become successful entry level employees. The
panels then looked at the proposed curriculums for both associate and bachelor level degrees and
validated these by the means of the results from the Delphi technique. These curriculums help
provide a solid foundation of courses and skills necessary for students to be successful in
industry.
Expert Panel Demographic Data
Since one of the purposes of this study is to make sure that the panel members had the
experience necessary to accurately answer these questionnaires, a demographic study was
conducted through the pre-survey in the Delphi technique. A section in pre-survey was devoted
to the collection of data about the panel member either in industry or academia. This part of the
survey asked questions about such things as job title, job emphasis area, years of experience,
software use, years of experience with CAD software, and employment or supervision of
drafting graduates.
Tables 3, 4, and 5 show characteristics of the expert panel members by job title, job
emphasis area, and years of experience. As shown in Table 3, the Expert Panel consisted of two
engineers, two architects, one designer, two instructors, and one professor, with one member of
the panel choosing more than one title. Table 4 indicated that over thirty-seven percent worked
in the civil field along with two working in architectural, and one in mechanical. As for the
academic experts, two work at a two-year college and one works as a professor at a four-year
university. Two of the panel members chose more than one profession for this question. Table 5
indicates the years of experience that the expert panel members have overall and in their current
position. Over eighty-five percent of the expert panel has over ten years experience in their
respective fields. The other fourteen percent has between six and ten years experience. As for
current positions, over forty-two percent have been in their current position longer than ten years.
Two of the panel members have less than two years, one with two to five years, and one with six
to ten years in current positions.
Table 3
Expert Panel Job Titles
Position Title Number Percentage

Engineer 2 25.00%
Architect 2 25.00%
Designer 1 12.50%
Instructor 2 25.00%
Professor 1 12.50%
Total 8* 100%
Note * One panel member did not respond. One panel member chose more than one title.
Table 4
Expert Panel Job Emphasis Area
Emphasis Area Number Percentage

Civil 3 37.50%
Architectural 2 25.00%
Mechanical 1 12.50%
Two Year College 2 25.00%
Four Year College 1 12.50%
Total 9* *
Note * One panel member did not respond. Two panel member chose more than one profession
Table 5
Expert Panel Years of Experience
Overall
Experience Current Position
Years Experience Number Percentage Number Percentage

0-2 years 0 0% 2 28.57%
2-5 years 0 0% 1 14.29%
6-10 years 1 14.29% 1 14.29%
10 + years 6 85.71% 3 42.86%
Total 7* 100% 7* 100%
Note * One panel member did not respond.
Tables 6 and 7 show the characteristics of the types of software and years of experience
in the use of CAD software. While, Table 8 indicates how many of the expert panel members
have employed or supervised drafting graduates. Table 6 indicates the software that the expert
panel members use in industry. AutoCAD ranks the highest and was used by the majority of the
panel members with seven indicating that they use it. Other software that had multiple responses
included Revit, Civil 3D, and Microstation. Seven panel members indicated that they use more
than one software program in industry. The panel members also indicated in the others section
that there were seven software programs that they use, that was not listed in the questionnaire,
with Photoshop being mentioned twice. Table 7 indicated over fifty-seven percent of the panel
members have over ten years experience using CAD software with two members having between
six and ten years and one have between two and five years experience. Table 8 indicates that
three panel members have employed associate degree drafters with five employing bachelor
degree drafters. The panel members also indicated in Table 8 that six of them have supervised
associate degree drafters with five indicating that they have supervised bachelor degree drafters.
The results of Table 8 and the answers provided on questions 14 and 17 of the pre-survey
questionnaire, which can be seen in Appendix R, answers research questions one and two. The
answers to the rest of the question in the pre-survey can be seen in Appendix R.
Table 6
Expert Panel Software Use
CAD Software Number

AutoCAD 7
Revit 3
Inventor 1
Civil 3D 4
3Ds Max 1
Microstation 4
Solidworks 1
Other ** 8
Total 29*

Seven panel members have experience with more than one software.
** Other indicates the following software.
Sketch-up Arc Map Geo Ras
Photoshop (2) Global Mapper
3D Viz XP-SWMM
Table 7
Expert Panel Experience with CAD Software
Years Number Percentage

0-2 years 0 0.00%
2-5 years 1 14.29%
6-10 years 2 28.57%
10 + years 4 57.14%
Total 7* 100%
Table 8
Expert Panel Employment and Supervision of Drafting Graduates
Employed Supervised
Yes/No Associate Bachelor Associate Bachelor

YES 3 5 6 5
NO 4 2 1 2
Total 7* 7* 7* 7*
Phase One
The purpose of phase one was to obtain a list of knowledge and skills necessary for entry-
level drafters to be successful in industry. The expert panel developed a list for both the associate
degree and bachelor degree candidates. The knowledge and skills list developed for the associate
degree consisted of seventy-two items necessary for entry-level drafters as determined by the
expert panel. The expert panel also developed a list for the bachelor degree, which consisted of
ninety-one items they thought was necessary for entry-level drafters with a bachelors degree.
These items were listed under six different categories that included:
1. General Knowledge Skills & Interpersonal Skills
2. Computer Skills
3. Drafting Knowledge & Basic Skills
4. Computer Drafting Knowledge & Skills
5. Engineering Knowledge
6. Field Skills and Knowledge
Phase Two
Based on the analysis of data from phase one, a questionnaire was developed that listed
forty-five required skills and knowledge for the associate degree and fifty-eight required skills
and knowledge for the bachelor degree. As seen in Table 9 and 10, the expert panel validated all
the required skills and knowledge for both the associate and bachelor degrees. Specifically, all
skills and knowledge were ranked higher than a 3.00 on the Likert scale.
Of the forty-five and fifty-eight items validated in the two lists, only Computer Hardware
and Project Budgeting in the associate degree came close to being not validated with scores of
3.00 for both. In the bachelor degree list the only item that was close to being not validated was
LEED with a score of 3.00 on the Likert scale.
From the results of Table 9 and 10, the expert panel was in alignment in their ranking of
required skills and knowledge for both the associate and bachelor degree lists. The only category
that differed was the Field Skills and Knowledge list in the bachelor list. In this list, the expert
panel put more emphasis on communication, professionalism, time management, and customer
service than in the associate degree list. While the means were high on theses items in the
associate, the expert panel felt that a bachelor degree employee would spend more time with
clients. The results from Tables 9 and 10 provide a detail breakdown of knowledge and skills
necessary for entry-level drafters, which answers research question three.

Table 9
Expert Panel Round Two Results for Associate Degree
Associates Degree Mean Score Rank
General Knowledge and Skills
& Interpersonal Skills
Problem Solving 4.67 1
Critical Thinking 4.67 1
English & Writing 4.50 2
Geometry 4.17 3
Algebra 4.00 4
Public Speaking 3.67 5
Computer Skills
Internet Research 4.67 1
Word/Word Processing 4.33 2
Data Management 4.33 2
Excel/Spreadsheets 4.17 3
Keyboarding/Typing 4.00 4
Basic Computer Skills 4.00 4
Computer Hardware 3.00 5
Drafting Knowledge & Basic
Skills
Drafting Standards 4.50 1
Plan Production 4.33 2
3D Visualization 4.00 3
Basic Drafting/Hand Drafting 3.83 4
Rapid Visualization 3.83 4
Orthographic Views 3.67 5
Isometric Views 3.67 5
Metric System 3.50 6
International Standards 3.17 7
Computer Drafting
Knowledge and Skills
AutoCAD 4.50 1
Layer/Symbol Management 4.50 1
Drawing Management 4.50 1
Construction Documents 4.17 2
2D/3D Modeling 4.17 2
Revit/BIM 3.83 3
Civil 3D 3.83 3
Inventor 3.17 4
Microstation 3.17 4
Engineering Knowledge
Plan Reading 4.67 1
Basic Design 4.17 2
Construction Process 4.17 2
ADA Standards 4.00 3
Surveying 3.83 4
Materials 3.50 5
Project Management 3.17 6
Field Skills and Knowledge
Teamwork 4.67 1
Communication 4.50 2
Time Management/Scheduling 4.33 3
Professionalism 4.33 3
Customer Service 3.83 4
Project Budgeting 3.00 5
Table 10
Expert Panel Round Two Results for Bachelor Degree
Bachelor Degree Mean Score Rank
General Knowledge and Skills
& Interpersonal Skills
Critical Thinking 4.83 1
English & Writing 4.67 2
Algebra 4.67 2
Geometry 4.67 2
Public Speaking 4.33 3
Business 3.83 4
Trigonometry 3.83 4
Pre-Calculus 3.33 5
Accounting 3.33 5
Computer Skills
Word/Word Processing 4.67 1
Excel/Spreadsheets 4.67 1
Internet Research 4.67 1
Data Management 4.50 2
Keyboarding/Typing 4.33 3
Basic Computer Skills 4.33 3
Computer Hardware 3.33 4
Drafting Knowledge & Basic
Skills
Drafting Standards 4.83 1
Plan Production 4.83 1
Rapid Visualization 4.67 2
3D Visualization 4.67 2
Basic Drafting/Hand Drafting 4.33 3
Orthographic Views 4.33 3
Isometric Views 4.17 4
International Standards 3.83 5
Metric System 3.67 6
Department of Transportation
Standards 3.50 7
Corps of Engineer Standards 3.50 7
Computer Drafting Knowledge

and Skills
Drawing Management 4.83 1
Construction Documents 4.83 1
AutoCAD 4.83 1
2D/3D Modeling 4.67 2
Layer/Symbol Management 4.67 2
Revit/BIM 4.17 3
Civil 3D 4.00 4
Microstation 3.83 5
Inventor 3.50 6
Plan Reading 5.00 1
ADA Standards 4.83 2
Construction Process 4.50 3
Architectural Design 4.50 3
Civil Design 4.17 4
Surveying 4.00 5
Structural Design 4.00 5
Mechanical Design 4.00 5
Project Management 3.83 6
Specification Documents 3.67 7
Materials 3.67 7
AASHTO Green Book 3.67 7
LEED 3.00 8
Field Skills and Knowledge
Teamwork 4.67 1
Time Management/Scheduling 4.67 1
Communication 4.67 1
Professionalism 4.67 1
Customer Service 4.17 2
Site Visit Experience 4.33 3
Project Budgeting 3.67 4
Phase Three
Based on the analysis of data from round two, a curriculum was developed for both an
associate and bachelor degree. These curriculum’s were developed into a questionnaire that was
sent out nationwide to members of the American Design Drafting Association, the Association of
Technology, Management, and Applied Engineering, and other members of industry, along with
members of academia at two and four year colleges for approval. The survey produced fifty-one
responses with thirty-three industrial professionals and eighteen academic professionals
responding. Out of the thirty-three industrial professionals, twenty-six, or more than seventy-
eight percent, had more than five years experience, with only seven responding with less than
five years (See Table 11). Twelve, or sixty-four percent, of the eighteen academic professionals
had more than five years experience, with six indicating that they had less than five years (See
Table 12).
The nationwide group mean for the associate degree was 4.33, while the group mean for
the bachelor degree was 4.24. Both the means were higher than 3.00, thus validating the
proposed model curriculums for both the associate and bachelor degrees. Twenty-five, or over
forty-nine percent, of the nationwide panel members indicated that they strongly agree with the
associate degree curriculum, with eighteen members agreeing, eight somewhat agreeing, and no
members indicated that they disagree or strongly disagree. Twenty-six or over fifty percent of the
nationwide panel, strongly agreed with the bachelor curriculum, with seventeen members
agreeing, five members somewhat agreeing, zero disagreeing, and three strongly disagreeing.
See Table 12 for a complete breakdown. As for the one panel member that strongly disagreed,
they left a comment, which can be seen in Appendix S. The comment states, “A Bachelor
Curriculum in Drafting & Design is a crime against the student. BE HONEST!! This is an
attempt at the University Department to either pump up student enrollment or make some
professor’s job more secure – probably both. It is dishonest and immoral!!”. While the researcher
disagrees with this statement, it is the job of the researcher to state the results and opinions of the
panel members for this study. The nationwide panel members also provided valuable comments
about both the associate and bachelor curriculums on the survey forms. The comments from the
panel members can be view in Appendix S.
Table 11
National Panel Members Breakdown
Academic
Industrial Expert Expert
Years Experience Number Percentage Number Percentage

Less than 5 years 7 21.21% 6 35.71%
More than 5
Years 26 78.78% 12 64.29%
Total 33 100% 18 100%
Note: 51 responses were receive from the National Questionnaire

Table 12
National Panel Overall Curriculum Ratings
Bachelor
Associate Degree Degree
Rating Number Percentage Number Percentage

Strongly Agree (5) 25 49.02% 26 50.98%
Agree (4) 18 35.29% 17 33.33%
Somewhat Agree
(3) 8 15.69% 5 9.80%
Disagree (2) 0 0.00% 0 0.00%
Strongly Disagree
(1) 0 0.00% 3 5.88%
Total 51 100% 51 100%
Mean Score 4.33 4.24
Note: 51 responses were receive from the National Questionnaire

A 3.00 value or above was assigned for consensus in this study. For the Associate Degree,
the mean was 4.33 > 3.00, so a consensus was reached. For the Bachelor Degree,
the mean score was 4.24 > 3.00, so a consensus was reached.
In order to meet industry needs, the researcher investigated drafting curriculums at the
associate and bachelor degree level along with competencies of skills required by CAD students
to be successful in industry, and how universities could create a curriculum that matches these
skill that are required. Based on the data from instructors at both the associate and bachelor
levels and industry professionals, a curriculum was modeled for both an associate and bachelor
level. These curriculums will help entry-level drafters enter industry with the ability to assist
engineers, architects, and designers with various projects. The models presented will develop the
abilities to solve technical problems using CAD systems and will assist the drafter in the
manufacturing and construction processes. The validated curriculums provide a foundation of

mathematics, communication, and problem solving skills, along with a solid core of CAD skills,
engineering theory and application, and technical skills that all entry-level drafter need to
comprehend in order to be prepared for industry. Tables 13 and 14 provide a complete
breakdown of the results of the nationwide survey and the means for each class in the respective
curriculums. The validated associate degree curriculum can be seen in Table 15, where as the
validated bachelor degree curriculum can be seen in Table 16. The associate degree curriculum
includes twenty-two courses in three categories, which include General Education Courses,
General Studies Courses, and Core Courses. The bachelor degree curriculum includes forty-
seven courses in six categories, which include General Education Courses, General Studies
Courses, Core Courses, Architectural Emphasis Area, Mechanical Emphasis Area, and Civil
Emphasis Area. The results from Tables 13, 14, 15, and 16, provide the answer to research
question four.
Table 13
National Panel Round Three Class Results for Associate Degree
Strongly Somewhat Strongly

Associate Degree Agree Agree Agree Disagree Disagree
General Knowledge and
Skills & Interpersonal Mean
Skills 5 4 3 2 1 Score
Algebra 35 10 3 1 2 4.47
Trigonometry 32 12 4 1 2 4.39
English 1 30 14 6 0 1 4.41
English 2 22 16 9 2 2 4.06
Physics or Geology 16 12 15 8 0 3.71
General Studies Courses

Communications 35 12 3 0 1 4.57
Introduction to
Computers 24 10 12 4 1 4.02
Problem Solving 28 16 3 2 2 4.29
Organizational Dynamics 18 22 7 2 2 4.02
Strategies for Industry 19 18 8 4 2 3.94
Core Courses
Introduction to Drafting 41 7 1 0 2 4.67
Introduction to
Technology 24 15 9 1 2 4.14
Rapid Visualization 23 13 11 2 2 4.04
Introduction to CAD 44 5 1 0 1 4.78
Advanced CAD 38 7 5 0 1 4.59
Mechanical Drafting 33 13 3 0 2 4.47
Civil Drafting 25 17 6 1 2 4.22
Architectural Drafting 24 20 5 0 2 4.25
Materials and
Manufacturing Process 25 14 10 0 2 4.18
Introduction to Surveying 15 20 9 5 2 3.80
Building Codes 18 16 9 6 2 3.82
Drafting Capstone Project 35 10 4 1 1 4.51
Table 14
National Panel Round Three Class Results for Bachelor Degree

Bachelor Degree Agree Agree Agree Disagree Disagree
Skills & Interpersonal Mean
Skills 5 4 3 2 1 Score
General Education (8
Courses) 24 13 11 1 2 4.10
College Algebra 37 10 1 0 3 4.53
Trigonometry 38 10 1 0 2 4.61
English 1 30 13 6 0 2 4.35
English 2 26 15 6 2 2 4.20
Physics 22 16 9 2 2 4.06
Geology 8 12 16 10 5 3.16
World Geography 6 13 17 9 6 3.08

Introduction to Computers 22 11 12 2 4 3.88
Introduction to
Management 24 10 12 2 3 3.98
Problem Solving 32 14 1 1 3 4.39
Project Management 32 11 5 0 3 4.35
Strategies for Industry 17 21 9 1 3 3.94
Organizational Dynamics 22 18 8 1 2 4.12
Communications 32 14 3 0 2 4.45
Internship 29 17 3 0 2 4.39
Core Courses
Introduction to Drafting 40 6 3 0 2 4.61
Introduction to Technology 28 17 4 1 1 4.37
Rapid Visualization 27 12 8 2 2 4.18
Introduction to CAD 44 5 1 0 1 4.78
Advanced CAD 42 7 1 0 1 4.75
Mechanical Drafting 36 11 3 0 1 4.59
Civil Drafting 25 16 8 1 1 4.24
Architectural Drafting 27 19 4 0 1 4.39
Structural Drafting 28 15 7 0 1 4.35
Materials and
Manufacturing Process 24 16 9 0 2 4.18
Descriptive Geometry 19 16 12 3 1 3.96
Geometric Dimensioning
and Tolerance 28 16 5 1 1 4.35
Introduction to Engineering 29 14 5 1 2 4.31
Project Budgeting 20 18 7 4 2 3.98
Data Management for
Drafting 28 14 5 2 2 4.25
Drafting Capstone Project 39 6 4 0 2 4.57
Emphasis Area
(Architecture)
Residential Design 34 11 3 1 2 4.45
Commercial Design 36 10 3 0 2 4.53
Building Codes and
Standards 32 15 2 0 2 4.47
Two Electives 22 18 9 0 2 4.14
Emphasis Area
(Mechanical)
Industrial Technology 30 16 3 0 2 4.41
Mechanical Design 37 11 1 0 2 4.59
3D Visualization & Rapid
Prototyping 33 13 2 1 2 4.45
Two Electives 24 14 11 0 2 4.14
Emphasis Area (Civil)

Civil Design & Standards 35 10 4 0 2 4.49
Introduction to Surveying 32 10 6 1 2 4.35
Introduction to
Microstation 24 16 5 2 4 4.06
Two Electives 25 13 11 0 2 4.16
Table 15
Validated Course Curriculum for Associate Degree in Drafting
Associate Degree Curriculum
General Education Courses

College Algebra (Math Requirement)
Trigonometry (Math Requirement)
English 1 & 2 (Written Communication Requirement)
Physics or Geology (Science Requirement)

1. Communications
Description: Focuses on techniques of interpersonal, organizational, and other types of
communications using written, verbal, and visual formats.
2. Introduction to Computers
Description: An introduction to PC hardware components and their functions with focuses on
computer literacy, operating systems, programming, and terminology.
3. Problem Solving
Description: This course focuses on problem solving techniques and introduces the fundamentals
tools of critical reading, analytical thinking, and mathematics to help solve problems.
4. Organizational Dynamics
Description: Students will examine the elements of successful teams and decision-making
groups. Emphasis is on critical thinking, group ethics, communication conflicts, creativity, and
leadership.
5. Strategies for Industry

Description: This course focuses on internet research, information processing, interviewing
procedures, writing business communications, computer software, and applications, along with
other skills used by professional in a business setting.
Core Courses
1. Introduction to Drafting
Description: This course covers the theory of geometric construction, orthographic views,
isometric views, sections, auxiliary views, dimensioning, lettering, dimension tolerances, and
basic drafting procedures. This course is the foundation for students to develop concepts,
processes, and skills required in the profession of drafting.
2. Introduction to Technology
Description: This course focuses on technical standards that include American National
Standards Institute (ANSI), American Society of Mechanical Engineers (ASME) Y14.5M, and
international standards, along with terminology in engineering.
3. Rapid Visualization
Description: This course is an introduction to freehand drawing and sketching for application in
the technical design visualization process. Focuses on two and three-dimensional sketching,
along with proper techniques in spatial thinking and eye-hand coordination.
4. Introduction to CAD
Description: This course focuses on computer-aided drafting utilizing AutoCAD. CAD work
includes geometric construction, projections, sections, auxiliaries, dimensioning, sketching,
drawing file management, layer and symbol management, and other proper CAD procedures.
5. Advanced CAD
Description: This is an in-depth course of computer-aided design for advanced AutoCAD users.
The course focuses on using AutoCAD to design and analyze mechanical, architectural,
electrical, and civil systems, while reinforcing the skills learned in the Introduction to CAD
course.
6. Mechanical Drafting
Description: This course focuses on a greater depth in application of graphics in manufacturing
construction and related fields using Inventor and AutoCAD. The fundamentals of weldments,
threads, fasteners, springs, and symbol libraries are introduced in this course to strengthen the
use of orthographic working drawings incorporating developments, geometric dimensioning and
tolerances, and plan reading.
7. Civil Drafting
Description: An introduction to the production of topographic maps, plot plans, site plans, sewer
plans, road construction, map profiles, and Geographic Information Systems (GIS) using
Civil3D.
8. Architectural Drafting
Description: This class focuses on the understanding of the basic concepts of construction in
residential and commercial design using Revit and AutoCAD. The class emphasizes the
development of floor plans, elevations, and sections of building projects utilizing Building
Information Management (BIM) techniques.
9. Materials and Manufacturing Process

Description: This course is an introduction to the materials and processes used in manufacturing
and construction. The class focuses on the study of mechanical, chemical, physical properties,
and structure of engineering materials, while investigating the methods used to process these
materials.
10. Introduction to Surveying

Description: This is an introductory class about the surveying. The focus of the course introduces
surveying equipment, determining grades, turning angles, and other applications of surveying.
In-depth study related to calculating areas, lines, and grades using levels, chains, and transits are
also covered.
11. Building Codes

Description: This course focuses on technical information covering sections of the Building
Code Standards including structural, mechanical, electrical, and plumbing building codes. In-
depth topics include zoning ordinances, role of inspections, and organizations responsible for
developing building codes.
12. Drafting Capstone Project

Description: The study of a problem in drafting using practical development, planning, and
management of the project from start to finish. This course focuses on project planning, project
design, documentation, and presentation. Other emphasis areas include the development of a
portfolio for preparation for entry into the workforce.
**These course descriptions are adopted and revised from four different sources: (ECU, 2012;
ITT, 2013; OTC, 2012; UCMO, 2012)

Table 16
Validated Course Curriculum for Bachelor Degree in Drafting
Bachelor Degree Curriculum

General Education (8 Course Electives)
Physics (Science Requirement)
Geology (Science Requirement)
World Geography (Geography Requirement)

2. Introduction to Management
Description: This introductory course looks at the function of the engineering and construction
industries. An in-depth focus on legal, ethical, business, and management practices of each
industry.
3. Problem Solving
4. Project Management
Description: This course focuses on the tools and techniques used in project management. A
study of project scopes, project risks, evaluation, controls, and the closing of projects with
project management software is the focus. Other topics may include project plans, project work
breakdown, and schedules.

leadership.
7. Communications
8. Internship
Description: On-Site job experience in an industrial or engineer job setting. Students are
evaluated by weekly logs, research reports, and company supervisors.
Core Courses
along with proper techniques in spatial thinking and hand-eye coordination.
5. Advanced CAD
Description: This is and in-depth course of computer-aided design for advanced AutoCAD users.
course.
7. Civil Drafting
Civil3D.
9. Structural Drafting
Description: This course focuses on the use of concrete, metal, and wood for the design and
construction of structural buildings. In-depth lessons include the appropriate calculations for
structural integrity, statics, and plan production.

materials.
11. Descriptive Geometry

Description: This course focuses on the principles of projection and the graphical method of
solving analytical geometry problems.
12. Geometric Dimensioning and Tolerance

Description: This course is an introduction to Geometric Dimensioning and Tolerancing based
on industry standards learned in the Introduction to Technology course. It uses measuring
equipment, problem solving, and case studies to introduce the application of GD&T concepts to
production.
13. Introduction to Engineering

Description: This course focuses on the variety of careers in engineering and technology. It
covers disciplines from civil, manufacturing, aerospace, and others, while looking at different
technologies and processes in each.
14. Project Budgeting

Description: An introduction to quantitative analysis of materials for industrial projects using
cost estimating software to assist the estimator.
15. Data Management for Drafting

Description: This course focuses on the management of computer-aided drafting files using
design software, other application software, and online media, for use in cross platform work.
The course also includes a study on methods of reproducing engineering documents.

Emphasis Area (Architecture)

1. Residential Design
Description: This is an in-depth course for the planning of residential buildings, which builds on
the knowledge from the Architectural Drafting course. The course focuses on selection of
materials, methods of construction, and the development of a plan production set.
2. Commercial Design
Description: This is an in-depth course for the planning of commercial structures, which builds
on the knowledge from the Architectural Drafting course. Knowledge of materials, methods of
construction, and development of working drawings are also studied.
3. Building Codes & Standards

developing building codes. Standards that are covered include LEED and ADA.
4. Two Electives
Description: Two elective courses from any area in drafting, construction, or management are to
be selected for the emphasis area. Courses must be approved by Department Chair.
Emphasis Area (Mechanical)

1. Industrial Technology
Description: This course focuses on the design process and principles related to an industrial
setting. It provides an in-depth study of tool and die, jigs, and fixtures, casting, welds, and other
designs for products in industry.
2. Mechanical Design
Description: An in-depth course that studies the concepts of working drawings in both detailing
and assembly. Focuses on the designing and redesigning of machines and mechanisms using
fastening devices, thread callouts, symbols, classes of fits, and the use of parts lists and revision
blocks.
3. 3D Visualization & Rapid Prototyping

Description: This course focuses on using current drafting software for the analysis of three-
dimensional parts and how these systems relate to rapid prototyping in an industrial setting.
4. Two Electives

1. Civil Design & Standards
Description: This is an advanced course in the design of civil related projects. An in-depth focus
on designing contours, land surfaces, and road alignments using standards from the Department
of Transportation, Corps of Engineers, and AASHTO Green Book.
covered.
3. Introduction to Microstation
Description: This is an introduction to the use of Microstation for the development of
Department of Transportation plans and engineering drawings.
4. Two Electives
ITT, 2013; OTC, 2012; UCMO, 2012)

An α (alpha) value of 0.05 was used in this study to establish and determine whether the
observed value is different for the expected value. With this alpha value the researcher is giving
this study a 5% chance of sampling error. This means that the researcher tested the study’s
hypothesis with a 95% confidence level that the independent and dependent variables are related.
In Table 17, the group was divided by the career area in which they serve. The number
one represents surveyors that are academic professionals and the number two represents the
surveyors that are industrial professionals. Looking at the Table 17 there were eighteen academic
professionals that took the nationwide survey. They had a mean score for the associate degree of
4.50 and a mean score for the bachelor degree of 4.39, with a standard deviation of .618 and
1.037 respectively. Also, in Table 17 there were thirty-three industrial professionals that took the
nationwide survey. They had a mean score for the associate degree of 4.24 and a mean score for
the bachelor degree of 4.15, with a standard deviation of .792 and 1.064 respectively.
Table 17
Group Statistics
career N Mean Std. Deviation Std. Error Mean
1 18 4.50 .618 .146

Associate
2 33 4.24 .792 .138
1 18 4.39 1.037 .244
Bachelor
2 33 4.15 1.064 .185
Table 18 indicates the results of the independent samples test for the group in Table 17. To
determine which row to read from, look at the large column labeled Levene’s Test for Equality
of Variances. This is a test that determines if the two conditions have about the same or different
amounts of variability between scores. Looking at the second column under this test, the Sig
value is a .175 for the associate degree; this means that the difference between the variables is
statistically insignificant and since the value is above .05 the data from row one will be used.
Looking at the column labeled Sig (2-tailed), the value listed on the first row in the associate
degree is .238. Since the value is above a .05, it can be concluded that there is no statistically
significant difference between the two groups (academics & industry) for the associate degree. It
can also be concluded that the differences between condition means are likely due to chance and
not likely due to the IV manipulation. The first hypothesis states: Ho1: There is no significant
difference on validating the Associate Curriculums between academic and industry professional.
Therefore, the first null hypothesis is not rejected and the alternate is not tenable.
Looking at the second column under the Levene’s Test for Equality of Variances, the Sig
value is a .907 for the bachelor degree, this means that the difference between the variables is
Looking at the column labeled Sig (2-tailed), the value listed on the first row in the bachelor
significant difference between the two groups (academics & industry) for the bachelor degree. It
not likely due to the IV manipulation. The second hypothesis states: Ho2: There is no significant
difference on validating the Bachelor Curriculums between academic and industry professional.
Therefore, the second null hypothesis is not rejected and the alternate is not tenable.
Table 18
In Table 19, the group was divided by years experience in their respective fields. The
number one represents surveyors that have less than five years experience and the number two
represents the surveyors that have more than five years experience. Looking at the Table 19 there
were thirteen professionals that have less than five years experience that took the nationwide
survey. They had a mean score for the associate degree of 4.62 and a mean score for the bachelor
degree of 4.46, with a standard deviation of .650 and 1.127 respectively. In addition, in Table 19
there were thirty-eight professionals with more than five years experience that took the
nationwide survey. They had a mean score for the associate degree of 4.24 and a mean score for
the bachelor degree of 4.16, with a standard deviation of .751 and 1.027 respectively.
Table 19
Group Statistics
Yrs experience N Mean Std. Deviation Std. Error Mean
1 13 4.62 .650 .180

Associate
2 38 4.24 .751 .122
1 13 4.46 1.127 .312
Bachelor
2 38 4.16 1.027 .167
Table 20 indicates the results of the independent samples test for the group in Table 19.
Looking at the second column under the Levene’s Test for Equality of Variances, the Sig value
is a .354 for the associate degree; this means that the difference between the variables is
Looking at the column labeled Sig (2-tailed), the value listed on the first row in the associate
significant difference between the two groups (less than five years & more than five years) for
the associate degree. It can also be conclude that the differences between condition means are
likely due to chance and not likely due to the IV manipulation. The third hypothesis states: Ho3:
There is no significant difference on validating the Associate Curriculums between with
experience. Therefore, the third null hypothesis is not rejected and the alternate is not tenable.
Looking at the second column under the Levene’s Test for Equality of Variances, the Sig
value is a .973 for the bachelor degree; this means that the difference between the variables is
Looking at the column labeled Sig (2-tailed), the value listed on the first row in the bachelor
significant difference between the two groups (academics & industry) for the bachelor degree. It
not likely due to the IV manipulation. The fourth hypothesis states: Ho4: There is no significant
difference on validating the Bachelor Curriculums between professional less than five years
experience and professionals with more than five years experience. Therefore, the fourth null
hypothesis is not rejected and the alternate is not tenable.
Table 20
Summary
The focus of Chapter Four included the results of the two Delphi Rounds, demographic
data of expert panel, along with the results of nationwide survey or round three.
During round one, a list of knowledge and skills necessary for entry-level drafters to be
successful in industry was developed. The knowledge and skills list developed for the associate
degree consisted of seventy-two items, and the list for the bachelor degree, consisted of ninety-
one items that the expert panel deemed necessary for entry-level drafters.
At round two, a questionnaire was developed from the analyzed data from round one,
which listed forty-five required skills and knowledge for the associate degree and fifty-eight
required skills and knowledge for the bachelor degree. The expert panel validated all skills and
knowledge for both the associate and bachelor degrees.
In round three, a curriculum was developed for both an associate and bachelor degree
from the analyzed data of round two. These curriculums were developed into a questionnaire that
was sent out nationwide to members of the American Design Drafting Association,
the Association of Technology, Management, and Applied Engineering, and other members of
industry, along with members of academia at two and four year colleges for approval. The
survey produced fifty-one responses with thirty-three industrial professionals and eighteen
academic professionals validating the two curriculums.

CHAPTER FIVE
DISCUSSION
Chapter Five provides three major sections including a summary, conclusions, and
recommendations. The first section is a summary of the purpose of the study, a statement of the
problems, and comments on the Delphi technique. The second section concludes the results and
discussion of this study. The third sectiongives recommendations for future studies related to
CAD programs.
Summary
The purpose of this research was to investigate drafting curriculums at the associate and
bachelor degree level along with competencies of skills required by CAD students to be
successful in industry, and how universities could create a curriculum that matches these skill
that are required. With computer aided design being used throughout industry, the question that
was the basis for this research study was whether institutions are preparing students with the
education that is needed to meet industry needs. This study gathered input from industry
professionals and educators about which classes create the best curriculums for producing high
quality entry-level employees. The collected information was used to provide the ideal
curriculum and to enhance drafting and design programs to better meet the needs of industry in
today’s economy.
The major method of this research study was the use of the Delphi process for gathering
data. The opinions of the expert panels of professional were collected in three different rounds by
the use of questionnaires in order to develop curriculums for both associate and bachelor level
degrees for a nationwide survey. During the pre-survey and two round Delphi process, data was
collected and tracked for the expert panel. The analysis of the survey data from the national
survey indicated that the majority of industrial and academic professionals shared the same
perception on the associate and bachelor curriculums with over ninety percent of industrial and
academic professionals indicating that they agreed with both curriculums. This was confirmed by
the Independent Sample Test, which statistically showed that there was no significant difference
between industrial professionals or academic professionals. It took roughly six months to collect
and analyze data during the pre-survey, two Delphi rounds, and nationwide survey round. Based
on the results of the Delphi study and nationwide survey, it was found that the method was
adequate for this research study. The validated curriculums can be viewed in Tables 21 and 22.
During the study, the expert panel answered questions about quality of performance and
level of knowledge of entry-level drafters, these responses can be viewed in Appendix R and
answers researcher questions one and two. Table 9 and Table 10 on page 35 thru page 38
answers research question three. These tables provide a breakdown for the knowledge and skills
needed for entry-level drafting employees. Tables 13 and 14 provide a complete breakdown of
the results of the nationwide survey and the means for each class in the respective curriculums.
The validated associate degree curriculum can be seen in Table 15, whereas the validated
bachelor degree curriculum can be seen in Table 16. The results from Tables 13, 14, 15, and 16
on page 43 thru page 53, provide the answer to research question four. During the study, it was
found that there was no significant difference on validating the associate or bachelor curriculums
between academic and industry professionals.

Table 21
Validated Course Curriculum for Associate Degree in Drafting


1. Communications
3. Problem Solving
leadership.

Core Courses
5. Advanced CAD
course.
7. Civil Drafting
Civil3D.

materials.

also covered.
11. Building Codes


ITT, 2013; OTC, 2012; UCMO, 2012)

Table 22
Validated Course Curriculum for Bachelor Degree in Drafting


industry.
3. Problem Solving

leadership.
7. Communications
8. Internship
Core Courses
5. Advanced CAD
course.
7. Civil Drafting
Civil3D.

materials.


production.






4. Two Electives

blocks.

4. Two Electives

covered.
4. Two Electives
ITT, 2013; OTC, 2012; UCMO, 2012)

Conclusions
This study provided the following conclusions that were based on the findings and results
from the Delphi technique:
1. The expert panel from academia and industry concluded and identified a basic set of
courses required by students to become successful entry level employees.
2. The proposed curriculums for both associate and bachelor level degrees were validated
by a nationwide expert panel by means of the results from nationwide survey. These
curriculums provide a solid foundation of courses and skills necessary for students to be
successful in industry.
The analysis of the survey data indicated that the majority of industrial and academic
professionals shared the same perception on the associate and bachelor curriculums. The
professionals thought the curriculums would prepare students for entry-level drafting work. Over
ninety-four percent (94%) of industrial and academic professionals indicated by selecting
somewhat agree, agree, or strongly agree for both the associate and bachelor curriculums. This
was further confirmed by the Independent Sample Test, which statistically showed that there was
no significant difference between industrial professionals or academic professionals.
Through the results of this study, two new curriculums were developed and agreed upon
by a nationwide panel. These two curriculums are for an associate and bachelor degree in
Drafting and Design. With the development of these curriculums, colleges and universities can
use them as a foundation to start Drafting and Design programs or modify the ones that they
have in place. This new knowledge will provide students with the skills and knowledge
necessary to be successful entry-level drafting employees.

The researcher believes that academic professionals should work closely with industry to
enhances and stay up-to-date with drafting curriculums. With the ever changing CAD programs
and industry standards, it is imperative to teach knowledge and skills to entry-level drafters.
There are several ways to teach this information: internships, seminars or guest speakers, and
hiring industrial professionals as adjunct faculty.
The researcher acknowledges that adjustments may need to be made to both curriculums
based on accreditation issues for each academic institution. These adjustments could be made in
the General Education courses and the Elective courses in each curriculum to accommodate for
credit hours or specific requirements for Math, Science, and English courses. The institution on a
case-by-case basis should investigate this, so the institution abides by all rule and regulation of
its accrediting body. While this was a nationwide survey, in terms of developing curriculums it
might be better to work within a state or region to accurately develop a curriculum for that areas
industry.
It is impossible to determine if the results of this study represents the entire drafting
industry, with only fifty-one professionals answering the nationwide survey. The researcher
found it disheartening at times with the number of responses, but feels that the validated
curriculums represent a good foundation to build a solid drafting program at any academic
institution.
Recommendations
Based on the findings, results and discussions found in this study, it is recommended that
post-secondary institutions look at their current curriculums and compare them to the model and
recommendations of this study, to determine if their institution is meeting the demands of

industry. It is also recommended that surveys of CAD technology and industry standards be
conducted at regular intervals, so institutions can continuously meet the demands of industry.
Recommendations for future studies are as follows:
1. This study investigated drafting and design programs at two-year and four-year colleges
and focused on professionals from academia and industry for results. A study should be
conducted with students as the participants, so information can be collected and analyzed
based on their thoughts and opinions of both associate and bachelor level drafting
degrees, so one may expand on this study.
2. A study should be conducted with professionals from industry including civil,
architectural, and mechanical, on current CAD software programs that are currently being
used in industry. This study would give insight into the current CAD program standards
required by industry for use by successful employees.

References
Abram, R., Ashley, W., Hofmann, R., & Thompson, J. W. (1983). Preparing for high
technology: CAD/CAM programs. (Research & Development Series No. 234).
Retrieved from http://www.eric.ed.gov/PDFS/ED228473.pdf
Audi, M. S. (1987). Engineering graphics in education. Engineering Design Graphics Journal,
51(2), 18-22.
Bozdoc, M. (2003). History of CAD. Retrieved from http://mbinfo.mbdesign .net /CAD-
History.htm
Chadderdon, R. A. (1992). GD&T training programs. Quality, 31(9), 55. Retrieved from
http://www.proquest.com/
Daugherty, M. K., & Carter, V. (2011). Drafting with Design in Mind. Technology &
Engineering Teacher, 70(5), 5-8
Duan, X. R. (2004). A model curriculum for computer aided design (CAD) associates degree
programs. Retrieved from http://atmae.org/jit/Articles/duan032904.pdf
Duan, X.R. (2006). The required knowledge and skill competences for CAD and design
engineering students. Retrieved from http://www.ineer.org/ Events/ ICEE2006/
papers/3095.pdf
Eastern Carolina University (2012). Undergraduate catalog 2012-13. Retrieved from
http://www.ecu.edu/cs-acad/ugcat/CoursesD.efm
Gabriel, M. (Ed.). (1998). Directory of public vocational-technical schools, colleges and
institutes in the U.S.A. (9th ed., 1998-1999). Dekalb, IL: Median Marketing Group.
References
ITT Technical Institute (2013). Course catalog 2013-2014. Retrieved from
http://www.itt-tech.edu/campus/download/122.pdf
LaVigne, B. (2004). Evaluation of North Central Technical College’s drafting and design
curriculum. Retrieved from http://minds.wisconsin.edu/handle/1793/41341?show=full
Ozark Technical Community College (2012). Drafting and design technology program
requirements. Retrieved from http://www.otc.edu/drafting/7396.php
Sekaran, U., & Bougie, R. (2009). Research methods for business: A skill building approach.
Fifth Edition. United Kingdom: John Wiley & Sons Ltd.
University of Central Missouri (2012). Undergraduate catalog 2012. Retrieved from
http://www.ucmo.edu/academics/catalogs/documents/2012UGCatalog.pdf
Waldron, K. J. (1999). Drafting a new plan for design. Mechanical Engineering, (00256501), 37-
38. Retrieved from http://search.proquest.com/docview/230150911?accountid=27655

73
APPENDIX A
Number/Course Title Brief Description
Support Courses:
1. Microcomputer Applications - Introduction to microcomputer hardware, software,
applications, and computer literacy.
2. Interpersonal Communications - Applying interpersonal communication theory for work,

family, and social relations.
3. Technical Writing - Preparing technical reports for various purposes.
Technical Core Courses:

4. Engineering Graphics - Introduction to drafting applications at proficient technician level,
including drafting tools and various drawings.
5. Descriptive Geometry - Introduction to fundamental principles in developing graphic solutions

to engineering problems.
6. CAD Fundamentals - Introduction of concepts and skills for 2D computer-aided drafting and
design.
7. Advanced CAD - Introduction to CAD advanced features and 3D modeling.
8. Manufacturing Processes - A basic survey of manufacturing process, tools, techniques, and

equipment.
9. Applied Statics - Study of applied mechanics dealing with bodies at rest.
10. Strength of Materials - Study of internal stresses, physical deformation, and mechanical
properties of materials.
Specialty Elective Courses:

Mechanical Specialty
11. Mechanical Drafting - Introduction of concepts for both detail and assembly working
drawings.
12. Tool Design - Focus on tooling, location, supports, holding devices, and clearances.
13. Mechanical Design Project - Study of machine elements and practical solutions to
mechanical design problems.
Architectural Specialty
14. Architectural Drafting - Focus on architectural drafting of commercial or residential
buildings.
74
15. Building Codes and Standards - Providing technical information and standard code.
16. Architectural CAD - Application of advanced CAD methodology and latest standards in
architectural drafting, design, and construction.
Civil Specialty
17. Civil Drafting - Study of civil drafting, design practice, and preparation in civil engineering
industry.
18. Fundamentals of Surveying - Introduction of survey concepts, equipment, and procedures.
19. Structural Drafting - Focus on detailing commercial structural members, connections and
methods of construction.
Technical Elective Courses:

20. CAD Programming - Focus on advanced features of CAD including customizing and Auto
LISP programming.
21. Geometric Dimensioning - Introduction of fundamentals and the latest ANSI standard and
tolerancing
22. Technical Standards - Introduction to latest standards and terminology in engineering and
technology.
23. Special Projects - Study of special problems, such as software, engineering topic, or a project
not covered in previous course.
24. Portfolio Development - Focus on the student’s final portfolio for graduation and job
75
APPENDIX B
GENERAL KNOWLEDGE & INTERPERSONAL SKILLS
Item No. Required Knowledge & Skills Mean Rank
1 Algebra 4.45 5
2 Analytical Geometry 4.24 7
3 Trigonometry 4.59 3
4 Calculus 3.14 10
5 Physics 3.76 9
6 Chemistry 2.97 11
7 Public Speaking 4.00 8
8 English Writing 4.38 6
9 Communication 4.62 2
10 Critical Thinking 4.48 4
11 Problem Solving 4.83 1
76
APPENDIX C
BASIC DRAFTING KNOWLEDGE & SKILLS
1 Basic Drafting 5.00 1

2 Descriptive Geometry 4.14 8
3 Technical Standards 4.41 3
4 Coordinate Systems 4.31 4
5 Multi-view Drawings 4.45 2
6 Isometric drawings 4.28 5
7 Geometric Dimensioning & Tolerance 4.14 8
8 Basic Mechanical Drafting 4.24 6
9 Basic Architectural Drafting 4.07 9
10 Basic Civil Drafting 4.17 7
77
APPENDIX D
COMPUTER KNOWLEDGE & SKILLS
1 Computer Fundamentals 4.31 3

2 Computer File Management 4.34 2
3 Word Processing 4.79 1
4 Software on Windows for PC 4.00 4
5 Spreadsheets 3.93 5
6 Basic application of Internet 3.62 6
7 Basic Programming 3.14 7
78
APPENDIX E
CAD KNOWLEDGE & SKILLS
1 Major CAD Software 4.31 2

2 CAD 2D Drawings 4.52 1
3 CAD 3D Modeling 4.31 2
4 Basic CAD LISP Programming 3.34 5
5 CAD Design Project 3.97 3
6 Customization of CAD Program 3.69 4
79
APPENDIX F
BASIC ENGINEERING ANALYSIS & TECHNICAL KNOWLEDGE & SKILLS
1 Manufacturing Processes 4.07 4

2 Statics 3.62 9
3 Materials Processing 3.69 8
4 Strength of Materials 4.07 4
5 Basic Measurement 4.62 2
6 Basic Engineering and Technology Terminology 4.66 1
7 Basic Machining 3.76 7
8 Basic Electronics 3.82 6
9 Basic Construction 4.28 3
10 Basic Surveying 4.00 5
80
APPENDIX G
SPECIAL KNOWLEDGE & SKILLS NEEDED IN THE FIELD
1 Design Applications and Practices 4.52 2

2 Special Projects in the Field 4.10 4
3 Marketing and Sales 3.07 6
4 Basic Knowledge of Laws 3.41 5
5 Troubleshooting Skills 4.31 3
6 Teamwork 4.59 1
7 Leadership Skills 4.52 2
81
APPENDIX H
Pre – Delphi Survey Questionnaire

Please Highlight, Circle, or Write a Short Answer for each of the Questions.
1. What is your current job title? (Select Main Profession)

1) Designer 2) Drafter 3) Technician 4) Architect
5) Engineer 6) Instructor 7) Assoc. Professor 8) Assistant Professor
9) Professor 10) Chair 11) Other
2. What industry do you work in? (Select Main Industry)

1) Civil 2) Mechanical 3) Architectural 4) Electrical
5) Construction 6) 2-Year College 7) 4-Year College 8) Proprietary College
9) Other
3. How long have you worked in Industry?

(1) 0 – 2 years (2) 2 – 5 years (3) 6 – 10 years (4) 10 years +
4. How long have you worked in current position?
5. What do you feel are necessary competencies for associate or bachelor level degree students to
meet industry requirements?
6. What are general skills related to industry needed for entry-level drafters with an associate or
bachelor degree?
7. What are specific skills related to drafting needed for entry-level drafters with an associate or
bachelor degree?
8. What computer-aided drafting programs does your company use? (Highlight all that apply; If
other please list)
1) AutoCAD 2) Revit 3) Inventor 4) Civil 3D
5) 3Ds Max 6) Microstation 7) Solid Works 8) Other
Other: ______________________________________________________
9. How long have you used these programs?

10. Does your company employ any associate degree drafting graduates?
1) Yes 2) No
11. Does your company employ any bachelor degree drafting graduates?
1) Yes 2) No
12. Have you supervised any associate degree drafting graduates?

1) Yes 2) No
82
13. Have you supervised any bachelor degree drafting graduates?

1) Yes 2) No
14. If you answered “Yes” to questions 10, 11, 12, or 13, are you satisfied with their work?
Explain.
15. What do you feel are necessary knowledge and skills required for entry-level drafters with an
associate degree in the future?
16. What do you feel are necessary knowledge and skills required for entry-level drafters with a
bachelor degree in the future?
17. Comparing associate degree students against bachelor degree students, which do you feel is
more prepared for industry requirements?
18. What are your suggestions to improve associate level curriculums to prepare entry-level
drafters in the future?
19. What are your suggestions to improve bachelor level curriculums to prepare entry-level
83
APPENDIX I
Date
Dear Name:
I would like to formally invite you to participate in a national research study for Drafting and
Design. The purpose of this study is to investigate drafting and design programs at educational
institutions that provide associate and bachelor degrees throughout the United States and to
gather input from industry professionals and educators about which programs offer the best
curriculums for producing high quality entry-level employees. This information is to be used to
provide the ideal curriculum and to enhance drafting and design programs to better meet the
needs of industry in today’s economy. As an expert in the drafting field, you have been selected
to become a member of the Panel of Industry Experts. All members were chosen because of their
profession and experience in the field.
This part of the study is a Pre-Survey Questionnaire, which will be used to develop the national
questionnaire in the Delphi Technique for this research. Your input is very critical to the
development of this study and based on feedback from you and other industrial experts, along
with college instructors, a National Questionnaire will be developed to determine what skills and
knowledge are necessary for students to be successful in industry. As industry professionals, I
know that time is limited for you, but the initial Pre-Survey Questionnaire should take
approximately 10 minutes of your time to complete.
The information that you provide will be kept anonymous and in no instances will your name or
your company’s name be connected to the data that you provide.
This study is a requirement for my Master’s Degree in Industrial Management and with the help
of my thesis chair Dr. Ronald Woolsey, we would like to thank you for your help in this
educational study. If you choose to accept the invitation, please open the attachment with this
email to complete the Pre-Survey Questionnaire by January 18, 2013. By completing the
questionnaire, you will be indicating your consent to participate in this research study. If you
have any questions, please feel free to call me or contact me via email.
Thank you for your time and input.
Sincerely,
Rodney Holland Dr. Ronald Woolsey

Phone (Cell): 417-274-3489 Campus: 660-543-4340
Phone (Home): 417-864-4647 Email: Woolsey@ucmo.edu
Email: REH35530@ucmo.edu
84
APPENDIX J
Round 1 Delphi Questionnaire

This research study will consist of three rounds or more if needed, this being the
first round. All information will be used for research purposes only. Your name and
company’s name will not be associated with the data and will remain anonymous and
confidential. You may enter more recommendations than the five spaces provided.
Skills and Knowledge

This part of the survey is to generate ideas as to what classes it takes for entry-level
drafters/designers to be successful in industry.
1. General Knowledge Skills & Interpersonal Skills

Examples include: Math Courses, English courses, Problem Solving, Public Speaking, etc.
Please list recommendations below for both degrees.
Associates Degree Bachelors Degree
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
2. Computer Skills
Examples include: Word Processing, Spreadsheets, Programming, etc.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
85
3. Drafting Knowledge & Basic Skills

Examples include: Basic Drafting, Isometric Drawings, Multi-view Drawings, Standards, etc.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
4. Computer Drafting Knowledge and Skills

Examples include: 2D Drawings, 3D Modeling, Software, Layer Management, etc.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
86
5. Engineering Knowledge
Examples include: Materials Processing, Machining, Surveying, Statics, Designing, etc.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. Field Skills and Knowledge

Examples include: Teamwork, Marketing, Troubleshooting, etc.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
********Thank you for your participation********

87
APPENDIX K
Date
Name
Address
City, State, Zip Code
Dear Name:
Thank you for accepting the invitation to participate in this study. The information that you
provided in the Pre-Survey Questionnaire was greatly appreciated. This information in this
Questionnaire is to be used to develop the ideal curriculum and to enhance drafting and design
programs to better meet the needs of industry in today’s economy.
This part of the study is the first round of the Questionnaire, which will be used to develop the
second round in the Delphi Technique for this research. Your input is very critical to the
with college instructors, a list of skills and knowledge will be developed that are necessary for
students to be successful in industry. As industrial professionals, I know that time is limited for
you, but this First Round Questionnaire should take approximately 15 minutes of your time to
complete.
educational study. If you choose to accept the invitation, please click on the link provided with
this email to complete the Round 1 Questionnaire by February 25, 2013. By completing the
Sincerely,

88
APPENDIX L
Date
Name
Address
Dear Name:
provided in the Pre-Survey Questionnaire was greatly appreciated. This information in this
Questionnaire is to be used to develop the ideal curriculum and to enhance drafting and design
programs to better meet the needs of industry in today’s economy.
This part of the study is the first round of the Questionnaire, which will be used to develop the
second round in the Delphi Technique for this research. Your input is very critical to the
with college professors, a list of skills and knowledge will be developed that are necessary for
students to be successful in industry. As educational professionals, I know that time is limited for
you, but this First Round Questionnaire should take approximately 15 minutes of your time to
complete.
your schools name be connected to the data that you provide.
this email to complete the Round 1 Questionnaire by February 25, 2013. By completing the
Sincerely,

89
APPENDIX M
Round 2 Delphi Questionnaire

Instructions:
Based on the feedback from you as Expert panel members, the following items were listed
as important knowledge for entry-level drafters in both associates and bachelor level
programs.
Please rate each of the skills or knowledge you deem necessary for graduates to be
successful in industry for both the associate and bachelor degree. For each item, please only
make one choice by placing an X in the appropriate box.
Agree Disagree
Associates Degree Agree Agree Agree Disagree Disagree
Skills & Interpersonal
Skills
Problem Solving
English & Writing
Algebra
Public Speaking
Critical Thinking
Geometry
Computer Skills
Keyboarding/Typing
Basic Computer Skills
Word/Word Processing
Excel/Spreadsheets
Data Management
Computer Hardware
Internet Research
Drafting Knowledge &

Basic Skills
Basic Drafting/Hand
Drafting
Orthographic Views
Isometric Views
Drafting Standards
Plan Production
International Standards
90
Rapid Visualization
3D Visualization
Metric System
Computer Drafting
2D/3D Modeling
Layer/Symbol
Management
Drawing Management
Construction Documents
AutoCAD
Inventor
Civil 3D
Microstation
Revit/BIM
Surveying
Basic Design
Construction Process
Plan Reading
Project Management
Materials
ADA Standards
Field Skills and

Knowledge
Teamwork
Project Budgeting
Time
Management/Scheduling
Problem Solving
Customer Service
Communication
Professionalism
91
Agree Disagree
Bachelor Degree Agree Agree Agree Disagree Disagree
Skills & Interpersonal
Skills
Problem Solving
English & Writing
Algebra
Public Speaking
Critical Thinking
Geometry
Business
Pre-Calculus
Trigonometry
Accounting
Computer Skills
Keyboarding/Typing
Basic Computer Skills
Word/Word Processing
Excel/Spreadsheets
Data Management
Computer Hardware
Internet Research
Drafting Knowledge &

Basic Skills
Basic Drafting/Hand
Drafting
Orthographic Views
Isometric Views
Drafting Standards
Plan Production
International Standards
Rapid Visualization
3D Visualization
Metric System
Department of
Transportation
Standards
92
Corps of Engineer
Standards
Computer Drafting
2D/3D Modeling
Layer/Symbol
Management
Drawing Management
Construction Documents
AutoCAD
Inventor
Civil 3D
Microstation
Revit/BIM
Surveying
Civil Design
Architectural Design
Structural Design
Mechanical Design
Specification Documents
Construction Process
Plan Reading
Project Management
Materials
LEED
ADA Standards
AASHTO Green Book
93
Field Skills and

Knowledge
Teamwork
Project Budgeting
Time
Management/Scheduling
Problem Solving
Customer Service
Communication
Professionalism
Site Visit Experience

94
APPENDIX N
Date
Name
Address
Dear Name:
provided in the Round 1 Questionnaire was greatly appreciated.
This part of the study is the Second Round of the Questionnaire, which you and other members
of the Expert Panel provided valuable information to help develop. I have combined the input of
the knowledge and skills that the panel provided to create the Round 2 instrument, which
contains 45 items for the Associate degree and 58 items for the Bachelor degree for your
evaluation.
this email to complete the Round 2 Questionnaire by March 22, 2013. By completing the
Sincerely,

95
APPENDIX O
National Questionnaire
Evaluation of Proposed Associate and Bachelor Curriculums in Drafting & Design
Instructions:
Based on the feedback from an Expert panel of academic and industrial professionals, the
following proposed curriculums for both an Associate and Bachelor degree in Drafting
Technology are presented for your evaluation.
Your input will remain anonymous and confidential.
Please rate each of the Courses within the curriculums along with a final rating of each
curriculum at the end of the Questionnaire with a rating from 1-5. With 1 being Strongly
Disagree and 5 being Strongly Agree.
If you are not the correct person to complete the questionnaire, please share the link with
the most appropriate individual in your organization.
Thank you for your Participation.________________________________________________

Please Indicate Your Area of Expertise
o Industrial Expert
o Academic Expert
Please Indicate How Many Years Experience You Have in Industry

o Less than 5 years
o More than 5 years
96

Courses Strongly Disagree Neutral Agree Strongly
Disagree Agree

English 1 & 2 (Written Comm. Requirement)

Communications
Introduction to Computers
Problem Solving
Organizational Dynamics
Strategies for Industry
Core Courses
Introduction to Drafting
Introduction to Technology
Rapid Visualization
Introduction to CAD
Advanced CAD
Mechanical Drafting
Civil Drafting
Architectural Drafting
Materials and Manufacturing Process
Introduction to Surveying
Building Codes
Drafting Capstone Project
97
Courses Strongly Disagree Neutral Agree Strongly

Disagree Agree
English 1 & 2 (Written Comm. Requirement)

Introduction to Computers
Introduction to Management
Problem Solving
Project Management
Strategies for Industry
Organizational Dynamics
Communications
Internship
Core Courses
Introduction to Drafting
Introduction to Technology
Rapid Visualization
Introduction to CAD
Advanced CAD
Mechanical Drafting
Civil Drafting
Architectural Drafting
Structural Drafting
Materials and Manufacturing Process
Descriptive Geometry
Geometric Dimensioning and Tolerance
Introduction to Engineering
Project Budgeting
Data Management for Drafting
Drafting Capstone Project
98

Residential Design
Commercial Design
Building Codes & Standards
Two Electives

Industrial Technology
Mechanical Design
3D Visualization & Rapid Prototyping
Two Electives

Civil Design & Standards
Introduction to Surveying
Introduction to Microstation
Two Electives
Using a five-point scale, please evaluate the above curriculums and choose only one number
for each curriculum.
1 – Strongly Disagree; 2 – Disagree; 3 – Somewhat Agree; 4 – Agree; 5 – Strongly Agree
Please indicate your choice for the Associate Curriculum
Please indicate your choice for the Bachelor Curriculum
Additional Comments:_________________________________________________

99
Appendix - Course Description
Evaluation of Proposed Associate and Bachelor Curriculums in Drafting & Design


1. Communications
3. Problem Solving
leadership.

Core Courses
100
5. Advanced CAD
course.
7. Civil Drafting
Civil3D.

materials.

also covered.
101
11. Building Codes




industry.
3. Problem Solving
102

leadership.
7. Communications
8. Internship
Core Courses
5. Advanced CAD
Description: This is and in-depth course of computer-aided design for advanced AutoCAD users.
course.
103
7. Civil Drafting
Civil3D.

materials.


production.


104




4. Two Electives

blocks.
105

4. Two Electives

covered.
4. Two Electives

106
APPENDIX P
Dear ADDA Member:
The American Design Drafting Association is providing you this letter and survey on my behalf.
If you choose to participate, please follow the link at the bottom of the page to complete the
survey.
curriculums for producing high quality entry-level employees. As an expert in the drafting field,
you have been selected to become a member of the Panel of Industry Experts. All members were
chosen because of their profession and experience in the field.
For this part of the study, an expert panel and I have developed proposed curriculums for an
associate and a bachelor degree in Drafting and Design. The curriculums are based on feedback
from three rounds of questionnaires and course catalogs from existing drafting programs.
Your input is very critical to the development of this study and based on feedback from you and
other industrial experts, along with members of academia, your consensus will help determine if
the proposed curriculums can develop the skills and knowledge that are necessary for students to
be successful in industry. As industry professionals, I know that time is limited for you, but the
Questionnaire should take approximately 10 minutes of your time to complete.
educational study. If you choose to accept the invitation, please follow the link provided below
and complete the survey by May 10, 2013. By completing the questionnaire, you will be
indicating your consent to participate in this research study. If you have any questions, please
feel free to call me or contact me via email.
https://docs.google.com/a/ucmo.edu/spreadsheet/viewform?formkey=dFdGOUxIM1Q4NXhMa
WM1cG1YeFJPelE6MQ#gid=0
Sincerely,

107
APPENDIX Q
Dear Academic Professional:
curriculums for producing high quality entry-level employees. As an expert in the drafting field,
you have been selected to become a member of the Panel of Academic Experts. All members
were chosen because of their profession and experience in the field.
For this part of the study, an expert panel and I have developed proposed curriculums for an
associate and a bachelor degree in Drafting and Design. The curriculums are based on feedback
from three rounds of questionnaires and course catalogs from existing drafting programs.
Your input is very critical to the development of this study and based on feedback from you and
other academic experts, along with members of industry, your consensus will help determine if
the proposed curriculums can develop the skills and knowledge that are necessary for students to
be successful in industry. As academic professionals, I know that time is limited for you, but the
Questionnaire should take approximately 10 minutes of your time to complete.
educational study. If you choose to accept the invitation, please follow the link provided below
and complete the survey by May 10, 2013. By completing the questionnaire, you will be
indicating your consent to participate in this research study. If you have any questions, please
feel free to call me or contact me via email.
https://docs.google.com/a/ucmo.edu/spreadsheet/viewform?formkey=dFdGOUxIM1Q4NXhMa
WM1cG1YeFJPelE6MQ#gid=0
Sincerely,

108
APPENDIX R
Pre-Survey Question 5 Expert Panel Comments
Question
What do you feel are necessary competencies for associate or bachelor level degree students to
meet industry requirements?
Comments
Generally, I assume the class work is not directly applicable to producing a Civil set of documents.
Typically, students do not understand the DOT or the Land Development industry standards for
assembling a set of plans. Students are typically poor on design related elements such as
understanding grading plans. This being said, our expectations are low for the classroom taught
skills that would be immediately useful.
Time Management, Self-Motivation, People Skills, Listening, Critical Thinking, and Problem
Solving
Creativity, graphic visualization, communication skills, basic English and math skills, social skills,
and ability to listen
Students need to know more than how to put lines on the paper. They have to know how the
ultimate plan set goes together and how a contractor will interpret what they are doing.
Experience with 2 to 4 CAD packages, Presentation Experience, Product Design Experience, and
Overview of manufacturing or engineering fields.
Communication skills such as reading, writing, etc.
All students should be able to have good teamwork skills, good communication skills, have a
passion for what they are doing, willing to continue to learn, able to work under pressure with
quick, and changing deadlines.
109
Question
What are general skills related to industry needed for entry-level drafters with an associate or
bachelor degree?
Comments
Willingness to learn how to complete a Civil set of plans and meet our companies drafting
standards so that other technicians can integrate their work elements. They must be detail
oriented and very good with numbers. They must be reliable and work quickly.
Microsoft Office Products, Windows Products, Computers, Printers, Phone, Email, and Google
- Everything is on Google.
Creativity, graphic visualization, communication skills, basic English and math skills, social
skills, and ability to listen
Civil 3D, standards, and layer management
Presentation and communication skills
Basic understanding of CAD programs such as AutoCAD and Revit
Should be very familiar with computers in relation to how to work them. Some knowledge in
troubleshooting is a plus. Should be familiar with basic programs such as Word, Excel, email,
and internet.
110
Question
What are specific skills related to drafting needed for entry-level drafters with an associate or
bachelor degree?
Comments
If they understood working with paper/model space, color based versus style based plotting, creating
a tin from survey point files, creating a finished grade tin, pipe profiles, roadway profiles, working
with cross section templates, roadway cross sections, and importing/exporting GIS data it would be a
plus. Many of these tools are in Civil 3D. We also find the need to import data from other design
programs and integrate it into AutoCAD. Auto Lisp routines are very helpful in doing some of these
conversions/imports. A good exercise would be to give students a complete set of Civil plans and ask
them to recreate it from just the survey point file.
Civil 3D, Alignments, Profiles, Reading Contours, Grading, TIN Models, and Cross Sections
CAD drafting skills, hand drafting skills, basic knowledge of the industry.
Profiles, alignment, grading, slopes, cut/fill volume calculation, and some understanding of
construction
2-4 CAD packages with experience in virtual testing
Understanding of the profession such as architecture, engineering, civil, etc.
How to come up with ideas quickly and how to communicate those ideas effectively to clients.
Should know a variety of drafting and design programs.
111
Question
If you answered "Yes" to questions 10, 11, 12, or 13, are you satisfied with their work? Explain
Comments
After the orientation period, I am very satisfied with the drafters that we have employed. They
are able to receive and put into action the instructions that we required. They are familiar
enough with the software to properly complete their tasks.
It really depends on the individual and how they do with on the job training.
Yes, the drafting graduate had an associate degree in drafting. Her interest was in Architecture
and she started as a draftsperson then moved on to a project manager.
Yes, but since I work at a college, this is still a student/professor relationship.
Associate degree students, usually lacks the talent needed to put together a set of plans. They
can put lines on aerials but need lots of training in plan production
Yes, I was satisfied with the associate degree drafter. He never made design decisions but once
he understood and learned the basics of land planning he cold draft fairly quickly and
accurately.
I feel that the majority of people in this field do not do this just to collect a paycheck. You need
to take pride in your work and be proud of the products you send out. It takes lots of personal
time to hone your skills to be proficient and accurate on a regular basis. Most of the people
coming right out of school are not expected to do 100% production, so having the necessary
skills to communicate and ask the proper questions to get the task complete is extremely
important. I feel that most people that have completed the required classes to receive a bachelor
or associates degree should be able to satisfy most if not all engineering firms looking for an
employee.
112
Question
What do you feel are necessary knowledge and skills required for entry-level drafters with and
associate degree in the future?
Comments
A basic knowledge of AutoCAD
Comprehension, English, Spell-check, Work Unsupervised, Basic knowledge of appropriate

programs, Ability to ask questions, and Willingness to learn.
CAD drafting skills, hand drafting skills, basic knowledge of the industry, familiar with green
building concepts.
How the software works
Knowledge of CADD packages (2 to 4) and general overview of engineering/manufacturing

environment.
Latest software programs.
As the industry changes, more programs will come out that firms will start implementing. The
more programs you are familiar with the better
113
Question
What do you feel are necessary knowledge and skills required for entry-level drafters with a
bachelor degree in the future?
Comments
Ability to produce a basic set of Civil drawings from an example set of plans and using the
company's AutoCAD standards.
Comprehension, English, Spell-check, Work Unsupervised, Understand appropriate programs,

Understanding of specific industry, Work ethic, Understanding of programs, Knowing multiple
programs, Ability to ask questions, Willingness to learn.
CAD drafting skills, hand drafting skills, basic knowledge of the industry, familiar with green
building concepts, familiar with the consulted disciplines associated with architecture (i.e.
structural, plumbing, HVAC concepts).
How the software works
With a bachelor, a person would enter the field as a designer not drafter. Therefore, design
experience would be necessary
Latest software programs.
Bachelor degree drafters may be relied on for more design ideas as well as drafting. Having
some classes on how to design may increase. Especially in this economy, employers will want
entry-level drafters to do more.
114
Question
Comparing associate degree students against bachelor degree students, which do you feel is
more prepared for industry requirements?
Comments
Associate level degree is adequate. Most of the training is on the job so we typically do not see
much difference in the additional two years of class work.
Bachelor Degree Students
Associate degree graduates, because they are more willing to learn and do not assume the
solutions
In my experience, bachelor degree students are way more prepared.
Bachelor degree
I cannot compare. I have never worked with any bachelor degree graduates.
I feel they are both pretty prepared for the industry and will still learn things in the specific field
of drafting they are in. Neither will know everything.
115
Question
What are your suggestions to improve associate level curriculums to prepare entry-level
Comments
Give them a better knowledge of the general process from starting with a survey point file to
what a final set of drawings look like.
As an associate’s degree recipient, I believe that more on the job training or internships should
be a requirement for both the bachelor and associate level degrees. I would also like to see the
classroom atmosphere more like a work environment, similar to contractors (teacher) and
subcontractors (student), have deadlines and different submittals during the semester/quarter.
Maybe take a quick field trip to a local engineering firm to show them what the daily life is
like. Experience is everything in the world of engineering. Try not to focus on how much
money you will start out making, maybe try and focus on what you could possibly make
(impossible but a suggestion).
More emphasis on basic English, math, and social skills
Peer reviews to see if the peer can identify what is on paper.
Some more focus on design skills
They need to focus on social skills, communication skills, etc. along with the drafting skills.
Go to firms and places that hire drafters and see what programs they use and what they would
like their drafters to know.
116
Question
What are your suggestions to improve bachelor level curriculums to prepare entry-level drafters in
the future?
Comments
Have them produce a complete set of Civil drawings for roadway, municipal and land development
projects as part of their course work. AutoCAD is just one of the tools we use. We need to integrate
many different programs. Have them fully versed on database files, coordinate system conversions
and writing auto lisp files to clean up the drawing after the line work/meta-data is inserted into
AutoCAD.
As an associate’s degree recipient, I believe that more on the job training or internships should be a
requirement for both the bachelor and associate level degrees. I would also like to see the classroom
atmosphere more like a work environment, similar to contractors (teacher) and subcontractors
(student), have deadlines and different submittals during the semester/quarter. Maybe take a quick
field trip to a local engineering firm to show them what the daily life is like. Experience is
everything in the world of engineering. Try not to focus on how much money you will start out
making, maybe try and focus on what you could possibly make (impossible but a suggestion).
More emphasis on the creative process and visualization, more orientation to customer service.
Field reviews of how it is staked, constructed, completed in the field.
Again, bachelor level will not lead to entry-level drafters but designer as part of the engineering
team.
They need to focus on social skills, communication skills, etc. along with the drafting skills.
Design studio courses so they can understand design and not just how to put a design into a
computer.
117
APPENDIX S
National Panel Additional Comments from Round Three
Number Comments
I do think that the incorporation of varying engineering technology concepts
are essential to degree planning. Also, the separation of core content for
specific career interest in a great idea, but some core ideas such as
trigonometry, physics, and introductory engineering techniques should be
1
included across all disciplines. This being due to the fact of these subjects
acting as a foundation for every phase of design. Additionally, Rapid viz hand
drawing is a great skill to have, but probably not necessary in this progressing
computer technology era.
Why do you specifically focus on AutoCAD? The most popular CAD system
in today's market is SolidWorks (for mechanical). I would assume that you
2 would want the students to have the best possible chance for success. I know
that when I hire a drafter I will not even consider someone without SolidWorks
schooling/experience. There are a lot of SolidWorks users already trained so
why should I pay to teach them?
My background: PE - 30 years experience in maintenance and operational

mechanical engineering. Teaching 14 years - mechanical drafting. Hold all
ADDA drafting certifications - Mechanical - Architectural & Civil.
General comment - your survey is looking at curriculum development. for
example - if you are having a course in computer basics - you had no mention
of networking. Most large corporations use network deployments. I look at
myself more as a CAD manager than a teacher. I spend a great deal of time
3 troubleshooting CAD vs network problems. (One of my degrees is in network
administration - without it, I would be dead in the water.) I would put more
effort into AS-BUILTS. That is where draftsmen are born. Planning - Large
scale projects - PERT. Trouble shooting - try ATS (http://www.kepner-
tregoe.com/workshops/our-workshops/analytic-trouble-shooting/) . Another
thing - drafting to meet deadlines - one of the projects that I give my students is
to draw a 9 cylinder radial engine. All parts - 4 months. Nothing like a
deadline.
Hope this helps
Should have a class on Geometric Dimensioning and Tolerancing in the

4 Associate Curriculum and an advanced GD&T as at lease an ellective in the
Bachelor Curriculum.
118
A BS in any design needs to be specific. A general design BS is not as

productive for the graduate as a more specific BS.
Example, Design.... a what? Product, Tooling, Manufacturing, civil (?),
5 building, home? and on and on.
To advance rapidly, a grad needs specific classwork, to function and contribute
in a timely manner.
Starting salaries are also related to the ability to contribute ASAP.
I would appreciate a summary of your results.
Good Luck
A Bachelor Curriculum in Drafting & Design is a crime against the student. BE

6 HONEST!! This is an attempt at the University Department to either pump up
student enrollment of make some professor’s job more secure – probably both.
It is dishonest and immoral!!
I feel more time should be dedicated to an emphasis area. I know I was

unprepared for a civil job with only one class in the area. Students should
7
choose an emphasis area and higher level classes should be used to better
prepare them for the working world.
Both curriculums look good. The only suggestions that I would have would be
on both curriculums add a class in Building construction. In many of the classes
that I teach, I find that students do not have the knowledge base in the basics of
8 Building construction - it is hard for students to be involved in Design projects
without a good knowledge base in Building Construction. Also, more emphasis
should be placed on Parametric Modeling, using Inventor, Solidworks, Revit
and others.
9 Is AutoCAD still the most relevant software to teach?
Overall the curriculum choises are excellent I do however disagree with

10 electives. I see them as useless fill material. In my opinion your college
experiance should have to do solely with the field you are going into
Over the past 5 years or so I have noticed a marked decline in the number of
newer engineers that can produce a proper drawing. Many don't know the
basics of drafting, such as the difference between first and third anglle
11 projection, the various formats of technical drawings (what is the difference
between a B and D size drawing) fundamentals of dimensioning and
tolerancing and the importance of fully defined end items. Too much emphasis
is placed on theory and not enough on practice.
119
Your plans look good and cover all the necessary areas. I believe intro to
12 Computers is not necessary if referencing this to today’s high school kids.
They are already well adapted to computer skills.
I rated assuming that the civil, mechanical, architectural and structural core
requirements are for the corresponding emphasis. Taking mechanical drafting
as part of an Architectural Drafting was one of most frustrating things I ever
13 did. Also as an Architecture student I took a US Environmental History course
that I found highly influential. Since then I've been a believer that all
architectural students needs to fully understand the full environmental impact
of architecture and hopefully make better structural and environmental
decisions. Otherwise, great curriculum, I like the streamlined focus.
14 Please if you complete the development of the curriculum for Bachelor, kindly
share with me. I will submit it for implementation in my school.
The computerization of Drafting has tremendously changed the expected

outcomes. I would suggest creating a base line curriculum that all Drafting
students take, then branch off into the area of specialization, with the options to
15 complete a mechanical, architectural or civil degree, noted as such. The student
would then have the option to obtain the other two degrees with minimal course
requirements as the majority of coursework has already been completed with
the degree. Just my two cents worth, Thanks
Note: Only Fifteen National Panel Members provided comments

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DESIGNING AND DEVELOPING ASSOCIATE AND BACHELOR DEGREE

CURRICULUMS FOR DRAFTING AND DESIGN

significant difference between industrial professionals or academic professionals. The national

by the means of the results from the Delphi technique.

ALL RIGHTS RESERVED

UNIVERSITY OF CENTRAL MISSOURI

and encouragement in the completion of my thesis.

Special thanks goes to my professors and instructors, who helped me in my pursuit of my

you will understand the importance of a quality education.

CHAPTER 1: INTRODUCTION ....................................................................................................1

Statement of Problem ..................................................................................................................3

Purpose of Study .........................................................................................................................3

Research Questions .....................................................................................................................6

Research Hypotheses ..................................................................................................................7

CHAPTER 2: REVIEW OF LITERATURE ...................................................................................8

History of CAD ...........................................................................................................................8

CAD In Early Educational Institutions .....................................................................................10

CAD In Current Post-Secondary Education .............................................................................11

Delphi Technique ......................................................................................................................14

CHAPTER 3: METHODOLOGY .................................................................................................16

Selection of Expert Panel Members ..........................................................................................18

Round One ................................................................................................................................20

Research Plan ............................................................................................................................22

Statistical Analysis ....................................................................................................................23

CHAPTER 4: RESULTS ..............................................................................................................25

Expert Panel Demographic Data ...............................................................................................26

Phase Two .................................................................................................................................31

their new weekend project (Duan, 2004).

advancing requires innovative approaches from universities and post-secondary institutions.

by conducting a nationwide investigation of curriculums and programs with industrial experts

bachelor degree programs in the U.S. (Duan, 2006).

Many educational institutions have responded to the advancement in computer aided

that is needed to meet industry needs?

Purpose of the Study

needs of industry in today’s economy.

public two and four-year colleges in the United States.

architectural, and civil areas.

and four-year colleges with at least two-year experience in teaching.

had at least five years experience in their fields.

knowledge and skills necessary for entry level drafting employees.

knowledge and skills necessary for entry level drafting employees.

3. A Delphi technique could be used to determine a consensus between academia and

4. A national questionnaire could be used to determine a consensus between academia and

1. CAD – This acronym stands for Computer-aided design or drafting. It is a term

associated with computer software programs in the architectural and engineering

drawings for use in their respective fields.

lead to a general consensus among the group” (p.183).

numerical values to the answers.

4. Curriculum – This is a term used by academia to describe a degree programs

educational and course goals.

5. Associate Degree – This is a term used by academia to describe a degree granted by

colleges after completion of two years of study.

6. Bachelor Degree - This is a term used by academia to describe a degree granted by

colleges after completion of four years of study.

1. What is industry’s perception of quality of performance between drafters with an

associate degree compared to drafters with a bachelor’s degree?

2. What is industry’s perception of the level of knowledge between drafters with an

associate degree compared to drafters with a bachelor degree?

Ho1: There is no significant difference on validating the Associate Curriculums between

academic and industry professional.

and industry professional.

Ho2: There is no significant difference on validating the Bachelor Curriculums between

academic and industry professional.