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Visits to 35 industries and professional offices throughout California and interviews of 219 draftsmen and supervisors were conducted to determine: (1) the effects of automation on the needs of industry for draftsmen with general versus specialized training, and (2) the curricular revisions in vocational drafting programs in junior colleges to meet the needs of automation. A survey questionnaire was sent to 87 public junior colleges to identify: (1) the general nature of the programs, (2) which colleges were using computer assisted design and drafting for numerical control, and (3) which colleges had an established program in architecture, engineering and production. Visits were made to 20 of the most innovative colleges and 44 instructors were interviewed. The conclusions were: (1) There is very little need for skills or knowledge regarding computer-aided drafting at present, (2) Automation is not greatly influencing the needs for draftsmen, (3) Numerical control machining operations had little effect on the draftsman's work, (4) More emphasis should be made on curriculum content, and (5) Teachers of drafting should relate job descriptions to their students. A list of the participating companies and 2-year colleges is included. (GR)

Visits to 35 industries and professional offices throughout California and interviews of 219 draftsmen and supervisors were conducted to determine: (1) the effects of automation on the needs of industry for draftsmen with general versus specialized training, and (2) the curricular revisions in vocational drafting programs in junior colleges to meet the needs of automation. A survey questionnaire was sent to 87 public junior colleges to identify: (1) the general nature of the programs, (2) which colleges were using computer assisted design and drafting for numerical control, and (3) which colleges had an established program in architecture, engineering and production. Visits were made to 20 of the most innovative colleges and 44 instructors were interviewed. The conclusions were: (1) There is very little need for skills or knowledge regarding computer-aided drafting at present, (2) Automation is not greatly influencing the needs for draftsmen, (3) Numerical control machining operations had little effect on the draftsman's work, (4) More emphasis should be made on curriculum content, and (5) Teachers of drafting should relate job descriptions to their students. A list of the participating companies and 2-year colleges is included. (GR)

Visits to 35 industries and professional offices throughout California and interviews of 219 draftsmen and supervisors were conducted to determine: (1) the effects of automation on the needs of industry for draftsmen with general versus specialized training, and (2) the curricular revisions in vocational drafting programs in junior colleges to meet the needs of automation. A survey questionnaire was sent to 87 public junior colleges to identify: (1) the general nature of the programs, (2) which colleges were using computer assisted design and drafting for numerical control, and (3) which colleges had an established program in architecture, engineering and production. Visits were made to 20 of the most innovative colleges and 44 instructors were interviewed. The conclusions were: (1) There is very little need for skills or knowledge regarding computer-aided drafting at present, (2) Automation is not greatly influencing the needs for draftsmen, (3) Numerical control machining operations had little effect on the draftsman's work, (4) More emphasis should be made on curriculum content, and (5) Teachers of drafting should relate job descriptions to their students. A list of the participating companies and 2-year colleges is included. (GR)

This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 2-year vocational training program to prepare students for entry-level employment in computer-aided drafting and design in the machine tool industry. The program was developed through a modification of the DACUM (Developing a Curriculum) technique. The course syllabi volume begins with the MASTER (Machine Tool Advanced Skills Technology Educational Resources) Program Consortium competency profile with seven duties (and supporting technical workplace competencies): apply mathematical concepts; demonstrate fundamental drafting skills; plan and organize activities; prepare mechanical production drawings; assist engineering personnel; and use computer-aided drafting system. The first volume contains the justification, documentation, and course syllabi for the courses. Each syllabus contains the following: course description; prerequisites; course objectives; required course materials; methods of instruction; lecture outline; lab outline; Secretary's Commission on Achieving Necessary Skills competencies taught; and appropriate reference materials. The instructor's handbook consists of technical training modules that include some or all of the following: time required; duty; task; objective(s); instructional materials list; references; student preparation; introduction; presentation outline; practical application; evaluation; summary; and attachments, including handouts, laboratory worksheets, and self-assessment with answer key. The handbook is arranged by duty grouping, with technical modules developed for each task box on the competency profile. The student laboratory manual contains a DACUM chart and learning modules. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (KC)

162 leaves : 28 cm

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the computer-aided drafting and design specialty area. It is organized in the following sections: (1) a profile of Moraine Valley Community College (Illinois), the development center that produced these standards and curriculum; (2) a computer-aided drafting and design technician competency profile of job duties and tasks; (3) a computer-aided drafting and design technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Composition I; Introduction to Computer Graphics; Introduction to Drafting; Technical Mathematics, Introduction to Machine Tools, Mechanical Detailing, Introduction to Computer-Aided Drafting; Drafting Seminar; Three-Dimensional Modeling and Rendering; Materials of Industry; Machine Elements; Tool Drafting; Hydraulics and Pneumatics; Trigonometric Functions; Mechanics, Heat, and Sound; Machine Design; Statics and Strength of Materials; Plant Engineering Drafting; Computer Assisted Design/Manufacturing Concepts; and Speech Fundamentals. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the computer-aided drafting and design specialty area. It is organized in the following sections: (1) a profile of Moraine Valley Community College (Illinois), the development center that produced these standards and curriculum; (2) a computer-aided drafting and design technician competency profile of job duties and tasks; (3) a computer-aided drafting and design technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Composition I; Introduction to Computer Graphics; Introduction to Drafting; Technical Mathematics, Introduction to Machine Tools, Mechanical Detailing, Introduction to Computer-Aided Drafting; Drafting Seminar; Three-Dimensional Modeling and Rendering; Materials of Industry; Machine Elements; Tool Drafting; Hydraulics and Pneumatics; Trigonometric Functions; Mechanics, Heat, and Sound; Machine Design; Statics and Strength of Materials; Plant Engineering Drafting; Computer Assisted Design/Manufacturing Concepts; and Speech Fundamentals. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)

Includes index