This paper examines the benefits of introducing finite element methods in the curriculum of undergraduate courses. It looks at the structure of the CAA/CAD module and examines to what extent it fulfils its main aims and objectives. It discusses the efficiency of the modern teaching and learning techniques used as an aid for developing the necessary skills in solving engineering problems, and monitors the developing ability and confidence of the students to tackle many stress/structural analysis and design problems, which often have no clearly defined brief, data, or even solution. Project management, leadership, presentation skills and teamwork are encouraged and assessed among students. A short account is written about the behaviour of a family of joist hangers under direct loading conditions and their subsequent mode of failure. This is followed by a design optimization study and a series of tentative conclusions. A great deal of consideration was given to the development of a finite element model, simulating a component and its support system. Theoretical results were compared with those from a laboratory investigation. Satisfactory agreement was obtained between the measured vertical displacements and the calculated ones. Satisfactory, also, was the agreement between experimental and theoretical stresses in the supporting web, the flanges and the flange/web interface. The paper includes a discussion of the results and the conclusions drawn from them. Emphasis is given to the experience built up in running a module, which is considered to be essential for students wishing to pursue further studies, research, or a career in industry. Finally, the interface between the CAA/CAD module and other related modules, its usefulness and effectiveness are discussed.