The coordination of the Graphic Design courses in the first and second years of engineering, particularly in Mechanical Engineering, plays a fundamental role in ensuring a cohesive learning experience. The first-year course, common to all engineering degrees, provides students with the foundational skills necessary for technical drawing and computer-aided design (CAD). The second-year course in Mechanical Engineering builds upon these concepts, incorporating more advanced applications and industry-specific standards.

This coordination strategy is based on horizontal and vertical alignment between courses. Horizontal coordination ensures coherence between related topics within the first-year course, particularly between standardization and assembly drawings, reinforcing students' ability to represent and interpret mechanical systems. Vertical coordination connects fundamental concepts introduced in the first year with their application in the second year, ensuring that students progressively develop the necessary skills to understand and represent more complex mechanical components and assemblies.

A key aspect of this approach is the harmonization of theoretical-practical sessions and CAD-based classes across both years. The use of similar rubrics for evaluation ensures consistency in assessing students’ technical and design skills. Additionally, both courses employ a continuous assessment model, with students required to meet performance benchmarks throughout the semester. Those who do not achieve the necessary competency levels have the opportunity to demonstrate their knowledge through a final exam.

In the first year, concepts are introduced progressively, starting with basic principles and advancing to more complex topics. This learning process is complemented by a specialized drawing project, allowing students to explore graphical design relevant to their specific engineering discipline. For Mechanical Engineering students, this project serves as an introductory bridge to the graphical and design challenges they will encounter in the second year. By engaging with mechanical-specific representations early on, students develop familiarity with the conventions, components, and visualization techniques that form the basis of the second-year curriculum.

To optimize learning outcomes, theoretical-practical exercises are designed to progressively increase in complexity from the first to the second year. These exercises integrate fundamental drawing techniques with real-world mechanical design applications, reinforcing students’ ability to visualize and represent engineering components accurately. In CAD sessions, the software tools remain consistent across both years, allowing students to refine their proficiency with the same digital environment. The instructional strategies also emphasize problem-solving skills, teamwork, and project-based learning to mirror professional engineering practices.

Through this vertically and horizontally coordinated approach, students experience a structured and progressive development of their graphical communication skills. The alignment of content delivery, assessment methods, and practical applications ensures a smooth academic transition between the two courses, ultimately enhancing students' preparedness for advanced engineering challenges.

Keywords: Vertical coordination, horizontal coordination, graphic design, engineering.