Figure 1 - uploaded by Manocher Djassemi
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Context in source publication

Context 1
... integration of software and hardware is introduced during weeks 6-10 and in parallel to hardware familiarization. During this period, students downloading the programs into the CNC machine controller, verifying the cutting toolpath on the machine's monitor, modifying the programs on site or at their computer stations, and setting up the machine for cutting operations (Fig.1 Industrial Application: All exercises and projects in IT445 are designed around material removal processes (i.e., milling, turning, and drilling) which constitute a major application area of CAD/CAM in manufacturing. ...

Citations

... In a computer-aided design/manufacturing course, Djassemi conducted a comprehensive pre-and post-survey analysis. The results indicated a notable improvement across all subject areas, with over 85% of students appraising the hands-on learning experience as either valuable or extremely valuable [5]. Similarly, Wang et al. observed parallel outcomes in their study on engineering technology students engaged in hands-on robotics activities. ...
... CAD-CAM skills take place in the actions such as modeling prismatic parts and rotational parts or creating assemblies [6,4]. Activities include software familiarization (e.g., CAD and CAM programming), hardware familiarization (e.g., CNC machines or 3D printers), and integration of the aforementioned technologies [22]. Core CAD-CAM skills identified by Jerz et al. include 1) "Develop the ability to use computer-aided design (CAD) software and create part models, assemblies, and drawing." ...
... In addition, students can benefit by having access to audio-visual demonstrations that best demonstrate best-practices [6]. Djassemi describes an approach to a CAD-CAM course focused on hands-on experience with integrated product design and its situation for manufacturing and rapid prototyping [22]. ...
Conference Paper
In the face of ever-growing advancements in information and manufacturing technology, the future of work will demand cross-disciplinary skills. In such a future, individuals will need to continually acquire a breadth of skills and knowledge that goes beyond any one discipline. At present, our education system follows a siloed model whereby students develop expertise within a given discipline but lack the contextual knowledge needed to integrate skills across different disciplines. In preparing students for the future of work, it is thus necessary that our pedagogical model provides opportunities for students to engage in and develop breadth or horizontal learning. ‘Making through Micro-Manufacturing’ (M3) is a production paradigm that couples the concerns of Making with production engineering, achieving the low-volume production (hence the term ‘micro’) of personalized artifacts. M3 can serve as a driver for STEM learning through it’s framework for supporting horizontal learning experiences for students. In this NSF Innovative Technology Experiences for Students and Teachers (ITEST) funded work, we report on a class within a career and technology education (CTE) sequence that uses M3 as a structure to effectively engage high-school students with a low-volume production scenario focusing on a end-consumer product (instructional science kits for local elementary schools). The class charges a M3 student group with the manufacturing of instructional science kits for elementary schools, which integrates basic electronics and digital fabrication to produce the kits at scale. Through the class, we seek to understand how students develop personally-defined depth and breadth of skills across the Making and production aligned disciplines that form the foundation of the students’ practices in the CTE class.