Tool & Die and EDM Series. Educational Resources for the
There are many educational resources available for those interested in Tool & Die and EDM (Electrical Discharge Machining) series. Here are some resources that you may find helpful:
1- Online Courses: There are many online courses available for Tool & Die and EDM. Some popular websites for online courses include Udemy, Coursera, and LinkedIn Learning. These courses cover topics such as tool design, EDM basics, and advanced EDM techniques.
2- Technical Books: There are many technical books available on Tool & Die and EDM. Some recommended books for Tool & Die include "Tool and Die Design for Beginners" by P.C. Pandey and "Fundamentals of Tool Design" by Dr. John G. Nee. For EDM, "Electrical Discharge Machining" by Dr. Rajiv Kumar Garg is a popular book.
3- Industry Associations: Industry associations such as the National Tooling and Machining Association (NTMA) and the Society of Manufacturing Engineers (SME) offer educational resources and networking opportunities for professionals in the Tool & Die and EDM industries.
4- Trade Shows: Attending trade shows and conferences such as the International Manufacturing Technology Show (IMTS) and the EDM Network Expo can provide hands-on experience with new tools and technologies, as well as networking opportunities with other professionals in the industry.
5- YouTube Channels: There are many YouTube channels that cover Tool & Die and EDM. Some popular channels include "Tooling U-SME," "EDM Network," and "EDM Precision Technologies."
Overall, there are many educational resources available for Tool & Die and EDM series. It is important to choose the resources that best fit your learning style and goals.
MASTER research indicates that individuals working as Tool and Die Makers will
preferably have received at least two years of training and education in both academic
and technical courses covering tool and die production methods and processes. This
training may have been conducted in a vocational institution or college. Our researchindicates that a minimum of two years of vocational training will prepare students with entry level skills necessary to begin work as a Tool and Die Maker
In this two year program, the students progress through a series of courses designedto both educate and train students with knowledge and skills in areas such as
manufacturing materials and methods, conventional and CNC machining, computeraided drafting and design, engineering mechanics and design, computeraided manufacturing, and tool and die design and maintenance. Students
receive a wide range of training which enables them to seek jobs in many different tool and die making areas. The Tool and Die Making Technology Program at Itawamba
Community College has been training Tool and Die Makers for many years and works closely with advisory committee members to make sure that the skills being taught are
the skills needed in industry. Students who graduate from this course of study receive
Associate of Applied Science degrees from Itawamba Community College. The Tool andDie Making Technology Department worked closely with the MASTER staff, made
every effort to assist the MASTER staff with research, and currently seek adoption of
the recommended MASTER materials for their Tool and Die Making students. The Tool and Die Making Department at Itawamba Community College is recognizedthroughout Mississippi by large and small manufacturing companies as a premier source for entrylevel technicians. Upon graduation, students are able to interpret
complex drawings, select the correct materials, and perform all necessary machiningprocesses. The curriculum has been designed to prepare students to enter the
workforce as entrylevel Tool and Die Makers. Laboratory work is emphasized withactual industrial equipment in order to prepare students for interesting, rewardingwork in a wide variety of industries. The Tool and Die Making Technology department has a practical blend of theoretical knowledge and practical application which directlycorresponds to modern uses in tool and die making.
The MASTER Competency Profile
Development of Competency Profiles at each of the MASTER sites began with visits
to representative companies for the purpose of surveying expert workers within the
industry and occupational areas under investigation. Each site began the surveyprocess by asking a subjectmatter expert in the targeted technical area, generally a
member of its faculty, to employ a modified version of the generally accepted DACUM(Developing A Curriculum) method to categorize the major skills needed to work in the
selected occupation. As source materials, the college instructors drew on their
professional knowledge and experience of current industry requirements and trends.
The initial skill standards developed by the subjectmatter experts underwent
numerous internal reviews and revisions within each site, assuming final form as a
series of structured survey and interview questions designed to elicit a simple yes or
no response.
To determine an appropriate survey sample, each site compiled a database of its
region's small and mediumsized manufacturers and searched for companies likely to
employ workers in the targeted occupational area. The resulting crossindustrysamples were sorted further to achieve a balance of technological capability andworkforce size; the sample companies within each region were then asked toparticipate in the project. Willing respondents were scheduled for interviews.
During the company interviews, the MASTER staff asked expert workers to identify
the primary duties and tasks performed by a typical worker and to consider the special
skills and knowledge, traits and attitudes, and industry trends that would have animpact on worker training, employability, and performance both now and in the future.
The interview results were analyzed to create individual profiles identifying the most
common duties and skills required of workers at each company. These individual
company Competency Profiles served two purposes. First, they showed, in a format
that could be easily understood by both industries and educators, a picture of the occupational specialty at a given company at that particular time. Second, these
individual company Competency Profiles furnished the company with a document over
which they could claim ownership. This, in effect, made them real partners in the work
of MASTER.
The MASTER Pilot Program Curriculum and Course Descriptions
After completing the Competency Profile for each occupational specialty area, eachMASTER partner reviewed its existing curriculum against the industryverified skill
standards in order to identify a suitable foundation for new pilot training programs
Because each college had to comply with the requirements of its respective college
system and appropriate state agency, the resulting pilot curricula for occupational
specialty areas tended to vary in format and academic requirements (e.g., some
programs were based on the semester system, others on the quarter system). Despite
differences in the curricula developed at the partner colleges, each of the pilot
programs was designed to achieve the following two goals mandated in the MASTERgrant proposal:
Pilot Program: "Conduct a one year pilot program with 25 or more selectedapplicants at each college or advanced technology center to evaluate laboratory
content and effectiveness, as measured by demonstrated competencies andindicators of each program area."
Student Assessment: "Identify global skills competencies of program applicants
both at point of entrance and point of exit for entrylevel and alreadyemployedtechnicians."
(Note: Not all occupational specialty areas were pilottested at all Development
Centers; however, all partner colleges conducted one or more pilot programs.)
Included on the following page is the curriculum listing for the pilot program which
was used to validate course syllabi for this occupational specialty area. The curriculumalso showsthe number of hours assigned to each of the courses (lecture, laboratory and
credit hours). Also included is a description of each of the courses.