This paper contains research and details of a work in progress on the implementation of advanced 3D modeling and precision modeling in an undergraduate curriculum. Core to the investigation is the course Digitally Enhanced Construction and Fabrication (D.E.C.A.F.) with undergraduate students at the department of architecture at California State Polytechnic University Pomona. The course tests the application of Reverse Engineering (RE) in a team configuration, Hot-Swapping (HS) and precision modeling of complex geometries with minimal programming/scripting input, taking in consideration the limited resources common to small-scale architectural practices. Reverse Engineering particularly enables students to extract assembly and detailing methods with precision, based on existing documentation. RE is conducted in teams to not only emphasize and investigate efficiency of protocols but also to observe problems in developing threads in digital modeling. Hot-Swapping identifies the principle of replacing components of a building during active design processes without altering its general appearance. As a teaching methodology, it allows not only the investigation of required modeling accuracy, but also the creation of prototypes and various versions of assembly alternatives. The engaged procedures lead to conclusions on the disadvantage of small practices and the potential of alternative educational procedures to ensure improvement in low-cost engineering and design processes. 
The current paper focuses mainly on 1) engaged procedures in Reverse Engineering, 2) the educational aspects of such an approach, 3) the advantages and disadvantages of conventional tools in a collaborative modeling exercise 4) the relevance to current discussions about Building Information Modeling (BIM).
