Curriculum development for a CAD/CAM option in a Manufacturing Engineering Technology program

Abstract

The growth in sophistication and breadth of Computer-Aided Design and Manufacturing tools that are available today increasingly requires engineers and technologists who are specialized in their use if their full benefit is to be realized. CAD systems have over time included more and more advanced functionality. These have extended basic 3D parametric modeling, electronic drafting and surfacing tools to include a growing range of specialized Design-for-Manufacture (DFM) modeling environments and analysis tools. DFM tools for example include modules for sheet metal or injection mold design where the designer works with features that are relevant to the design domain so that the result can be manufactured accordingly. Analysis tools include the ability to model and simulate the kinematics and dynamics of mechanisms, Finite Element Analysis and Computational Fluid Dynamics. On the CAM side, sophisticated tool path generation programs are available for 5-axis machining and for tool path simulation and optimization. In addition specialized CAM modules are also available for programming multispindle and turret turning centers. Engineers and technologists must also cope with diverse and complex organizational structures for the design and production teams in which they must function which strongly impacts the management of CAD/CAM data. Consequently, their work increasingly requires the use of complex Product Data Management (PDM) systems. Finally, a CAD specialist might also be expected to be able to automate a CAD system using programming tools so as to improve design and modeling efficiency. It should be clear from the above that the skill set for an engineer or technologist capable of effectively using state-of-the-art CAD/CAM technology can be extensive. Traditional specializations can originate such a technologist from one of several disciplines the most likely being the Mechanical, Manufacturing or Drafting and Design routes. However, an argument can certainly be made for a unique and focused specialization in CAD/CAM. This paper describes efforts towards developing such a specialization. This effort has been following a two-phased approach. The first phase currently underway involves taking an existing Industrial Technology program in CAD/CAM and converting it into an ABET accredited option in Manufacturing Engineering Technology. The strategy of rolling an unaccredited program into one that is accredited has been used in the past and has proved to be effective as a nursery for growing the new option both in size and quality before it emerges as a standalone program. The curriculum developed for the new MET CAD/CAM option will be presented and experiences in doing this will be described in detail. This paper will further explore the possibilities for the second phase of this effort, a standalone curriculum for an ABET accredited CAD/CAM technology degree. The logistical and resource challenges that are likely to be encountered in rolling out this program will be discussed. © 2011 American Society for Engineering Education.