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Life a’er the Equipment Purchase Sustaining Program Improvement Through Local and Regional Collabora;on CTE Enhancement Funds and the Cross town Manufacturing Hub at Glendale CC and Mt. SAC Presented by Jan Swinton and Jemma BlakeJudd

Transcript of LifeaertheEquipmentPurchase%%€¦ · LifeaertheEquipmentPurchase%%...

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Life  a'er  the  Equipment  Purchase    Sustaining  Program  Improvement  Through  

Local  and  Regional  Collabora;on    

CTE  Enhancement  Funds  and  the  Cross  town  Manufacturing  Hub    

at    Glendale  CC  and  Mt.  SAC  

Presented  by  Jan  Swinton  and  Jemma  Blake-­‐Judd  

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u  Parts  were  limited  to  machining  2D  profiles-­‐3D  machining  is  commonplace  in  industry  

u  Controllers  were  no  longer  manufactured  or  supported.    u  Pre-­‐USB  electronics  could  not  accept  files  from  current  soOware  

The  “Pre-­‐Enhancement  Funds”  State  of    Mt.  SAC  Manufacturing  Technology  Program  Equipment  

CNC  verEcal  milling  machines  c.  1980

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Mt.  SAC’s  manual  milling  machines  limited  students  to  the  produc;on  of  simplis;c  parts.  

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Program  CollaboraEon-­‐Phase  1:  ExperEse  Sharing    

As  Enhancement  Funds  became  available,  Glendale  CC  faculty,  whose  Manufacturing  program  is  thriving,  provided  invaluable  assistance  to  Mt  SAC’s  MFG/IDE  Programs  in  mul;ple  cri;cal  areas:  u  helping  faculty  to  procure  6  HAAS  ver;cal  mill  and  lathe  machining  centers  u  guiding  faculty  in  the  purchase  of  complex  tooling  required  for  the  machines    u  consul;ng  in  upda;ng  of  CNC  curriculum  u  teaching  CNC-­‐related  courses  at  Mt  SAC  

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These  new  Haas  machines  now  allow  Mt  Sac’s  IDE/MFG  programs  to  produce  highly  complex  and  precise  parts  from  student  CAD  designs.  

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 Impact  of  Phase  One    u  The  new  equipment  has  begun  to  both  aXract  and    beXer-­‐prepare  students    

u  The  new  equipment,  along  with  the  revised  curriculum,        has  increased  program  credibility  in  industry  

u  MFG/IDE  programs  are  now  posi;oned  to  partner  with  programs  on  campus  and  with  other  colleges  in    

     dynamic,  student-­‐centered  ac;vi;es  

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     CollaboraEon-­‐Phase  2:          Inter-­‐disciplinary  Projects  at  Mt.  SAC  

Electronics  and  IDE  students  collaborated  on  a  crea;ng  a  device  that  could  turn  on/off  another  device  such  as  a  light,  radio  or  buzzer.  

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u  Students  worked  in  teams  of  2  or  3    u  Electronics  students  designed,  etched,  and  fabricated  both  the  

circuit  and  circuit  board  u  IDE  students  designed,  3D  printed,  and  fabricated  the  enclosure  

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Impact  of  Phase  Two  Students  established  and  communicated:  

u  Design  requirements  u  Loca;on/orienta;on  of  input  features  

(switch,  adjustment,  power/output  jacks)    u  Placement  of  components  for  efficient  use  

of  circuit  board  space    

 

 u  Reverse  engineering  of  exis;ng  components  to  match  CAD  

models  to  actual  parts  u  Effec;ve  aXachment  of  various  components  and  PCB  to  

enclosure    u  Limita;ons  and  constraints  of  3D  prin;ng,  PCB  fabrica;on,  and  

various  other  fabrica;on  methods  and  design  approaches  

 

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Student  teams  walked  away  with  funcEoning  devices  for  their  own  use,  including:    

u  Light-­‐beam  tripwire  for  Paintball  contests  u  Light-­‐based  radio  alarm  u  Cellphone-­‐connected  remote  sensor  

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Program  CollaboraEon-­‐Phase  3:    Cross-­‐Region  Student  CollaboraEons  

Air  Compressor  Project  

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Student  Assignment:    u  Build  3D  CAD  models  and  make  2D  “blue  prints”  of  each  part  u  Design  a  housing  based  on  design  cues  from  an  exis;ng  brand  such  as  DeWalt,  

Makita,  Bosch  u  Machine  the  mechanical  components  using  manual  &  CNC  equipment  u  3D  print  the  enclosure    u  Assemble  and  add  wiring        

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Dra'ing/  Machining  Cross-­‐Region  CollaboraEon  u  Two-­‐student  “Engineer”  teams  at  GCC  design/make  prints  of  mechanical  parts    u  “Engineers”  send  prints  to  two-­‐student  “Machinist”  teams  at  Mt.  SAC  u  Mt.  SAC  “Machinists”  fabricate  parts  (including  CNC  machining)    u  “Machinists”  send  parts  back  to  “Engineers”  at  GCC  u  GCC  “Engineers”  inspect  and  assemble  the  parts;  teams  swap  roles  &  repeat!  

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Impact  of  Phase  Three    Students  are:  

u  solving  problems  from  design,  manufacturing,  and  inspec;on  perspec;ves  

u  communica;ng  complex  ideas    

u  making  func;onal  parts  that  need  to  fit  other  parts,  rather  than  stand-­‐alone  

“theore;cal”  template  parts    

u  being  exposed  to  rou;ne  problems  and  situa;ons  that  are  usually  leO  out  of  

demonstra;on-­‐based  projects.  

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CollaboraEon  allows  us  to  sustain  the  changes  we            iniEate  with  categorical  funding.    Let’s  start  collabora;ng  now  by  suppor;ng:  u  cross-­‐region  sharing  of  faculty  exper;se  u  faculty-­‐  designed  local  collabora;ve  projects  u  faculty-­‐designed  cross-­‐region  collabora;ve  projects  

Steve James, Mt SAC Aram Ohanis, GCC


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