Instructors Apprenticeship for Advanced Manufacturing
Overview of IAAM Curriculum
NIMS and Quest Center has teamed up to design curriculum in which curates an advanced manufacturing instructor who is “technically, culturally, and pedagogically competent.”
- Technically Competent: Instructors will be able to confidently teach manufacturing skills as laid out in the NIMS credentials and standards while being able to implement technical skills specific for instructors.
- Manufacturing: Instructors will have the skills and knowledge to effectively teach and prepare students to successfully secure nationally-recognized industry credentials like those offered by NIMS. Examples of manufacturing technical skills and knowledge would be how to set-up, program, and operate a Computer Numerically Controlled (CNC) mill and/or lathe.
- Instructional: Instructors will have the skills and knowledge to successfully translate their manufacturing competencies into an educational setting. Examples of instructional skills and knowledge would be awareness of corresponding Learning Management Systems (LMS) and basic functions, utilization of Computer-Aided-Design (CAD) for project development, and how to employ pre-defined functions of Microsoft Office products for lesson planning and data analysis (grading, progress tracking, etc…).
- Culturally Competent: Instructors will be able to identify and value diversities in their classrooms by strategically planning lessons that reflect the cultures representative of the children they teach. They will respect the diversity within and among cultures; avoid stereotyping and overgeneralizations; use effective learner-centered and parent-centered interactive communication skills to form and maintain constructive and collaborative relationships with students and families; and incorporate students’ cultural backgrounds into daily teaching practice as a way to honor and value diversity, build cultural competencies, and enhance the classroom environment and instruction.
- Pedagogically Competent: Instructors will be able to actively engage their students to learn about manufacturing by evoking analysis and critical thinking skills to develop solutions in the content area. They show the ability to plan, initiate, and lead project-based lessons and can manage the social-emotional needs of their students.
NIMS Training Components
|Title||Description of Training|
|The Technology component will focus the multiple variances of Computer Numerical Control (CNC) machining tools. This component will establish a basic understanding of the components and capabilities of CNC machines. It will also identify the cutting tools and work holding used, and the types of applications that correlate with each machine.|
|Applications||The Applications component will expose the Instructors to practical hands-on experience operating CNC machine tools and common applications. This component will initially be observational-based in order to establish familiarity with the rational behind which machine is chosen for which job application, to familiarize the instructors with machine shop practices, and to allow them to witness parts being produced prior to them producing their own. After the initial demonstrations, the Instructors will progressively go through the operation and setup procedures for all observed applications. In this component, Instructors will be refined operations, setup, trouble-shooting processes and quality control as a validation mechanism for earning 3 Level I NIMS CNC credentials.|
|Communications||The Communications component will cover all forms of machine shop communication: Geometric Tolerance and Dimensioning principals, print interpretation, and commonly used terminology. This section will teach the Instructors how to precisely and unambiguously communicate expectations of any given application.|
|Programming||The Programming component will cover basic G-code and will expand into Computer-Aided Manufacturing (CAM) processes. This component will teach the Instructors how to plan the part manufacturing process while tying in the experience and lessons learned in the Application component.|
|Design||The Design component will show instructors how to leverage Computer-Aided-Design (CAD) software to create necessary documents, such as part prints, assemblies, set-up sheets, and work instructions.|
|Assessments||The Assessments component will walk through techniques on how the Instructors will define performance-based objectives and collect, analyze, and report the data they receive from the students. This section will show Instructors why it is important to have clear and consistent feedback mechanisms for their students. This course will cover how to create inspection and grade reports, and develop statistical analyses of student performance.|
|Capstone Project||The Capstone Project will be a real-life application project that will call upon knowledge learned from previous sections, plus require the Instructors to perform independent research. The goal of the Capstone Project is to create a complete 15 week CNC machining course based on predefined scenarios, including complete lesson plans, part prints, grading criteria, and other administrative activities like materials sourcing, equipment needs, and machine scheduling.|
Quest Center Professional Development
|Motivation Matters: How to Encourage the Discouraged Learner||This 10 session course supports teachers in developing teaching strategies and resources that capture individual student interests and strengths. Issues as to why students become discouraged and ways in which to increase their motivation will be explored. This course focuses on how to engage and encourage unmotivated students by addressing their individual academic, social, emotional, and behavioral needs. Teachers learn key processes that provide the appropriate amount of challenge, student choice, and risk-taking activities that enables students to find personal relevance and meaning in school work. Participants will develop learning goals, instructional tasks, and assessments that target the needs of a discouraged learner.|
|Restorative Practices||This 3 session Learning Series is designed to support participants in creating a positive learning environment by developing healthy and nurturing relationships with their students and, as a result, begin to lessen detentions, suspensions, and expulsions in their schools. Attendees will learn what restorative practices are and are not, as well as the historical context of restorative practices. Participants will analyze videos, articles and their own and each other’s teaching to determine why and how to integrate specific restorative practices such as reflective bell ringers, check ins/check outs, and mediation, into their teaching. Attendees will directly engage in the practices of restoration: classroom community building, talking circles, restorative conversations, peer conferences, and conflict, healing and re-entry circles. This Learning Series will support teachers and school support staff in further cultivating their classroom cultures and honing their classroom management skills.|
|Cultural Competency – Valuing Diversity||In this 3 session course, participants will learn what cultural competency and diversity means, and why it is important to develop cultural competencies and identify and value diversities in their classrooms. Attendees will begin to build the capacity for cultural self-assessment. They will learn the importance of strategically planning lessons that reflect the cultures representative of the children they teach. Participants will also learn how implicit and explicit biases play a part in a teacher’s ability to effectively teach ALL children. They will begin to develop skills that enable them to respect diversity within and among cultures; avoid stereotyping and overgeneralizations; use effective learner-centered and parent-centered interactive communication skills to form and maintain constructive and collaborative relationships with students and families; and incorporate students’ cultural backgrounds into daily teaching practice as a way to honor and value diversity, build cultural competencies, and enhance the classroom environment and instruction.|
|Creating a Trauma-Sensitive Learning Environment||This 5 session course examines how teachers can support and nurture their students’ emotional well-being before, during, and after traumatic events in order to mitigate the impact of complex childhood trauma. Many of our students have been exposed to multiple tragic events, often of an invasive, interpersonal nature. This course helps teachers learn to deal with wide-ranging, long-term impact of this exposure that often results in grief and depression, adversely affecting their students’ learning and social/emotional well-being. This course will focus on: identifying psychological and behavioral symptoms of complex childhood trauma, the role of the teacher after a traumatic event, how to develop support systems and safe spaces for students to cope with grief, teacher self-care to prevent secondary traumatic stress, and the impact school and community culture has had on celebrating life to manage grief associated with death or loss. This course will support teachers in creating a safe and supportive environment in which students feel nurtured, not only to learn, but also to express their feelings.|