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The document is divided according to the four different kinds of sheets presented. The first section contains assignment sheets on 28 machine shop topics and supplementary transparencies. Included in the information presented is the title of the sheet, the unit and occupation to which it applies, the objective, reference for information, directions, and a list of questions. The second section contains sheets on related information, usually dealing with tools or procedures for their use. Twenty-five topics are covered with title, unit, occupation, objective, references, an introduction, and information specified for each sheet. Operation sheets are in section 3; seven operations are included specifying title, unit, occupation, objective, introduction, reference, and procedure for each. The final section contains job sheets for 25 tools used in machine shop. In this section, the title, unit, occupation, objective, information, specifications, materials, tools and equipment, and procedures are outlined. A cross-index is provided, keyed to the job sheets, for relating the job, assignment, operation, and information sheets to each other. (AG)

The graduate of the Cabinetmaker apprenticeship program is a certified journeyperson who will: (1)know the characteristics of wood, wood products or substitutes used in industrial woodworking; (2) be proficient with the safe use of hand tools, powered machines and equipment used in industrial woodworking; (3) read and interpret plans and specifications and prepare layouts, working drawings and cutting lists; (4) calculate material quantities; (5) detail components and fixtures according to specifications and assume responsibility for the end product; (6) relate to job situations and other trades that precede or follow; (7) know the characteristics of glues and adhesives and their accepted usage in industry; (8) perform assigned tasks in accordance with quality and production standards required in industry; (9) know techniques for assembly and installation of hardware and other component; (10) perform assigned tasks in accordance with quality and production standards required by industry; (11) Understand the fundamentals of operating a small business; and (12) Perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Cabinetmaker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.

The standards in this document are for Automotive Technology programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school automotive program. Minimally, the student will complete a three-year program to achieve all standards. Although these exit-level standards are designed for advanced programs, they are also intended to focus curriculum objectives for entry-level programs. Objectives for first- and second-year programs, for example, may include many of the performance indicators in the "approaches standard" section for each performance standard. The standards are organized as follows: Content Standards are general statements that identify major areas of knowledge, understanding and the skills students are expected to learn in key subject and career areas by the end of the program. The content standards for Automotive Technology are organized according to the eight technical areas defined by the NATEF standards. Following each content standard are a number of performance standards. Performance standards identify the more specific components of each content standard and define the expected abilities of students within each content standard. Each performance standard is supported by performance indicators. Performance indicators are very specific criteria statements for determining whether a student exceeds the standard, meets the standard, or whose performance approaches the standard. Performance indicators may also be used as learning outcomes which teachers can identify as they plan their program learning objectives. All performance indicators are taken directly from the NATEF standards and are organized into three categories according to degree of difficulty: Exceeds Standard; Meets Standard; or Approaches Standard. Any student considered successful in the completion of a particular performance standard will have successfully demonstrated all performance indicators in the "Meets" and "Approaches" sections for the performance standard. Furthermore, any knowledge and/or performance assessments should be based on the indicators in those sections. Although the safety competencies are listed under the first content standard, they must be integrated into all performance standards, especially where the student will be working with tools, machinery, and/or hazardous materials. The final section of the document shows where the performance standards and performance indicators support the state academic standards for math, science, and English. Where correlation with an academic standard exists, students in the automotive program perform learning activities that support, either directly or indirectly, achievement of one or more academic standards.

The graduate of the Lather-Interior Systems Mechanic apprenticeship program is a certified journeyperson who will be able to: (1) know the characteristics and understand the actions and interactions of Lathing and Interior Systems Mechanic materials; (2) interpret plans and specifications and layout and develop projects accordingly; (3) calculate material quantities; (4) use hand tools and powered equipment in a proper and safe manner; (5) construct various types of walls and ceilings and apply exterior and interior trim of metal and other material; (6) relate to the work of other tradespeople in the building industry; and (7) perform assigned tasks in accordance with quality and production standards required in industry. Advanced Education and Technology has prepared this course outline in partnership with the Lather-Interior Systems Mechanic Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Textbooks and Supplies List.

This publication provided the competencies and key indicators for a program that enables students to prepare for a number of occupations within the broader metalworking industry. Specializations include machinist, computer numerical control programmers, and maintenance and machine builders. Competencies and the related key indicators are presented for these 11 units: orientation to the precision machining technology industry; safety in the machining industry; measuring workpieces, drawing interpretation, and inspection; benchwork and layout; power saws; drilling machines; lathes and turning machines; milling machines; grinding machines; computer numerical control; and job planning and management. (YLB)

This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in jobs in the plastics molding industry. Agency partners involved in this project include: the Illinois State Board of Education, Illinois Community College Board, Illinois Board of Higher Education, Illinois Department of Commerce and Community Affairs, and the Illinois Department of Employment Security. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 22 tasks typically performed by individuals employed in occupations in the plastics molding cluster. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements; and (3) performance assessment criteria. The following are among the tasks for which skill standards are provided: (1) maintaining a safe working environment; (2) handling various materials used in plastics molding; (3) using specific processing techniques (adjusting machine control parameters; troubleshooting; documenting process control changes; reporting shift production problems); (4) verifying part quality; and (5) performing secondary operations. Appended are the following: a glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Manufacturing Subcouncil, and Plastics Molding Skill Standards Development Committee members; and a list of necessary workplace skills. (MN)

This package consists of a 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 as mold makers. 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 10 duties (and supporting technical workplace competencies): practice safety; apply mathematical concepts; interpret engineering drawings and control documents; recognize different manufacturing materials and processes; measure/inspect; perform conventional machining; perform advanced machining; program using CAM (computer-aided manufacturing) system; use computers; and build/repair/modify molds. 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 two-volume 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 for duties A-J. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (MN)

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 as manufacturing technicians. 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 12 duties (and supporting technical workplace competencies): practice safety; apply mathematical concepts; interpret engineering drawings and control documents; recognize different manufacturing materials and processes; measure/inspect; perform conventional machining; perform advanced machining; program using CAM (computer-aided manufacturing) system; use computers; participate in total quality and SPC (statistical process control) activities; maintain electrical devices; and maintain hydraulic/pneumatic devices. 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 two-volume 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 for duties A-L. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (MN)

This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 1-year vocational training program to prepare students for entry-level employment as machinists. 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): practice safety; apply mathematical concepts; interpret engineering drawings and control documents; recognize different manufacturing materials and processes; measure/inspect; perform conventional machining; and perform advanced machining. 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 for duties A-G. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (YLB)

This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 1-year vocational training program to prepare students for entry-level employment as laser machining technicians. 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 10 duties (and supporting technical workplace competencies): practice laser safety; apply mathematical concepts; perform measurement and inspection; troubleshoot industrial electronics and control; apply concepts of modern optics; perform computer numerical control machining; investigate industrial laser systems; perform computer-aided drafting; perform laser materials processing; and perform computer-aided manufacturing. 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 two-volume 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 for duties A-J. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (YLB)

This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 1-year vocational training program to prepare students for entry-level employment as industrial maintenance technicians. 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 19 duties (and supporting technical workplace competencies): practice safety; apply mathematical concepts; interpret engineering drawings and control documents; use measuring tools; use hand tools; operate machine tools; perform welding operations; maintain/troubleshoot equipment and systems; repair power transmission systems; fabricate/install sheet metal parts; piping operations; basic rigging; bearing maintenance; use computers; align shafts; install/align machines; maintain electrical devices; basic mechanical concepts; and fasteners and preloading. 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 two-volume 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. (YLB)

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 as instrumentation and control technicians. 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 8 duties (and supporting technical workplace competencies): practice safety; maintain control systems; maintain field instrumentation devices; organize work routines; collect and file data; participate in continuing education activities; maintain and control inventory; and troubleshoot, install, maintain, and operate motor control systems. 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 two-volume 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. (YLB)

This package consists of course syllabi, an instructor's handbook, and student laboratory manual for a 1-year vocational training program to prepare students for entry-level positions as advanced computer numerical control (CNC) and computer-assisted manufacturing (CAM) technicians.. 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 9 duties (and supporting technical workplace competencies): practice safety; apply mathematical concepts; interpret engineering drawings and control documents; recognize different manufacturing materials and processes; measure/inspect; perform conventional machining; perform advanced machining; use verification and communication systems; and program using CAM [computer-aided manufacturing] systems. 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. (MN)

This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 1-year vocational training program to prepare students for entry-level employment as automated equipment repair technicians. 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 10 duties (and supporting technical workplace competencies): apply science to solve industrial problems; use drawings to analyze and repair systems; use calibrated measuring instruments to test/calibrate components; resolve system failures with critical thinking, troubleshooting theory, and metrology; use techniques to isolate malfunctions of electrical/electronic systems; measure/isolate malfunctions of mechanical/fluid power systems; apply computer science to computer controlled industrial equipment; correct malfunctions in PLC [programmable logic controllers] controlled industrial equipment; resolve malfunctions in computer systems controlling manufacturing processes; and assemble/disassemble mechanical, electrical, electronic, and computer systems. The first volume contains the justification, documentation, and 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 includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (MN)

This document of skill standards for the machining skills cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 67 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area (summary of work to be performed); skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include the developmental process; assumptions underlying the standards; table of contents; and performance skill levels. Standards, divided into three skill levels, include: manual operations; milling; drill press and power saw operation; surface grinding; electric discharge machine; computer numerical control; turning operations; and inspection. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

This volume developed by the Machine Tool Advanced Skill Technology (MAST) program contains key administrative documents and provides additional sources for machine tool and precision manufacturing information and important points of contact in the industry. The document contains the following sections: a foreword; grant award letter; timeline for progress for the period October 1995 to September 1996; record of industrial assessment, including an industry-wide assessment of skills; dissemination/contacts for information and review, including a list of 47 industrial manufacturing associations and their addresses and a chart of Standard Industrial Classification and Dictionary of Occupational Titles codes that serve as an index to an industrial listing of industries, addresses, and telephone numbers; minutes of key meetings that provide insights into the skills standards development and curriculum update business; quarterly and annual reports of the program; and Internet applications and examples from the Internet that deal with MAST. A discussion of the partner occupational specialty assignments breaks out the primary and secondary responsibilities by center and specialty. Some practical evaluation models/tools are outlined and information on how to track industrial assessment efforts is provided. Evaluator reports are included. (YLB)

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 automated equipment technician (computer-integrated manufacturing, CIM) specialty area. It is organized in the following sections: (1) a profile of San Diego City College, the development center that produced these standards and curriculum; (2) an automated equipment technician competency profile of job duties and tasks; (3) a 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: Manufacturing Metrics and Calculations; Teamwork Skills; Print Reading and Symbology; Manufacturing Processes; Industrial Programming Theory; Industrial Electronics/Electricity; Motion Control/Servo Systems; Fluid Power Technology; Programmable Logic Controllers; Industrial Machine Technology; and Flexible Manufacturing Systems/Robotics. Components of each syllabus are as follows: lecture, lab, and credit hours; course description; prerequisites; course objectives; required course materials; method of instruction; course objectives: technical competencies; and course objectives: SCANS competencies. Appendixes contain the individual competency profiles for each company surveyed by the MAST development center and narrative of the pilot program for this occupational specialty. (YLB)

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 laser machining specialty area. It is organized in the following sections: (1) a profile of Springfield Technical Community College (Massachusetts), the development center that produced these standards and curriculum; (2) a laser machinist technician competency profile of job duties and tasks; (3) a 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: Industrial Mathematics; Fundamentals of Industrial Electronics and Controls; Computer-Aided Design; Computer Numerical Control; Modern Optics; Laser Safety; Industrial Laser Systems; Computer-Aided Manufacturing; Metrology; and Laser Materials Processing. Components of each syllabus are as follows: lecture, lab, and credit hours; course description; prerequisites; course objectives; required course materials; method of instruction; course objectives: technical competencies; and course objectives: SCANS competencies. Appendixes contain the individual competency profiles for each company surveyed by the MAST development center and narrative of the pilot program for this occupational specialty. (YLB)

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 instrumentation specialty area. It is organized in the following sections: (1) a profile of Augusta Technical Institute (Georgia), the development center that produced these standards and curriculum; (2) an instrumentation and technician competency profile of job duties and tasks; (3) a 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: College Algebra; Composition and Rhetoric I; Computer Programming Fundamentals; Engineering Graphics I; College Trigonometry; Technical Communications; Mechanics; DC Circuit Analysis; Differential Calculus; Electricity and Magnetism; AC Circuit Analysis I; Electronic Devices; Fluids, Heat, Sound, and Light; AC Circuit Analysis II; Digital Fundamentals; Electromechanical Devices; Control Systems; Microcomputer Fundamentals; Programmable Controllers; Motor Controls; Introduction to Process Control; Control Systems II; Distributed Control Systems; and Introductory Psychology. Components of each syllabus are as follows: lecture, lab, and credit hours; course description; prerequisites; course objectives; required course materials; method of instruction; course objectives: technical competencies; and course objectives: SCANS competencies. Appendixes contain the individual competency profiles for each company surveyed by the MAST development center and narrative of the pilot program for this occupational specialty. (YLB)

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 industrial maintenance technology specialty area. (An industrial maintenance mechanic uses mechanical, pneumatic, hydraulic, and electrical skills to maintain, repair, and install equipment and machinery used in industry.) This volume is organized in the following sections: (1) a profile of Augusta Technical Institute (Georgia), the development center that produced these standards and curriculum; (2) an industrial maintenance mechanic competency profile of job duties and tasks; (3) an industrial maintenance mechanic 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: Algebraic Concepts; Direct Current Circuits I; Industrial Maintenance Safety Procedures; Industrial Mechanics I; Introduction to Microcomputers; English; Alternating Current I-II, Pumps and Piping Systems; Industrial Hydraulics; Interpersonal Relations and Professional Development; Industrial Mechanics II; Industrial Pneumatics; Refrigeration Fundamentals; Metal Welding and Cutting Techniques; Lathe Operations I; and Industrial Maintenance-Mechanical Review. 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 manufacturing and advanced computer numerical control (CNC) specialty area. It is organized in the following sections: (1) a profile of San Diego City College, the development center that produced these standards and curriculum; (2) a computer-aided manufacturing and CNC technician competency profile of job duties and tasks; (3) a 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: Basic Principles of Machine Technology; Introduction to CNC and Electro-Discharge Machining (EDM); Introduction to CNC Verification and Communication; Introduction to Computer Aided Design/Manufacturing (CAD/CAM); Applications of CAD/CAM I; Introduction to CNC Controlled Vertical Machining and EDM; Application of CNC Controlled Vertical Machining and EDM; Advanced CAD/CAM; Application in Advanced CAD/CAM I; Introduction to CNC Controlled Turning; and Applications of CNC Controlled Turning. Components of each syllabus are as follows: lecture, lab, and credit hours; course description; prerequisites; course objectives; required course materials; method of instruction; course objectives: technical competencies; and course objectives: SCANS competencies. Appendixes contain the individual competency profiles for each company surveyed by the MAST development center. and narrative of the pilot program for this occupational specialty. (YLB)

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 tool and die maker specialty area. (A tool and die maker is a person who produces tools, dies, and special guiding and holding devices that are used in machine tools and to produce a variety of machined parts and products.) This volume is organized in the following sections: (1) a profile of Itawamba Community College (Mississippi), the development center that produced these standards and curriculum; (2) a tool and die maker competency profile of job duties and tasks; (3) a tool and die maker 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: Machine Tool Technology; Introduction to Die Making Procedures; Fundamentals of Drafting; Introduction to Computers; Die Design I; Die Making I; Computer Numerical Control (CNC) Operations I; Principles of Computer Assisted Design (CAD); Die Design II; Die Making II; CNC II; Die Making III; CNC III; and Special Project. 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)

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 sheet metal and composites specialty area. (A sheet metal and composites technician is a person who plans, lays out, cuts, fabricates, and joins sheet metal to produce a work piece to referenced engineering standards.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a sheet metal and composites technician competency profile of job duties and tasks; (3) a sheet metal and composites 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: Bench Work and Layout; Precision Tools and Measurements; Industrial Specifications and Safety; Introduction to Metal Working Processes; Introduction to Plastics; Survey of Welding Processes and Applications; Sheet Metal Processing I; Plastic Materials and Testing; Manufacturing Processes; Computer Assisted Design/Manufacturing (CAD/CAM) I; Sheet Metal Processing II; Composites; and Sheet Metal Structures. 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. An appendix contains industry competency profiles. (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 welding specialty area. (A welder is a person who uses arc and gas, shielded metal arc welding (SMAW), gas metal arc welding, gas tungsten arc welding, brazing, metallurgy, and print interpretation to perform welding operations necessary to produce a workpiece to required standards.) This volume 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 welder competency profile of job duties and tasks; (3) a welder 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: Basic Arc/Gas Welding I-II; Electrical Welding Circuits; Reading Welding Blueprints; Advanced SMAW and Cutting I-II; Metal Inert Gas (MIG), Tungsten Inert Gas (TIG), and Brazing I-II; Basic Welding Metallurgy; Individual Welding Problems I-II; Basic Pipe Welding I-II; and Visual Inspection of Welds. 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 manufacturing engineering technician specialty area. (A manufacturing engineering technician is a person who uses special knowledge and skills to recommend and implement solutions for specific manufacturing applications.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a manufacturing engineering technician competency profile of job duties and tasks; (3) a manufacturing engineering 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 crosswalk. Individual syllabi for the following courses are provided: Machine Tool Practices I; Drafting Principles; Machine Tool Practices II; Application Software; Engineering Materials; Safety and Accident Prevention; Basic Fluid Power; Electrical Applications; Survey of Welding Processes and Applications; Computer Numerical Control (CNC) Machine Programming; Statics; Manufacturing Processes; Introduction to Computer Drafting; Computer-Assisted Design/Manufacturing (CAD/CAM) I; Tool Design I; Strength of Materials; CAD/CAM II; Computer Integrated Manufacturing; Quality Assurance and Statistical Process Control; and Engineering Technology Project. 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. An appendix contains industry competency profiles. (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 speciality areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the mold making specialty area. (A mold maker is a high-level craftsperson who is responsible for the planning, layout, set-up, and operation of hand and machine tools to perform machining operations necessary to produce a workpiece to fine and precise engineering standards.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a mold maker competency profile of job duties and tasks; (3) a mold maker 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: Machine Tool Practices (MTP) I; Drafting Principles; MTP II; Application Software; Introduction to Plastics; Survey of Welding Processes and Applications; Safety and Accident Prevention; Engineering Materials; Computer Assisted Design/Manufacturing (CAD/CAM) I; Mold Making I; Statics; Composites; Introduction to Computer Drafting; CAD/CAM II; Mold Making II; Strength of Materials; CAD/CAM III; Mold Making III; Mold Design and Maintenance; and Engineering Technology Project. 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. An appendix contains industry competency profiles. (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 is organized in the following sections: (1) career development--information on establishing and operating career development centers that help students prepare for careers in the machining and machine tool industries; (2) career action plans--the methods and procedures for developing a career path in the industries for high school students, displaced workers, and employees who want to upgrade their skills; (3) career orientation modules--a 6-week or 180-hour self-paced introduction to the basic hand tools, practices, and equipment used in the machine tool and metal-working occupations; (4) sample internship agreement; (5) outlines of eight remediation courses (three reading, two English, and three mathematics) developed to raise students' skills and knowledge to the level necessary to succeed in college; (6) 11 general education courses (four English, three mathematics, one physics, and three psychology) to be offered in conjunction with the technical courses; and (7) MAST Remote Site and Industrial Model--guidelines for using the MAST technical curricula as a base in preparing customized training for industry customers to update the skills of current employees. Appendixes containing forms necessary to market, plan and implement, the MAST training model and sample training modules are included. (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 machinist specialty area. (A machinist is a person who is responsible for the planning, layout, set up, and operation of hand and machine tools to perform machining operations necessary to produce a workpiece to referenced engineering standards.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a machinist competency profile of job duties and tasks; (3) a machinist duty, task, and subtask outline; (4) a course curriculum outline, course descriptions, and a list of capital equipment needed; (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: Machine Tool Practices I-IV; Precision Tools and Measurements; Industrial Specifications and Safety; Survey of Welding Processes and Applications; Manufacturing Processes; Introduction to Computer Numerical Control (CNC); and Advanced CNC. 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 a pilot program narrative. (KC)