THE IMPACT OF COMPUTER AIDED DRAFTING TECHNOLOGY

ON INDUSTRIAL EDUCATION CURRICULUM

IN BRITISH COLUMBIA SECONDARY SCHOOLS

by

JOHN HOWARD SAVAGE

B . S c , U n i v e r s i t y o f B r i t i s h Columbia, 1973

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS

in

THE FACULTY OF GRADUATE STUDIES

Department of E d u c a t i o n

We a c c e p t t h i s t h e s i s as conforming

to the r e q u i r e d standard

THE UNIVERSITY OF BRITISH COLUMBIA

© John Howard Savage, 1985

In presenting t h i s thesis i n p a r t i a l f u l f i l m e n t of the
requirements for an advanced degree at the University
of B r i t i s h Columbia, I agree that the Library s h a l l make
i t f r e e l y available for reference and study. I further
agree that permission for extensive copying of t h i s thesis
for scholarly purposes may be granted by the head of my
department or by h i s or her representatives. It i s
understood that copying or publication of t h i s thesis
for f i n a n c i a l gain s h a l l not be allowed without my written
permission.

Department of ///^usrtZ/AL &DucA77&/J ( /-7A-r?//£c,e^*€

The University of B r i t i s h Columbia

1956 Main M a l l
Vancouver, Canada
V6T 1Y3

Date /4 , /?;rs
 (il )

ABSTRACT

THE IMPACT OF COMPUTER AIDED DRAFTING TECHNOLOGY ON INDUSTRIAL EDUCATION

CURRICULUM IN BRITISH COLUMBIA SECONDARY SCHOOLS

SAVAGE, JOHN HOWARD, M.A.

UNIVERSITY OF BRITISH COLUMBIA, 1985

STATEMENT OF THE PROBLEM

The purpose o f t h i s study was to i d e n t i f y the p r e r e q u i s i t e s k i l l s most

appropriate to t r a i n i n g and/or employment i n computer a i d e d drafting...

S p e c i f i c o b j e c t i v e s o f the study were concerned with:

1. The p r e v a l e n c e o f CAD i n s p e c i f i c industries.

2. The r e l a t i o n s h i p between the s i z e and/or type o f CAD system and the

training r e q u i r e d to operate i t .

3. The background and t r a i n i n g of individuals o p e r a t i n g CAD systems.

A. The p r e f e r e n c e s o f employers as t o the e d u c a t i o n o f t h e i r CAD o p e r a t o r s .

5. The p r e f e r e n c e s o f CAD t r a i n i n g i n s t i t u t i o n s as t o the e d u c a t i o n o f

CAD t r a i n i n g candidates.

6. The methods by which i n d i v i d u a l s i n i n d u s t r y r e c e i v e d CAD training.

7. The methods o f CAD t r a i n i n g p r e f e r r e d by employers.

8. The importance o f c e r t a i n skills r e l a t i v e t o CAD employment o r

training.

9. The importance o f c e r t a i n secondary school drafting curriculum items

r e l a t i v e to CAD t r a i n i n g o r employment.

10. The i d e n t i f i c a t i o n o f secondary s c h o o l c u r r i c u l u m areas to be

m o d i f i e d to s u i t the needs o f i n d u s t r y and CAD t r a i n i n g institutions.

 ( iii )

PROCEDURES

The survey q u e s t i o n n a i r e method was used to o b t a i n data f o r t h i s study.

Two p a r a l l e l , c l o s e d - f o r m q u e s t i o n n a i r e s were developed from a review o f

r e l a t e d l i t e r a t u r e and an a n a l y s i s o f c u r r e n t d r a f t i n g standards and t e c h n i q u e s .

One q u e s t i o n n a i r e was s e n t to a l l t r a i n i n g i n s t i t u t i o n s i n B r i t i s h Columbia

o f f e r i n g courses i n CAD. The o t h e r q u e s t i o n n a i r e was s e n t t o s i x t y - f i v e

b u s i n e s s e s i n B r i t i s h Columbia i d e n t i f i e d as u s e r s o f CAD technology.

The responses were a n a l y s e d t o p r o v i d e i n f o r m a t i o n on the impact of

CAD technology on secondary school curriculum. The importance of p a r t i c u l a r

items was determined through c a l c u l a t i o n o f mean p r i o r i t y o r r a n k i n g levels.

FINDINGS'

The b u s i n e s s e s surveyed were p r i m a r i l y i n v o l v e d i n m e c h a n i c a l and

e l e c t r o n i c s d r a f t i n g f o l l o w e d by s t r u c t u r a l , a r c h i t e c t u r a l , and c a r t o g r a p h i c .

T r a i n i n g i n s t i t u t i o n s were concerned w i t h a r c h i t e c t u r a l and c i v i l drafting

f o l l o w e d by m e c h a n i c a l and s t r u c t u r a l . Data i n d i c a t e d t h a t CAD was b e i n g

used i n a l l areas o f d r a f t i n g .

CAD system d e s c r i p t i o n s i n d i c a t e d t h a t a l a r g e number of b u s i n e s s e s and

t r a i n i n g i n s t i t u t i o n s were u s i n g p e r s o n a l computer based CAD systems t h a t

were l e s s expensive and e a s i e r t o o p e r a t e than l a r g e r mainframe o r d e d i c a t e d

systems.

E d u c a t i o n a l i n s t i t u t i o n s i n d i c a t e d t h a t the m a j o r i t y o f t h e i r CAD

t r a i n i n g c a n d i d a t e s were upgrading themselves and t h a t they p r e f e r r e d

c a n d i d a t e s w i t h a good d r a f t i n g background. Businesses i n d i c a t e d t h a t most

of t h e i r CAD o p e r a t o r s were d r a f t s p e r s o n s r e t r a i n e d f o r CAD. Few CAD

o p e r a t o r s had r e c e i v e d f o r m a l CAD t r a i n i n g a l t h o u g h employers i n d i c a t e d a

h i r i n g p r e f e r e n c e f o r d r a f t s p e r s o n s w i t h f o r m a l t r a i n i n g i n CAD.
 ( :iy )

Both b u s i n e s s e s and t r a i n i n g i n s t i t u t i o n s i n v o l v e d w i t h CAD considered

manual d r a f t i n g s k i l l s and good problem s o l v i n g a b i l i t y t o be the most

important p r e r e q u i s i t e s f o r CAD t r a i n i n g or employment. With r e s p e c t to

specific drafting s k i l l s , t h e r e was concensus on the importance of individual

items. Dimensioning to CSA standards was c o n s i d e r e d most important f o l l o w e d

by the t h r e e d i m e n s i o n a l r e p r e s e n t a t i o n s t y p i f i e d i n sketching, p i c t o r i a l ,

drawing, a u x i l i a r y views, and developments.

Both surveys i n d i c a t e d t h a t c u r r i c u l a r change to r e f l e c t the changing

technology was n e c e s s a r y and s h o u l d i n c l u d e the i n t r o d u c t i o n •£>£ computer

a i d e d d r a f t i n g a t the secondary l e v e l as w e l l as more d r a f t i n g course time

and more emphasis on c o m p u t a t i o n a l and communication skills.

CONCLUSIONS

1. D r a f t i n g , e s p e c i a l l y computer a i d e d d r a f t i n g , s h o u l d be approached

as a n e c e s s a r y s k i l l f o r a wide v a r i e t y o f o c c u p a t i o n s and not as

a vocation i n i t s e l f . T h i s would r e q u i r e a c o n s c i o u s e f f o r t t o open

secondary s c h o o l d r a f t i n g programs to a l l s t u d e n t s , not j u s t those

in i n d u s t r i a l programs.

2. D r a f t i n g e d u c a t o r s s h o u l d a c q u a i n t themselves w i t h the changing

technology of d r a f t i n g i n c l u d i n g c o n t a c t w i t h p o s t secondary training

i n s t i t u t i o n s and r e p r e s e n t a t i v e i n d u s t r y .

3. Secondary s c h o o l d r a f t i n g programs s h o u l d i n t r o d u c e s t u d e n t s to

computer a i d e d d r a f t i n g .

4. More emphasis s h o u l d be p l a c e d on dimensioning to CSA standards and

on areas of d r a f t i n g t h a t i n v o l v e v i e w i n g an o b j e c t i n t h r e e dimensions.

5. Secondary s c h o o l c u r r i c u l u m should be m o d i f i e d to i n c l u d e more d r a f t i n g

time and p l a c e more emphasis on computational and communication skills.

 (w ) ; i - - ;

TABLE OF CONTENTS

Chapter Page

1 INTRODUCTION 1

Background to the Problem 1

Purpose o f the Study 3
S i g n i f i c a n c e of the Study 4
Assumptions 5
Delimitations 6
D e f i n i t i o n of Terms 6
Method of P r o c e d u r e ; . . . 8
Summary 8
S t r u c t u r e o f Study 8

2. REVIEW OF RELATED LITERAUTRE 10

C u r r i c u l u m Development 10
R e l a t e d Research i n I n d u s t r i a l E d u c a t i o n 17
P e r i o d i c a l L i t e r a t u r e of I n t e r e s t 26
Summary 29

3. METHODS & PROCEDURES 31

C o n s t r u c t i o n o f the Q u e s t i o n n a i r e 31
S e l e c t i o n of the Sample P o p u l a t i o n s 32
Procedure 33
Treatment of Data 34

4 PRESENTATION OF FINDINGS 35

Survey Response 35
Areas of CAD Use 36
CAD System D e s c r i p t i o n 38
CAD System Ease o f O p e r a t i o n 38
CAD System C o s t s 40
CAD T r a i n i n g C a n d i d a t e s 40
CAD O p e r a t o r Background 42
CAD O p e r a t o r T r a i n i n g 42
B u s i n e s s H i r i n g P r e f e r e n c e s f o r CAD O p e r a t i o n s 42
C a n d i d a t e P r e f e r e n c e o f CAD T r a i n i n g I n s t i t u t i o n s . . . . 45
CAD T r a i n i n g Methods P r e f e r r e d by E d u c a t i o n a l
Institutions 45
Importance Ranking of S e l e c t e d Manual, C o g n i t i v e ,
Industrial Skills . . . . 45
 (vi )

T a b l e o f Contents (cont'd)

Chapter Page

4 (cont'd)

Secondary S c h o o l C u r r i c u l a r Change o r Emphasis

I d e n t i f i e d as Being B e n e f i c i a l t o Student CAD
T r a i n i n g o r Employment 52
Purpose o f Study Reviewed 54

5 SUMMARY, CONCLUSIONS & RECOMMENDATIONS 56

Conclusions 58
Recommendations 58
Areas f o r F r u t h e r Study 60

BIBLIOGRAPHY 61

APPENDIX "A" - Cover L e t t e r s 68

APPENDIX "B" - CAD T r a i n i n g S k i l l . Survey . 71

APPENDIX "C" - CAD O p e r a t o r S k i l l Survey 76

APPENDIX "D" - CAD System D e s c r i p t i o n s 81

APPENDIX "E" - S e l e c t e d Comments from Q u e s t i o n n a i r e s . . . 84

APPENDIX "F" - I n s t i t u t i o n s : i n ^ B r i t i s h Columbia

O f f e r i n g CAD T r a i n i n g 87

APPENDIX "G" - I n d u s t r i e s U s i n g Computer A i d e d

Drafting 89

BIOGRAPHICAL INFORMATION 94
 (vii )

LIST OF FIGURES

Figure Page

1 Survey Response Rate 37

2 Areas o f CAD Use 37

3 CAD System D e s c r i p t i o n 39

4 CAD System Ease o f O p e r a t i o n 39

5 CAD System Cost A p p r o x i m a t i o n s 41

6 CAD T r a i n i n g Candidate Background 41

7 CAD O p e r a t o r Background 43

8 CAD Operator T r a i n i n g 43

8a H i r i n g P r e f e r e n c e s of B u s i n e s s e s U s i n g CAD 44

8b Candidate P r e f e r e n c e s o f CAD Training Institutions . . . . 44

9 CAD T r a i n i n g P r e f e r e n c e s of E d u c a t i o n a l Institutions . . . 46

10 Importance Ranking o f S e l e c t e d Manual S k i l l s R e l a t i v e

To CAD T r a i n i n g o r Employment.. . . 46

11 Importance Ranking o f S e l e c t e d C o g n i t i v e S k i l l s
R e l a t i v e to CAD T r a i n i n g or Employment 48

12 Importance Ranking o f S e l e c t e d I n d u s t r i a l S k i l l s
R e l a t i v e to CAD T r a i n i n g or Employment 48

13 Importance Ranking o f S e l e c t e d D r a f t i n g S k i l l s Taught

i n B.C. Secondary Schools i n R e l a t i o n to CAD T r a i n i n g
or Employment. ., . .51-

14 Secondary S c h o o l C u r r i c u l a r Change o r Emphasis

I d e n t i f i e d as Being B e n e f i c i a l to Student CAD
T r a i n i n g or Employment .-53.
 (viii )

ACKNOWLEDGEMENTS

I would l i k e t o express my a p p r e c i a t i o n f o r t h e a d v i c e and guidance

o f f e r e d by my F a c u l t y A d v i s o r , Professor R. LeDuc, and thanks a l s o to

P r o f e s s o r W. Logan and Dr. J . G a s k e l l , t h e other members o f t h e t h e s i s

committee, f o r t h e i r a s s i s t a n c e i n d e v e l o p i n g this study.

I a l s o w i s h t o thank Mr. D. O g i l v i e and Mr. D. Nowoselski f o r their

a s s i s t a n c e w i t h computer programs and word p r o c e s s i n g . To.Mr. L. Robinson,

my s i n c e r e a p p r e c i a t i o n f o r h i s e f f o r t s on my b e h a l f and t o Ms. J . Lowe my

thanks f o r h e r e x c e l l e n t t y p i n g skills.

My s p e c i a l thanks to my w i f e , Karen, whose c o o p e r a t i o n and encouragement

made t h i s work p o s s i b l e .
 - 1 -

CHAPTER ONE

INTRODUCTION

Background t o the Problem:

Since the e a r l y 1970's, governments of many i n d u s t r i a l i z e d n a t i o n s ,

r e c o g n i z i n g t h e b e n e f i t s o f computer a i d e d d e s i g n and manufacturing to

t h e i r economies, have promoted i t s a d o p t i o n by both s t a t e and p r i v a t e

enterprise. The automated f a c t o r y , made p o s s i b l e by advances i n m i c r o c h i p

technology, has become more a v a i l a b l e a t i n c r e a s i n g l y l e s s c o s t t o a g r e a t e r

number and wider v a r i e t y o f b u s i n e s s e s . M i l l i o n s o f d o l l a r s have been spent

i n Europe, the U n i t e d Kingdom, Japan, and t h e U n i t e d S t a t e s to encourage the

development and a d o p t i o n o f t h i s technology by i n d u s t r y , c r e a t i n g a c o i n c i d e n t

i n c r e a s e i n the demand f o r t e c h n i c a l e x p e r t i s e . The development o f r e q u i r e d

t r a i n i n g and e d u c a t i o n f o r t h i s technology has been l e f t t o the CAD/CAM

vendors, u n i v e r s i t i e s , t e c h n i c a l i n s t i t u t e s , and t r a d e s c h o o l s w i t h little

or no a s s i s t a n c e from government. As a r e s u l t , e d u c a t i o n and t r a i n i n g f o r

CAD/CAM have become a p r i o r i t y i n these c o u n t r i e s .

The Canadian government, r e c o g n i z i n g t h e need f o r e x p e r t i s e i n these

a r e a s , has encouraged p r o v i n c i a l e d u c a t i o n a l i n s t i t u t i o n s t o develop

a p p r o p r i a t e t r a i n i n g programs through i t s S k i l l s Growth Fund and o t h e r

programs. I n B r i t i s h Columbia, t h e r e a r e s i x t e e n i n s t i t u t i o n s p r e s e n t l y

o f f e r i n g a v a r i e t y o f h i g h technology o r i e n t e d courses. Most o f these

i n s t i t u t i o n s have been a s s i s t e d through f e d e r a l and p r o v i n c i a l g r a n t s t o

develop courses i n computer a i d e d d e s i g n , d r a f t i n g , and manufacturing

through t h e purchase and i n s t a l l a t i o n o f CAD systems.

 _..2 -

The most p o p u l a r h i g h technology programs, and the ones t h a t promise

the most o p p o r t u n i t y f o r employment i n B r i t i s h Columbia, are those t h a t

o f f e r computer a i d e d d r a f t i n g . In most cases, t h i s t r a i n i n g i s o f f e r e d

as a p a r t of a d r a f t i n g technology, e n g i n e e r i n g , or s i m i l a r program,

although t h e r e i s c o n s i d e r a b l e demand f o r o f f e r i n g s of computer a i d e d

d r a f t i n g as an upgrade course f o r e n g i n e e r s , a r c h i t e c t s , designers,

draftsmen, and o t h e r p r o f e s s i o n a l s .

There appears to be l i t t l e d i s t i n c t i o n between computer a i d e d design

and computer a i d e d d r a f t i n g and i t should be noted t h a t most institutions

a r e o f f e r i n g computer a i d e d d r a f t i n g a l o n g w i t h t h e i r r e g u l a r courses i n

design. As the e x i s t i n g technology becomes more i n t e g r a t e d , more systems

w i l l become a v a i l a b l e t h a t i n c o r p o r a t e the d e s i g n parameters and manufactur-

i n g c o n t r o l w i t h the d r a f t i n g s o f t w a r e . For the purpose of t h i s study,

d e s i g n was c o n s i d e r e d to be concerned with engineering a n a l y s i s rather

than the a c t of c o n c e p t u a l i z i n g .

At the secondary s c h o o l l e v e l , educators e x p e r i e n c e what can be

d e s c r i b e d as a " t r i c k l e - d o w n e f f e c t " w i t h r e g a r d to h i g h technology

i n n o v a t i o n and s i m i l a r advances. The computer e d u c a t i o n a v a i l a b l e a t the

u n i v e r s i t y l e v e l i n the e a r l y 1960's has, i n twenty y e a r s , t r i c k l e d down

to the secondary school l e v e l . Word p r o c e s s i n g , which was once a v a i l a b l e

o n l y a t c o l l e g e s and t r a d e s c h o o l s , i s now being taught a t the grade seven

l e v e l i n some B r i t i s h Columbia s c h o o l d i s t r i c t s . The same analogy may

apply to the computer a i d e d d r a f t i n g technology. I f t h i s technology i s to

t r i c k l e down i n t o the secondary s c h o o l s , as i t appears to be doing, a

r e v i s i o n of p r e s e n t d r a f t i n g c u r r i c u l u m becomes i n c r e a s i n g l y important.

Even without adopting t h i s technology a t the secondary level, skills

 - 3 -

p r e s e n t l y b e i n g taught s h o u l d be examined as to t h e i r s u i t a b i l i t y f o r

the t e c h n o l o g y of the workplace or f u r t h e r t r a i n i n g . Manual d r a f t i n g ,

as a v o c a t i o n , i s r a p i d l y d i s a p p e a r i n g , but the need f o r a p p r o p r i a t e

drafting s k i l l s may be more important now, f o r an i n c r e a s i n g number of

o c c u p a t i o n s , than ever b e f o r e .

T h i s study w i l l examine two s,tagescof i n f l u e n c e on c u r r i c u l u m . The

first a r e a i s t h a t of r e c o g n i t i o n of changes i n technology and incorp-

o r a t i n g them i n t o the c u r r i c u l u m . As H i l d e b r a n d (1974) s t a t e s ,

"... i f i n d u s t r i a l a r t s d r a f t i n g programs are to remain e f f e c t i v e

and c u r r e n t , i t i s e s s e n t i a l t h a t the I n d u s t r i a l A r t s educator
s c r u t i n i z e and i n c o r p o r a t e new p r a c t i s e s and i n n o v a t i o n s of i n d u s t r y
i n t o the d r a f t i n g programs." (p. 1)

The second s t a g e : i s i n t r o s p e c t i v e : to examine the p r e s e n t c u r r i c u l u m to

determine which areas are most important w i t h r e s p e c t to the requirements

of i n d u s t r y and p o s t secondary e d u c a t i o n . Hildebrand also supports this,

asking,

"What have these changes meant f o r the d r a f t i n g educator? They

have i n d i c a t e d a need f o r c a r e f u l a n a l y s i s of course content i n an
attempt to s e l e c t those elements most r e l e v a n t i n l i g h t of c u r r e n t
i n d u s t r i a l needs." (p. 4)

F u r t h e r support i s o f f e r e d by Case (1971),

"... i t i s n e c e s s a r y f o r i n d u s t r i a l e d u c a t o r s to keep a b r e a s t of the

r a p i d advancements i n the f i e l d of t e c h n o l o g y . Not o n l y must they
be c o g n i z a n t o f the changes t a k i n g p l a c e i n i n d u s t r y , they must a l s o
f i n d means of implementing these t e c h n o l o g i c a l changes to update
the c u r r i c u l a . " (p. 1)

Purpose o f the Study:

The purpose of t h i s study i s to i d e n t i f y , through a survey o f

i n d u s t r i e s and e d u c a t i o n a l i n s t i t u t i o n s , the p r e r e q u i s i t e s k i l l s most

a p p r o p r i a t e t o t r a i n i n g and/or employment i n computer a i d e d d r a f t i n g .

 - 4 -

Specific o b j e c t i v e s of the study a r e :

1. To determine the p r e v a l e n c e of CAD in specific industries.

2. To determine i f any r e l a t i o n s h i p exists between the s i z e and/or

type of CAD system and the t r a i n i n g r e q u i r e d to o p e r a t e i t .

3. To examine the background and t r a i n i n g o f those individuals

p r e s e n t l y o p e r a t i n g CAD systems.

4. To determine i f employers have any p r e f e r e n c e s as to the

e d u c a t i o n a l background of f u t u r e CAD o p e r a t o r s .

5. To determine i f CAD training i n s t i t u t i o n s have any p r e f e r e n c e s

as to the e d u c a t i o n a l background of the i n d i v i d u a l s they t e a c h .

6. To determine the predominant methods by which i n d i v i d u a l s in

i n d u s t r y r e c e i v e d t h e i r CAD training.

7. To determine which method of CAD training i s p r e f e r r e d by

employers.

8. To determine the importance of c e r t a i n psychomotor, cognitive,

and i n d u s t r i a l s k i l l s r e l a t i v e to CAD employment or training.

9. To determine the importance of p r e s e n t secondary s c h o o l drafting

c u r r i c u l u m items r e l a t i v e to CAD employment or training.

10. To i d e n t i f y areas of secondary s c h o o l c u r r i c u l u m requiring

m o d i f i c a t i o n to s u i t the p e r c e i v e d needs o f i n d u s t r y and CAD

training institutions.

Significance of the Study:

Post secondary t r a i n i n g i n s t i t u t i o n s and r e p r e s e n t a t i v e industries

were asked f o r i n f o r m a t i o n c o n c e r n i n g the o p e r a t i o n of t h e i r CAD systems

and the r e l a t i v e importance o f c e r t a i n skills and c u r r i c u l u m items to

further training or employment i n computer a i d e d d r a f t i n g . The findings

 - 5 -

w i l l enable an informed r e v i s i o n of p r e s e n t c u r r i c u l u m i n d r a f t i n g and a

v a r i e t y of r e l a t e d s u b j e c t s . I t w i l l a l s o a l l o w e d u c a t o r s to b e t t e r i n f o r m

s t u d e n t s about s p e c i f i c requirements f o r CAD r e l a t e d o c c u p a t i o n s and w i l l h e l p

to s t r e n g t h e n the r e l a t i o n s h i p between i n d u s t r y and e d u c a t i o n a l i n s t i t u t i o n s

in British Columbia.

Assumptions:

The r e s u l t s o f t h i s study a r e based on the assumption that c e r t a i n factors

would not have a s i g n i f i c a n t e f f e c t on the v a l i d i t y of the i n f o r m a t i o n gathered.

Specifically, these assumptions are:

1. That the i n d u s t r i e s sampled were r e p r e s e n t a t i v e o f those industries

i n B r i t i s h Columbia t h a t employ CAD personnel.

2. That the e d u c a t i o n a l i n s t i t u t i o n s sampled were r e p r e s e n t a t i v e of

those B r i t i s h Columbia institutions offering training i n CAD.

3. That the survey p a r t i c i p a n t s were honest, competent, and informed

in their responses.

4. That the survey i n s t r u m e n t s d i d c o l l e c t the i n f o r m a t i o n f o r which

they were i n t e n d e d .

5. That the r e s e a r c h e r would be unbiased and a c c u r a t e i n M s reporting.

The study a l s o assumed the f o l l o w i n g conditions:

1. That the i n f o r m a t i o n gathered would be o f a s s i s t a n c e i n r e v i s i n g

c u r r i c u l u m i n B r i t i s h Columbia secondary s c h o o l s .

2. That CAD technology i s a s i g n i f i c a n t f a c t o r i n d e t e r m i n i n g c u r r i c u l u m .

3. That c u r r i c u l u m change i n t h i s c o n t e x t would be b e n e f i c i a l to s t u d e n t s ,

e d u c a t i o n , and i n d u s t r y .

4. That informed o p i n i o n would be a u s e f u l measure o r i n d i c a t o r of the

prerequisite s k i l l s for CAD.

 - 6 -

Delimitations:

The f o l l o w i n g l i m i t a t i o n s were a p p l i e d to t h i s study:

1. The survey o f CAD o p e r a t o r s was l i m i t e d to those i n d u s t r i e s i n

B r i t i s h Columbia t h a t u t i l i z e computer a i d e d d r a f t i n g systems.

C o m p i l a t i o n of the sample was done through the a s s i s t a n c e of the

B r i t i s h Columbia I n n o v a t i o n s O f f i c e , the D r a f t i n g Technology

Department a t C a r i b o o C o l l e g e , and Technology West Magazine.

2. The survey o f CAD t r a i n i n g i n s t i t u t i o n s was l i m i t e d t o those

i n s t i t u t i o n s i n B r i t i s h Columbia t h a t o f f e r e d computer a i d e d

d r a f t i n g as a course i n i t s e l f or as a p a r t o f the t r a i n i n g f o r

a r e l a t e d d i s c i p l i n e and ;that were a c t i v e l y i n s t r u c t i n g students

i n CAD.

3. The survey q u e s t i o n n a i r e s were m a i l e d i n A p r i l , 1985 and i n f o r m -

a t i o n gathered over a two month p e r i o d . R e s u l t s a r e r e l a t i v e to

conditions present during t h i s time.

4. Q u e s t i o n n a i r e s t h a t were n o t r e t u r n e d w i t h i n the e s t a b l i s h e d time

frame of the study were n o t i n c l u d e d .

D e f i n i t i o n o f Terms:

Computer A i d e d D r a f t i n g (CAD) — d r a f t i n g done w i t h the a i d o f a

computer where e n t r y of data i s made p r i m a r i l y through g r a p h i c c o n s t r u c t i o n

a t the t e r m i n a l and output i s made through an e l e c t r o n i c plotter.

Computer Aided Design — f o r t h i s study, d e s i g n done w i t h the a i d of

••: computer where e n t r y o f d a t a enables an a n a l y s i s of s p e c i f i c design

parameters.

Computer A i d e d M a n u f a c t u r i n g (CAM) — computer c o n t r o l o f an i n t e g r a t e d

machining p r o c e s s , u s u a l l y v i a a CAD t e r m i n a l .
 - 7 -

Computer I n t e g r a t e d M a n u f a c t u r i n g (CIM) — complete c o n t r o l o f the

e n g i n e e r i n g , d e s i g n , and m a n u f a c t u r i n g p r o c e s s through a computer terminal.

Course — o r g a n i z e d s u b j e c t matter i n which i n s t r u c t i o n i s o f f e r e d

w i t h i n a f i x e d time p e r i o d and f o r which c r e d i t toward g r a d u a t i o n o r

c e r t i f i c a t i o n i s usually given.

Computer — any machine capable o f a c c e p t i n g i n f o r m a t i o n , p e r f o r m i n g

n u m e r i c a l and l o g i c a l m a n i p u l a t i o n s and d i s p l a y i n g the r e s u l t s .

Curriculum — the planned composite e f f o r t o f any s c h o o l to guide p u p i l

l e a r n i n g toward predetermined l e a r n i n g outcomes.

Hardware — the m e c h a n i c a l , magnetic, e l e c t r i c a l , and e l e c t r o n i c d e v i c e s

from which a computer i s c o n s t r u c t e d .

HVAC — acronym f o r h e a t i n g , v e n t i l a t i n g , and a i r c o n d i t i o n i n g .

Industry — f o r t h i s study, any b u s i n e s s employing p e r s o n n e l to operate

CAD systems. The combination o f o r g a n i z a t i o n s and f a c i l i t i e s that, through

the e f f e c t i v e c o o r d i n a t i o n of c a p i t a l , management, and l a b o u r , produces

goods to meet the needs and d e s i r e s o f s o c i e t y .

I n d u s t r i a l Education — f o r t h i s study, e d u c a t i o n r e l a t i n g to the methods,

p r o c e s s e s , and m a t e r i a l s o f i n d u s t r y .

Professional — f o r t h i s study, a p e r s o n w i t h p o s t - s e c o n d a r y e d u c a t i o n i n

an a p p l i e d discipline.

Software — computer programs and c o l l e c t i o n s t h e r e o f , i n c l u d i n g c o m p i l e r s

and assemblers which can be used t o generate o t h e r programs.

Technology — i n d u s t r i a l s c i e n c e ; the s c i e n c e o r s y s t e m a t i c knowledge o f

the i n d u s t r i a l a r t s , e s p e c i a l l y as a p p l i e d to m a n u f a c t u r i n g .

Vocational Education — e d u c a t i o n r e l a t i n g t o the a c q u i s i t i o n o f s p e c i f i c

s k i l l s f o r an o c c u p a t i o n .
 - 8 -

Method o f Procedure:

The f o l l o w i n g procedure was used t o conduct this study:

1. S i x t y - f i v e firms u t i l i z i n g CAD systems i n B r i t i s h Columbia and

f i f t e e n educational i n s t i t u t i o n s offering t r a i n i n g i n computer

a i d e d d r a f t i n g i n B r i t i s h Columbia were s e l e c t e d f o r the survey

sample p o p u l a t i o n s .

2. Two p a r a l l e l , m o d i f i e d , c l o s e d - f o r m q u e s t i o n n a i r e s were m a i l e d with

a cover l e t t e r and a stamped r e t u r n envelope to the s e l e c t e d f i r m s

and institutions.

3. The r e s u l t s from the r e t u r n e d q u e s t i o n n a i r e s were compiled and

graphed t o permit analysis.

4. Conclusions and recommendations c o n c e r n i n g c u r r i c u l a r r e v i s i o n were

made a c c o r d i n g to the r e s u l t s o f the survey.

Summary:

The use o f computer a i d e d d r a f t i n g and d e s i g n technology i n industry

is s t e a d i l y i n c r e a s i n g i n B r i t i s h Columbia. As a r e s u l t , d r a f t i n g personnel

a r e being r e p l a c e d by CAD t e c h n o l o g i s t s and o t h e r p r o f e s s i o n a l s w i t h CAD

skills. Post secondary e d u c a t i o n a l i n s t i t u t i o n s have been encouraged t o

p r o v i d e the n e c e s s a r y CAD s k i l l s but secondary s c h o o l c u r r i c u l u m has remained

unchanged. T h i s study was designed t o i d e n t i f y secondary school curriculum

items t h a t s h o u l d be changed o r adopted t o meet the needs o f CAD training

i n s t i t u t i o n s and employers. -

S t r u c t u r e o f Study:

The b a l a n c e of the study i s d i v i d e d i n t o f o u r more c h a p t e r s plus

B i b l i o g r a p h y and Appendices. Chapter Two, f o l l o w i n g , p r e s e n t s a review o f

 - 9 -

the l i t e r a t u r e d e a l i n g w i t h c u r r i c u l u m development i n I n d u s t r i a l Education,

c u r r e n t r e s e a r c h and r e s e a r c h methods i n I n d u s t r i a l E d u c a t i o n , and periodical

l i t e r a t u r e of i n t e r e s t . Chapter Three d i s c u s s e s the methods and procedures

used i n the study. The f i n d i n g s of the study are p r e s e n t e d i n Chapter Four

and i n c l u d e bar graphs of the survey data. Chapter F i v e summarizes the study

and p r e s e n t s s p e c i f i c c o n c l u s i o n s and recommendations. The Appendices

i n c l u d e cover l e t t e r s , q u e s t i o n n a i r e s , d i r e c t o r i e s of CAD training institutions

and f i r m s u s i n g CAD, and s e l e c t e d comments and CAD system d e s c r i p t i o n s from

returned questionnaires.
 - 10 -

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The review of the l i t e r a t u r e i s d i v i d e d i n t o t h r e e a r e a s . The first

of these i s concerned w i t h c u r r i c u l u m development and the relationship

between i n d u s t r y and education. The second area i s concerned with recent

r e s e a r c h and r e s e a r c h methods i n i n d u s t r i a l e d u c a t i o n , p a r t i c u l a r l y i n

the f i e l d s of d r a f t i n g , computer g r a p h i c s , and r e l a t e d t o p i c s . The third

a r e a c o n c e n t r a t e s on t e c h n i c a l l i t e r a t u r e , j o u r n a l s , and p e r i o d i c a l s having

to do w i t h computer a i d e d d r a f t i n g and s i m i l a r t e c h n o l o g i c a l i n n o v a t i o n s ,

e s p e c i a l l y i n r e l a t i o n to e d u c a t i o n .

C u r r i c u l u m Development:

Every c u r r i c u l u m r e s e a r c h e r seems to have a d i f f e r e n t concept or

d e f i n i t i o n of c u r r i c u l u m to the e x t e n t t h a t E i s n e r (1975) suggests that

c o n s i s t e n c y i n c u r r i c u l u m development t h e o r y would be a major accomplish-

ment. For the purposes of t h i s study, a number of c u r r e n t t h e o r i e s and

i n f l u e n c e s were reviewed w i t h the i n t e n t i o n of p r o v i d i n g a workable

t h e o r e t i c a l and p r a c t i c a l framework f o r c u r r i c u l a r r e v i s i o n i n I n d u s t r i a l

Education.

Stenhouse (1975) o f f e r s t h r e e c u r r e n t d e f i n i t i o n s f o r c u r r i c u l u m ,

" C u r r i c u l u m i s ' a l l the planned e x p e r i e n c e s p r o v i d e d by the s c h o o l

to a s s i s t the p u p i l s i n a t t a i n i n g the d e s i g n a t e d l e a r n i n g outcomes to
the b e s t of t h e i r a b i l i t i e s . " (Neagley and Evans 1967, 2);
1

" C u r r i c u l u m i s the planned composite e f f o r t of any s c h o o l to guide

p u p i l l e a r n i n g toward predetermined l e a r n i n g outcomes." (Inlow 1966, 7);

" I n view of the shortcomings of the c u r r e n t l y popular d e f i n i t i o n ,

it i s here s t i p u l a t e d t h a t c u r r i c u l u m i s a s t r u c t u r e d s e r i e s of
 - 11 -

i n t e n d e d l e a r n i n g outcomes. C u r r i c u l u m p r e s c r i b e s (or at l e a s t
anticipates) the r e s u l t s of i n s t r u c t i o n . " (Johnson 1967, 130).

He then o f f e r s h i s own t e n t a t i v e d e f i n i t i o n of curriculum,

"A c u r r i c u l u m i s an attempt to communicate the e s s e n t i a l p r i n c i p l e s

and f e a t u r e s of an e d u c a t i o n a l p r o p o s a l i n such a form t h a t i t i s open
to c r i t i c a l s c r u t i n y and capable of e f f e c t i v e t r a n s l a t i o n i n t o p r a c t i s e . "
(p. 4)

Expanding on t h i s , he adds,

"A c u r r i c u l u m i s the means by which the e x p e r i e n c e of a t t e m p t i n g

to put an e d u c a t i o n a l p r o p o s a l i n t o p r a c t i s e i s made p u b l i c l y a v a i l a b l e .
I t i n v o l v e s both content and method, and i n i t s w i d e s t a p p l i c a t i o n
takes account of the problem of implementation i n the i n s t i t u t i o n s of
the e d u c a t i o n a l system." (p. 5)

Hickling (1979) focuses on those who define curriculum as a p l a n ,

"For a d e s c r i p t i o n of what c u r r i c u l u m i s , we t u r n to Young (1977),

who d e f i n e s c u r r i c u l u m as "... a p l a n o u t l i n i n g the o b j e c t i v e s and
c o n t e n t of a s u b j e c t which i s a v a i l a b l e to l e a r n e r s i n s c h o o l . " (p. 8)
R e s n i c k (1975) s t a t e s t h a t "... a c u r r i c u l u m can be thought of as a
s e r i e s of a c t i v i t i e s e x p l i c i t l y designed to change the knowledge and
competence of those who engage i n i t . " (p. 36) And Heasley 1974) views
c u r r i c u l u m as "... a p l a n of e x p e r i e n c e s designed by and f o r e d u c a t o r s
to n u r t u r e v a r i o u s a s p e c t s of the t o t a l development of c h i l d r e n . " (p. 44)

A l l of these d e f i n i t i o n s are somewhat c i r c u l a r , s i m i l a r to the o l d

adage t h a t c u r r i c u l u m i s "what i s taught". This w r i t e r f e e l s that a definition

of c u r r i c u l u m should also i n d i c a t e that curriculum i s always i n f l u e n c e d by

an e x t e r n a l c u l t u r e to the b e n e f i t of t h a t c u l t u r e . Bowles and G i n t i s (1976)

suggest t h a t such a r e l a t i o n s h i p e x i s t s i n western s o c i e t y .

"We have been a b l e to show more than a correspondence between the

s o c i a l r e l a t i o n s of p r o d u c t i o n and the s o c i a l r e l a t i o n s of e d u c a t i o n
at a p a r t i c u l a r moment. We have shown t h a t changes i n the s t r u c t u r e
of e d u c a t i o n are a s s o c i a t e d h i s t o r i c a l l y w i t h changes i n the s o c i a l
o r g a n i z a t i o n of p r o d u c t i o n . The f a c t t h a t changes i n the s t r u c t u r e
of p r o d u c t i o n have p a r a l l e l changes i n s c h o o l i n g e s t a b l i s h e s a s t r o n g
prima f a c i e case f o r the c a u s a l importance of economic s t r u c t u r e as a
major determinant of e d u c a t i o n a l s t r u c t u r e . " (p. 224)

I t i s t h i s e x t e r n a l i n f l u e n c e t h a t develops or changes curriculum.

 - 12 -

C u r r i c u l u m w i l l c o n t i n u o u s l y e v o l v e to r e f l e c t the c u l t u r e of the s o c i e t y

that i t serves. Ralph T y l e r (1978) a l s o a l l u d e s to t h i s , stating,

"As s o c i e t y demands more of our s c h o o l s we must be more i n v e n t i v e

i n d e v i s i n g f e a s i b l e programs — based, as Rubin i n d i c a t e s , on r a t i o n a l
p o l i c i e s — t h a t w i l l meet the new c o n d i t i o n s . "

"... a t t a c k s e r i o u s e d u c a t i o n a l problems t h r o u g h t f u l l y [ s i c ] , system-

a t i c a l l y , and p e r s i s t e n t l y , u s i n g more e f f e c t i v e l y the a v a i l a b l e
resources. T h i s i s an e v o l u t i o n a r y p r o c e s s l i k e those i n the p a s t
t h a t have made our s c h o o l s r e s p o n s i v e to c o n t i n u i n g s o c i a l change."
(p. 186-7)

As our s o c i e t y becomes more t e c h n o l o g i c a l , t h e r e i s a tendency f o r

c u r r i c u l u m to become more h u m a n i s t i c i n response to the a s s o c i a t e d s o c i o - -

l o g i c a l problems, but the demand f o r r e l e v a n c e i n e d u c a t i o n intensifies.

P e t e r s o n and Park (1975) sense the p o s s i b l e l o s s of h u m a n i s t i c values depending

on how e d u c a t i o n r e a c t s to t h i s pressure.

"Career e d u c a t i o n , the most expansive human r e s o u r c e s development

program the government has ever proposed, c o u l d , depending on the v a l u e
systems which i t espouses, be the near f i n a l step i n s u b o r d i n a t i n g the
e d u c a t i o n system to the p r o d u c t i o n system. I t i s p o s s i b l e that h i s t o r i a n s
of the f u t u r e w i l l l o o k upon our time as another Dark Age, t h i s time
b l a n k e t e d by i n d u s t r y r a t h e r than the church.

There a r e , however, a l t e r n a t i v e s . I t i s almost i n e v i t a b l e t h a t ,

as systems grow, t h e i r boundaries b e g i n to o v e r l a p and they merge i n t o
supersystems. T h i s i s not n e c e s s a r i l y bad. The growing i n t e r c h a n g e
between e d u c a t i o n and the other s e c t o r s of s o c i e t y i s p o t e n t i a l l y
beneficial. The q u e s t i o n i s , can e d u c a t i o n e n t e r i n t o c o l l a b o r a t i v e
e f f o r t s — y e t p r e s e r v e h u m a n i s t i c v a l u e s and g o a l s ? " (P. 283)

The s h i f t away from c l a s s i c a l e d u c a t i o n i n Western c i v i l i z a t i o n probably

began i n the 17th Centure but the i n c l u s i o n of i n d u s t r i a l c u r r i c u l a o n l y

began i n the mid-1800's. It i s interesting to note t h a t the l a s t major

change of g r e a t s i g n i f i c a n c e a t the secondary l e v e l was the a d d i t i o n of

v o c a t i o n a l e d u c a t i o n at t h i s time. T h i s was i n d i r e c t response to i n c r e a s i n g

i n d u s t r i a l i z a t i o n and the need f o r a competent w o r k f o r c e . Wirth (1966)

e x p l a i n g the s i t u a t i o n a t the t u r n of the century,

 - 13 -

1
. . . new courses of a t e c h n i c a l nature were demanded as the
i n c r e a s i n g l y complex technology and l a r g e r b u r e a u c r a t i c i n s t i t u t i o n s
r e q u i r e d new l e v e l s of s k i l l t h a t c o u l d not be a c q u i r e d i n c i d e n t a l l y
on the j o b . " (p. 204)

John Dewey (1938) e x p l a i n s the l a c k of r e l e v a n c y of t r a d i t i o n a l education,

stating,

"The n o t i o n t h a t some s u b j e c t s and methods and t h a t acquaintance

w i t h c e r t a i n f a c t s and t r u t h s possess e d u c a t i o n a l v a l u e i n and of
themselves i s the reason why t r a d i t i o n a l e d u c a t i o n reduced the m a t e r i a l
of e d u c a t i o n so l a r g e l y to a d i e t of p r e d i g e s t e d m a t e r i a l s . " (p. 46)

Dewey looked upon t r a d i t i o n a l e d u c a t i o n as being ' c u l t u r a l ' and he thought

t h a t v o c a t i o n a l e d u c a t i o n , i f approached i n a h u m a n i s t i c , liberal way,

c o u l d engender a much broader understanding of t h a t c u l t u r e . Wirth (1966)

explains,

"Dewey used the term s e m i v o c a t i o n a l to i n d i c a t e t h a t no p r e t e n s i o n s

would be made to t u r n out expert t e c h n i c i a n s . The h i g h s c h o o l should
p r e s e n t s t u d i e s t h a t would permit the e x p l o r a t i o n of i n t e r e s t s and
c a p a c i t i e s to youth who approached i t as merely an avenue to work.
A range of v o c a t i o n a l e x p e r i e n c e s should b e . p r o v i d e d . In a d d i t i o n ,
every s t u d e n t , r e g a r d l e s s of h i s j o b o r i e n t a t i o n , should be w e l l
grounded i n n o n - v o c a t i o n a l s u b j e c t m a t t e r . An i n t e l l e c t u a l adjustment
to the p o l i t i c a l , economic, r e l i g i o u s , c u l t u r a l , and s o c i a l a s p e c t s
of l i f e a l s o had to be made. The s p e c i a l i z a t i o n and complexity of
modern i n d u s t r y made i t ever more d i f f i c u l t f o r men to see t h e i r work
i n terms of the s o c i a l whole. The g o a l he p r o j e c t e d was an e d u c a t i o n
t h a t would equip s t u d e n t s to emerge from the s c h o o l s w i t h a broad
u n d e r s t a n d i n g of the n a t u r e of i n d u s t r y and technology, a r e s p e c t f o r
the d i g n i t y of work, and an awareness of the s o c i a l i m p l i c a t i o n s of
change. They would have some i n s i g h t s i n t o the n a t u r e of the economic
system, and of the r o l e s of management and l a b o u r u n i o n s . " (p. 230)

Today, the e x t e r n a l c u l t u r e t h a t so p r o f o u n d l y a f f e c t s our e d u c a t i o n a l g o a l s

is changing a t an ever i n c r e a s i n g r a t e such t h a t e d u c a t o r s are f a c e d w i t h

preparing students f o r occupations t h a t may not even e x i s t y e t . To

accomplish t h i s they must s t a y a b r e a s t of changes i n t h e i r s u b j e c t matter,

keeping the c u r r i c u l u m r e l e v a n t and p r o v i d i n g as broad an i n f o r m a t i o n base

as p o s s i b l e f o r t h e i r s t u d e n t s . Trump and M i l l e r (1977) i n a paper on the

 - 14 -

f u t u r e of I n d u s t r i a l A r t s c l a i m t h a t ,

"... the dominant o b j e c t i v e of I n d u s t r i a l A r t s should be t h a t of

p r o v i d i n g an understanding of American i n d u s t r y and an awareness of
i t s changing technology. Programs u s i n g t h i s as the b a s i c o b j e c t i v e
a r e i d e n t i f i e d w i t h a technology approach. In i t s s i m p l e s t form t h i s
approach r e d e f i n e s the o l d approach of 'a degree of s k i l l ' as an
u n d e r s t a n d i n g of the n e c e s s i t y f o r s k i l l f u l use of t o o l s r a t h e r than
s k i l l i n the use of t o o l s . " (p. 84)

These views a r e not new i n the f i e l d of c u r r i c u l u m development. Bruner

(1960) i n The Process of E d u c a t i o n proposes t h a t ,

"... the c u r r i c u l u m of a s u b j e c t should be determined by the most

fundamental u n d e r s t a n d i n g t h a t can be achieved of the u n d e r l y i n g
p r i n c i p l e s t h a t g i v e s t r u c t u r e to the s u b j e c t . Teaching s p e c i f i c
t o p i c s or s k i l l s without making c l e a r t h e i r c o n t e x t i n the broader
fundamental s t r u c t u r e of a f i e l d of knowledge i s uneconomical i n
s e v e r a l deep senses." (p. 30)

Perhaps Bruner i s r e i t e r a t i n g some of Whitehead's Aims of E d u c a t i o n (1929),

"The r e s u l t of t e a c h i n g s m a l l p a r t s of a l a r g e number of s u b j e c t s
i s the p a s s i v e r e c e p t i o n of d i s c o n n e c t e d i d e a s , not i l l u m i n e d w i t h
any spark of v i t a l i t y . ' L e t the main i d e a s which a r e i n t r o d u c e d i n t o
a c h i l d ' s e d u c a t i o n be few and important, and be thrown i n t o every
combination p o s s i b l e . " (p. 2)

One of the probelms of implementation r e l a t i v e to t e c h n o l o g i c a l l y

imposed c u r r i c u l a r change ( a p p r o p r i a t e to I n d u s t r i a l E d u c a t i o n ) i s d i s c u s s e d

by Stenhouse (1975).

" I t seems to be f a i r and h e l p f u l to d e s c r i b e as r e f e r e n c e groups those

groups o u t s i d e the s c h o o l which c r e a t e and c u r a t e knowledge and s k i l l s and
values. Reference i s indeed made to them as sources o f s t a n d a r d s . . . "
"... t h e r e i s an i m p l i c a t i o n t h a t i n the p r e s s u r e of s c h o o l s i t u a t i o n s
t e a c h e r s may develop w i t h i n the e d u c a t i o n a l p r o c e s s c u l t u r e s which, to
a g r e a t e r or l e s s e r degree, l o s e touch w i t h the r e f e r e n c e group c u l t u r e s
they are meant to r e p r e s e n t to the p u p i l s . " (p. 13)

These comments may be e s p e c i a l l y a p p l i c a b l e to the secondary school

s i t u a t i o n which can be so r e s i s t a n t to change. There i s v e r y little

incentive for teachers, e s p e c i a l l y I n d u s t r i a l Education teachers, to update

t h e i r programs o r t h e i r t e a c h i n g methods and y e t i t i s so important for

 - 15 -

them t o do so. Even a t the t u r n o f the c e n t u r y , C a r l t o n (1908) s t a t e d ,

"Both i n d u s t r y and the s t u d e n t s a r e i n j u r e d by the i s o l a t i o n

of the h i g h s c h o o l , the c o l l e g e , and the u n i v e r s i t y from the p r a c t i c a l
a f f a i r s of the i n d u s t r i a l and commercial w o r l d . " (p. 92)

He even went so f a r as to suggest that,

" A l l t e a c h e r s should work a p o r t i o n of the time, i n o r d e r t h a t

they may come i n t o a c t u a l c o n t a c t w i t h the i n d u s t r i a l and economic
l i f e and problems o f today." (p. 92)

Dewey (1938) a l s o m a i n t a i n e d t h a t educators should have f i r s t - h a n d

e x p e r i e n c e or knowledge o f t h e i r s u b j e c t a r e a s .

"... e d u c a t i o n i n o r d e r to accomplish i t s ends f o r both the i n d i v i d u a l

l e a r n e r and f o r s o c i e t y must be based on e x p e r i e n c e — which i s always
the a c t u a l l i f e e x p e r i e n c e of some i n d i v i d u a l . " (p. 89)

Trump and M i l l e r (1977) q u a l i f y t h e i r view on the n e c e s s i t y o f upgrading

I n d u s t r i a l Education teacher q u a l i f i c a t i o n s , stating,

" I f the p r o p o s a l s f o r an I n d u s t r i a l A r t s c u r r i c u l u m based on

technology a r e i n c o r p o r a t e d i n t o the comprehensive secondary s c h o o l
program, I n d u s t r i a l A r t s w i l l undoubtedly take on a new image. I t s
p o s i t i o n i n g e n e r a l e d u c a t i o n w i l l be s o l i d i f i e d and i t s i n t e g r a t i o n
w i t h o t h e r s u b j e c t - m a t t e r areas w i l l be a x i o m a t i c . I t w i l l necessitate
r e t r a i n i n g o f t e a c h e r s and the opening o f the I n d u s t r i a l A r t s c u r r i -
culum t o the e n t i r e s c h o o l . " (p. 85)

Burns and Brooks (1970), concerned about the time l a g i n v o l v e d w i t h the

i n t r o d u c t i o n o f new m a t e r i a l i n e d u c a t i o n , a l s o p o i n t t o the need f o r i n -

service retraining,

"Perhaps a l l o f t h i s demands new approaches t o teacher t r a i n i n g

and c e r t a i n l y some system of i n - s e r v i c e r e t r a i n i n g o f t e a c h e r s and
administrators. I f f i n a n c i a l o b s t a c l e s prevent s c h o o l s from u t i l i z i n g
proper methods and i n s t r u c t i o n a l m a t e r i a l s , then some b a s i s f o r
f i n a n c i a l a s s i s t a n c e to s c h o o l d i s t r i c t s must be i n i t i a t e d . " (p. 10)

Malcolm S k i l b e c k (1975) expands on the concerns of Burns and Brooks,

C a u t i o n i n g a g a i n s t p o l i c i e s of t r a d i t i o n ,

"One way o f overcoming the s t a l e n e s s and m i n d l e s s c o n s e r v a t i s m

t h a t r e s u l t when s c h o o l s r e f u s e to e x a m i n e , r e f l e c t upon, and a p p r a i s e
the s o c i e t i e s i n which they a r e f u n c t i o n i n g i s t o i n t r o d u c e a u n i v e r s a l
 - 16 -

programme of i n - s e r v i c e e d u c a t i o n . Apathy and narrowness a r e

n a t u r a l consequences of i s o l a t i o n and n e g l e c t . The teacher who i s
l e f t alone to 'get on w i t h i t ' can a l l to e a s i l y c o n t i n u e throughout
h i s c a r e e r to reproduce the a t t i t u d e s , techniques and i n f o r m a t i o n w i t h
which he h i m s e l f was imbued as a s t u d e n t . " (p. 31)

It appears, then, t h a t the i n t e r e s t s of s o c i e t y , s t u d e n t s , and the

e d u c a t i o n a l system would be best served through c o n t i n u i n g i n - s e r v i c e

teacher t r a i n i n g and t h a t i t must become a p r i o r i t y of s c h o o l systems to

provide i n c e n t i v e f o r teachers to p a r t i c i p a t e i n t h a t training.

A l t h o u g h t h e r e i s r e c u r r e n t mention of u s i n g e x t e r n a l sources for

curriculum innovation i n education there i s a l s o i m p l i e d caution.

Educators are advised, f o r v a r i o u s reasons, to be a c u t e l y aware of the

reasons t h a t they use to j u s t i f y changes i n the c u r r i c u l u m . As Apple (1979)

warns,

" I n whose i n t e r e s t i s c e r t a i n knowledge ( f a c t s , s k i l l s , and

p r o p e n s i t i e s and d i s p o s i t i o n s ) taught i n c u l t u r a l i n s t i t u t i o n s l i k e
schools?" (p. 16)

V . . . h i s t o r i c a l l y , c u r r i c u l u m theory and development has been s t r o n g l y

connected to and i n f l u e n c e d by economic needs and changes." (p. 68)

"... the c o n s c i o u s n e s s of c u r r i c u l u m workers themselves as w e l l as

o t h e r educators can be seen as l a t e n t l y p o l i t i c a l and o f t e n somewhat
conservative. T h i s i s , they use forms of thought t h a t a t l e a s t
p a r t i a l l y stem from and can t a c i t l y a c t to m a i n t a i n the e x i s t i n g
s o c i a l and economic s u b s t r u c t u r e and d i s t r i b u t i o n of power i n a
c o r p o r a t e s o c i e t y such as our own." (p..118)

E l i s e Boulding (1978) concurs w i t h Apple o f f e r i n g the f o l l o w i n g

insight,

"... educators i n : t h e i r d a i l y work a r e f a r more a f f e c t e d by ... the

technological futurists. The t e c h n o l o g i s t s operate i n s i d e mega-
b u r e a u c r a c i e s and produce s o l u t i o n s to the problems of human w e l f a r e
t h a t f r e q u e n t l y worsen human c o n d i t i o n s . " (p. 57)

F r a n c i s Keppel (1969), a former U.S. Commissioner o f E d u c a t i o n a l s o warns

about change i n education,

 - 17 -

"Change i s not a u t o m a t i c a l l y f o r the b e t t e r . In e d u c a t i o n ' s

h i s t o r y new fads and c u l t s have o f t e n g i v e n the appearance of
p r o g r e s s w h i l e f a i l i n g to t r a n s f o r m e d u c a t i o n f o r the good of s o c i e t y .
I t i s i m p e r a t i v e to review a l l programs f o r change w i t h a c r i t i c a l
eye f o r the consequences, p a r t i c u l a r l y i n a time of r e v o l u t i o n , when
the pace of change d i s c o u r a g e s pause f o r r e f l e c t i o n . " (p. 73)

In c o n c l u s i o n , i t appears t h a t t h e r e i s a d e l i c a t e t e n s i o n between

c u r r i c u l u m d e v e l o p e r s who p r e f e r a broader, more g e n e r a l i z e d approach to

c u r r i c u l u m change and v a r i o u s o u t s i d e i n f l u e n c e s who demand s p e c i a l i z a t i o n .

The most l o g i c a l framework f o r c u r r i c u l a r change i n I n d u s t r i a l E d u c a t i o n would

acknowledge the d i r e c t i o n s of the s o c i e t y i t s e r v e s w i t h emphasis on i d e n t -

ifiable p r e r e q u i s i t e s and keepihg' s t u d e n t s v o c a t i o n a l o p t i o n s maximized.

Educators and c u r r i c u l u m t h e o r i s t s cannot p r e d i c t the f u t u r e and should be

wary of changing c u r r i c u l u m to meet p r e d i c t i o n s . The f u n c t i o n i n g member of

our s o c i e t y must be prepared to c o n t i n u o u s l y educate h i m s e l f as the demands

of the workplace change. He can o n l y a c c o m p l i s h t h i s i f educators are

prepared to do the same.

R e l a t e d Research i n Industrial Education:

The. r e l a t e d r e s e a r c h i s d i v i d e d i n t o two a r e a s . The f i r s t area i s

concerned w i t h s i m i l a r r e s e a r c h methods and the second area reviews c u r r e n t

research i n drafting curriculum.

S i m i l a r Research Methods:

For t h i s a r e a of r e l a t e d r e s e a r c h , the w r i t e r made a v i s u a l s e a r c h of

the U n i v e r s i t y M i c r o f i l m s I n t e r n a t i o n a l D i s s e r t a t i o n A b s t r a c t s f o r both

master's and d o c t o r a l d i s s e r t a t i o n s . A l l t i t l e s from 1967 to 1984 under

I n d u s t r i a l and V o c a t i o n a l E d u c a t i o n were examined and those d e a l i n g w i t h

c u r r i c u l u m development or t e a c h i n g p r a c t i c e s i n r e l a t i o n to industrial

requirements were s e l e c t e d . Almost a l l of these u t i l i z e d a survey of

i n d u s t r y which was o f t e n accompanied by a comparative survey of e d u c a t i o n .

 - 18 -

A number o f these were reviewed f o r the purpose o f d e v e l o p i n g an a p p r o p r i a t e

q u e s t i o n n a i r e and f i n d i n g the most a p p r o p r i a t e methods and procedures f o r

conducting a s i m i l a r survey.

There a r e r e l a t i v e l y few r e s e a r c h s t u d i e s i n I n d u s t r i a l E d u c a t i o n and

even fewer t h a t a r e i n v o l v e d i n s u r v e y i n g i n d u s t r y . \:fnte";^.est'lt)iffialT'e','' 'li<>wevBr

,

appears t o be the most p o p u l a r and the most s u c c e s s f u l survey method .used i n

I n d u s t r i a l E d u c a t i o n c u r r i c u l u m development.

Hoover (1967) designed and m a i l e d p a r a l l e l q u e s t i o n n a i r e s t o s e l e c t e d

metalworking i n d u s t r i e s and to c o l l e g e s o f f e r i n g courses i n metalworking.

His survey concluded t h a t t h e r e \?as a d i s c r e p a n c y between the i n s t r u c t i o n

o f f e r e d a t the c o l l e g e s and the knowledge and s k i l l s r e q u i r e d by i n d u s t r y .

He a l s o noted t h a t new p r o c e s s e s were taught by l e c t u r e , p l a n t v i s i t , and

contemporary p u b l i c a t i o n and t h a t these p r o c e s s e s were o n l y c o n d i t i o n a l l y

b e i n g met and t h a t I n d u s t r i a l A r t s t e a c h e r e d u c a t i o n i n s t i t u t i o n s were n o t

changing t o meet the needs o f i n d u s t r y .

Pardini (1967) made a s i m i l a r study to Hoover's t h a t compared the

metalworking p r o c e s s e s used i n i n d u s t r y w i t h those b e i n g taught i n I n d u s t r i a l

A r t s teacher education. H i s recommendations suggested the expansion o f

course content through the use o f e d u c a t i o n a l media, r e s o u r c e people, and

industrial visitations.

Berry (1967) used a q u e s t i o n n a i r e check l i s t sent t o s e l e c t e d manu-

f a c t u r i n g i n d u s t r i e s and companies i n New England to i d e n t i f y course content

for I n d u s t r i a l A r t s which was r e f l e c t i v e of c u r r e n t i n d u s t r i a l technology.

Most n o t a b l e o f h i s f i n d i n g s was t h a t l e s s than 10% o f i n d u s t r y was u s i n g

new p r o c e s s e s such as n u m e r i c a l control.

 - 19 -

Rincfc (1968) developed an open form q u e s t i o n n a i r e for identification

o f c u r r i c u l a r items r e l a t e d t o a v i a t i o n r e p a i r and s e r v i c e c o u r s e s . His

procedure i n v o l v e d a j u r y o f r e p r e s e n t a t i v e p e o p l e from a v i a t i o n schools

and a v i a t i o n indoistry who ranked the importance o f the t o p i c s s e l e c t e d f o r

i n c l u s i o n i n the q u e s t i o n n a i r e . A f t e r r e v i s i o n , the q u e s t i o n n a i r e was sent

to r e p r e s e n t a t i v e industries. He concluded t h a t t h e r e was l i t t l e difference

between the requirements o f i n d u s t r y and what was being taught i n the

t e c h n i c a l and secondary schools.

Moon (1968) surveyed i n d u s t r y i n the s t a t e o f Oregon to i d e n t i f y

p r i n c i p a l process operations used i n i n d u s t r y t h a t c o u l d be considered

c u r r i c u l a r components o f an I n d u s t r i a l E d u c a t i o n c u r r i c u l u m that r e f l e c t e d

the t e c h n o l o g y . The f o l l o w i n g s e l e c t e d c o n c l u s i o n s and recommendations a r e

a p p l i c a b l e to t h i s study:

"-The t e c h n o l o g i c a l phase o f the I n d u s t r i a l A r t s c u r r i c u l u m should

not o n l y be o r i e n t e d to the m a t e r i a l s o f i n d u s t r y but a l s o t o the
t e c h n o l o g i c a l concepts which a r e r e l a t e d to the p r o c e s s o p e r a t i o n s o f
i n d u s t r i a l technology.

-The t e c h n o l o g i c a l concepts upon which the I n d u s t r i a l A r t s

c u r r i c u l u m should be based a r e t o be found i n the p r i n c i p a l p r o c e s s .
o p e r a t i o n s o f the Forming, C a s t i n g , and M o l d i n g , Shaping by C u t t i n g ,
Assembly, and A u x i l l i a r y a r e a s o f i n d u s t r i a l a c t i v i t y .

-The I n d u s t r i a l A r t s l a b o r a t o r y should be designed to permit the

a p p l i c a t i o n o f these t e c h n o l o g i c a l c o n c e p t s .

-The c u r r i c u l u m and the l a b o r a t o r y f a c i l i t i e s f o r I n d u s t r i a l A r t s

should have a m u l t i - r a n g e o f a c t i v i t i e s and be so f l e x i b l e t h a t they
can r e a d i l y change to keep pace w i t h a changing t e c h n o l o g y .

- I t i s recommended t h a t the c u r r i c u l a r components i d e n t i f i e d i n

t h i s study be c o n s i d e r e d as elements o f the I n d u s t r i a l A r t s c u r r i c u l u m
t h a t w i l l r e f l e c t the t e c h n o l o g y . " (p. 128-9)

Hildebrand (1974) mentions a study done by R i c h a r d W i l s o n f o r the

I n d u s t r i a l E d u c a t i o n Department a t the Iowa S t a t e U n i v e r s i t y ,

 - 20 -

" W i l s o n surveyed 297 i n d u s t r i e s , a r c h i t e c t s , and f i r m s f o r

the purpose o f d e t e r m i n i n g the number o f a r c h i t e c t u r a l draftsmen
needed i n t h e s t a t e o f Iowa and t o i d e n t i f y the s k i l l s and knowledge
i n which the draftsmen e x h i b i t competency. H i s f i n d i n g s i n d i c a t e d
t h a t employers d e s i r e d draftsmen t o be p r o f i c i e n t i n v e r b a l commun-
i c a t i o n s , s p e l l i n g , l i s t e n i n g , and note t a k i n g . I t was f e l t t h a t
advanced a r i t h m e t i c , p l a n e geometry, b a s i c a l g e b r a , as w e l l as
v a r i o u s d r a f t i n g p r a c t i c e s , were a l s o e s s e n t i a l . " (p.. 29)

Baker (1970) conducted a survey o f I n d u s t r i a l A r t s teacher education

i n s t i t u t i o n s and i n d u s t r y to determine the degree o f u t i l i z a t i o n o f computer

technology. He determined t h a t t h e computer was w i d e l y accepted and used

i n b u s i n e s s a p p l i c a t i o n s but i n I n d u s t r i a l A r t s teacher education i t was

virtually ignored. He found t h a t i t was extremely d i f f i c u l t to secure

q u a l i f i e d p e r s o n n e l to teach computer c l a s s e s w i t h i n d u s t r i a l a p p l i c a t i o n s .

A survey o f t h e consumer e l e c t r o n i c s s e r v i c e i n d u s t r y was conducted by

Seigler (1970) t o determine the knowledge and s k i l l requirements t o be

considered i n t h e development o f a t r a i n i n g program f o r s e r v i c e technicians.

T h o r t o n (1971) used a survey o f i n d u s t r i a l p l a s t i c s f i r m s t o e n a b l e t h e

s e l e c t i o n o f course m a t e r i a l s f o r s p e c i f i c i n d u s t r i a l p l a s t i c s courses and

to p l a n a c u r r i c u l u m f o r t r a i n i n g teachers and t e c h n i c i a n s i n industrial

plastics. Polette (1972) sent q u e s t i o n n a i r e s to i n d u s t r y and t o teacher

education i n s t i t u t i o n s t o determine areas of agreement concerning t h e

development o f a woodworking power machine maintenance curriculum.

White (1975) conducted a study o f c u r r i c u l u m developers i n I n d u s t r i a l

Education. He surveyed and compared a n a t i o n a l p o p u l a t i o n of developers

with a representative population from a s i n g l e s t a t e . Some o f h i s f i n d i n g s

are r e l e v a n t t o t h i s study. He noted t h a t t h e r e was l i t t l e time a v a i l a b l e

for curriculum development, t h a t s e l e c t i n g content was a major problem, and

t h a t i n f o r m a t i o n was d i f f i c u l t to obtain. Porschia (1975) a l s o used a

 - 21 -

q u e s t i o n n a i r e to determine c o r e c u r r i c u l u m needs f o r an industrial

technology program i n the a r e a s of b u i l d i n g and c o n s t r u c t i o n , d r a f t i n g and

d e s i g n , machine t o o l s , automotive, e l e c t r o n i c s , p r i n t i n g , and metal

fabrication. He surveyed p e r s o n n e l d i r e c t o r s i n i n d u s t r y and depart-

mental a d m i n i s t r a t o r s of i n d u s t r i a l technology programs a t c o l l e g e s and

universities.

The problem of keeping c u r r i c u l a r m a t e r i a l s up to date has been ••...[;•

addressed by some r e s e a r c h e r s . Morgan (1978) u t i l i z e d a q u e s t i o n n a i r e

t h a t d e a l t w i t h p o s s i b l e f u t u r e changes i n the s k i l l s and knowledge r:

r e q u i r e d f o r j o b s i n the automotive m a n u f a c t u r i n g i n d u s t r y and Weiking

(1979) developed a t r e n d i n d i c a t o r to enable f o r e c a s t i n g o f f u t u r e changes

i n j o b requirements f o r the automotive i n d u s t r y and a l l o w dducators

s u i t a b l e l e a d time f o r programme changes. As P i c k l e (1983) s t a t e s ,

"While I n d u s t r i a l E d u c a t i o n c u r r i c u l u m and methodology must

be c o n t i n u a l l y m o d i f i e d to r e f l e c t the t e c h n o l o g i c a l developments
o c c u r r i n g i n i n d u s t r y , the u p d a t i n g p r o c e s s has been h i n d e r e d as
the r a t e o f t e c h n o l o g i c a l change i n i n d u s t r y has a c c e l e r a t e d . " (p. 25)

The use of a j u r y i n the development of a q u e s t i o n n a i r e or i n the

a n a l y s i s o f the survey r e s u l t s appears to be f a i r l y common. Moore (1979)

used a p a n e l o f e x p e r t s to develop, a survey q u e s t i o n n a i r e f o r the metal

manufacturing i n d u s t r i e s i n the s t a t e of Maine. 'The r e s u l t s of the survey

were used to e s t a b l i s h a p r i o r i t y o r d e r of competencies i n a metals

curriculum. Parmalee (1979) a l s o used a j u r y of q u a l i f i e d people to

v a l i d a t e the items of h i s q u e s t i o n n a i r e b e f o r e s u r v e y i n g manufacturers of

a v i a t i o n / a v i o n i c s equipment. H i s survey was designed to determine elect-

r o n i c s t o p i c s r e q u i r e d f o r study by s e r v i c e technicians.

Awotunde (1982) used a q u e s t i o n n a i r e m a i l e d to p u b l i c u t i l i t i e s and

manufacturing companies to determine the c h a r a c t e r i s t i c s of i n - p l a n t

 - 22 -

training. He concluded t h a t , r e g a r d l e s s o f the type o f company o r i t s s i z e ,

t r a i n i n g d e c i s i o n s were based upon s k i l l s h o r t a g e s , changes i n technology,

and company growth.

Although t h e p r e c e d i n g s t u d i e s were s e l e c t e d f o r t h e i r common use o f

the survey technique i n d e t e r m i n i n g I n d u s t r i a l E d u c a t i o n c u r r i c u l a , there

i s r e c u r r e n t mention o f c e r t a i n items p e r t i n e n t t o t h i s s t u d y . The f i r s t

of these i s the f a c t t h a t almost a l l o f the s t u d i e s were done because o f

t e c h n o l o g i c a l change. The second r e c u r r i n g item i s the acknowledgement

of the i n c r e a s i n g r a t e o f t e c h n o l o g i c a l change and t h i r d i s the i m p l i e d

i n a b i l i t y o f p r e s e n t c u r r i c u l u m development methods to d e a l e f f e c t i v e l y

w i t h the r a p i d change i n technology.

In summary, t h e p r e c e d i n g s t u d i e s w i l l a t t e s t to the p o p u l a r i t y and

success o f t h e survey method o f r e s e a r c h i n I n d u s t r i a l E d u c a t i o n .

C u r r i c u l u m development i n I n d u s t r i a l E d u c a t i o n i s v i r t u a l l y impossible

without i n p u t from r e p r e s e n t a t i v e i n d u s t r y and the most important curri-

culum development t o o l a t t h i s time appears to be the survey q u e s t i o n n a i r e .

Drafting Curriculum Research:

F o r t h i s a r e a of l i t e r a t u r e review, an E d u c a t i o n a l Resources I n f o r -

mation Center (ERIC) s e a r c h was made and t h e Comprehensive D i s s e r t a t i o n

A b s t r a c t s were used.

M e r l Case (1971) mentions two s t u d i e s concerned w i t h computer g r a p h i c s .

Hornbuckle (1967) d i d a study on t h e d e s i g n i n g o f equipment w i t h t h e a i d e of

a computer and Barber (1967) made a study o f i n s t r u c t i o n a l methods r e q u i r e d

to implement r e l i a b l e manufacturing and computer systems. Case mentions

that h i s i n i t i a l s e a r c h r e v e a l e d a minimal amount o f r e s e a r c h c o n c e r n i n g

computer g r a p h i c s , e s p e c i a l l y i n e d u c a t i o n , but a g r e a t q u a n t i t y o f
 - 23 -

periodical literature. He concludes h i s l i t e r a t u r e review w i t h the

following:

"A number o f good c u r r i c u l u m s t u d i e s have been made f o r o t h e r

areas o f I n d u s t r i a l A r t s , but few were found which r e l a t e to t e a c h i n g
the new methods o f d r a f t i n g . In l i g h t of the l i m i t e d number o f
r e s e a r c h s t u d i e s on computer g r a p h i c s , they a r e o f minimal use i n the
development o f computer g r a p h i c s c u r r i c u l u m .

The l i t e r a t u r e review does i n d i c a t e t h a t t h e r e needs to be a change

i n our d r a f t i n g c u r r i c u l u m t o i n c o r p o r a t e t h e c u r r e n t p r a c t i s e s used
by i n d u s t r y . I t i s a r e s p o n s i b i l i t y o f the teacher educator t o take
the l e a d i n t h e development and improvement o f c u r r i c u l u m f o r the
preparation ofhteachers I n t h i s area of I n d u s t r i a l .Arts. V (p. 41)

Case (1971) u t i l i z e d two q u e s t i o n n a i r e s ; one f o r i n d u s t r i a l e d u c a t o r s and

one f o r personnel working w i t h computer g r a p h i c s i n industry. The r e s u l t s

of h i s study a l l o w e d him to s t a t e a number o f c o n c l u s i o n s , i m p l i c a t i o n s , and

recommendations. Some o f these have been s e l e c t e d f o r t h e i r r e l e v a n c e to

this study.

" - I n s u f f i c i e n t funds and l a c k o f f a c i l i t i e s were t h e primary

reasons f o r n o t o f f e r i n g computer g r a p h i c s courses w i t h i n the I
I n d u s t r i a l A r t s department.

-A m a j o r i t y o f the s c h o o l s have equipment a v a i l a b l e , w i t h the

e x c e p t i o n of a p l o t t e r and c o n t r o l , to teach a course i n computer
graphics.

-A number o f the p a r t i c i p a t i n g i n s t i t u t i o n s d i d not have an :vu

i n s t r u c t o r w i t h i n the I n d u s t r i a l A r t s department q u a l i f i e d to teach
computer g r a p h i c s .

-The primary a p p l i c a t i o n o f computer g r a p h i c s i n i n d u s t r y i s to

d e p i c t e n g i n e e r i n g drawings.

-Speed, c o s t - s a v i n g , and accuracy a r e t h e primary reasons f o r the

use o f computer g r a p h i c s i n i n d u s t r y .

-Computer g r a p h i c s , as a new method o f d e f i n i n g items g r a p h i c a l l y ,

does not p r e c l u d e the need f o r a b a s i c understanding o f p r o j e c t i o n .

- I f I n d u s t r i a l A r t s departments a r e t o a t t a i n t h e i r o b j e c t i v e o f
i n t e r p r e t i n g contemporary i n d u s t r y , c u r r i c u l u m must be r e v i s e d t o
r e f l e c t those p r o c e s s e s b e i n g u t i l i z e d by i n d u s t r y . " (p. 128—1-35)
 - 24 -

Hildebrand (1974) made a comparison of i n d u s t r i a l d r a f t i n g practices

w i t h those taught i n I n d u s t r i a l A r t s f o r the purpose of d e t e r m i n i n g the

r e l e v a n c e of c u r r i c u l u m to i n d u s t r i a l p r a c t i c e . He constructed two

q u e s t i o n n a i r e s ; one for industry and one for Industrial Arts teacher

education i n s t i t u t i o n s . He was interested i n knowing where industry

a c q u i r e s draftsmen, how e d u c a t o r s keep themselves and their curriculum

up to date, what d i f f e r e n c e s t h e r e were between i n d u s t r i a l and curricular

drafting practices, and which a r e a s of d r a f t i n g were changing enough to

warrant c u r r i c u l u m content revision.

H i l d e b r a n d ' s c o n c l u s i o n s are pertinent to the d i r e c t i o n of this

study.

"1. D r a f t i n g s t u d e n t s need a g e n e r a l understanding of a l l f a c e t s

of i n d u s t r i a l p r o c e s s e s w i t h s p e c i a l emphasis on a p p l i c a t i o n
of d r a f t i n g knowledge, p r i n c i p l e s , and p r a c t i c e s .

2. E n g l i s h , mathematics, s t a t i s t i c s , and problem s o l v i n g and

c r e a t i v e a b i l i t i e s are a must f o r any person employed i n :". '
industrial drafting.

3. A l l new equipment, m a t e r i a l s , ..processes, and p r a c t i c e s which

can f i n a n c i a l l y be p r o v i d e d s h o u l d be i n t r o d u c e d i n the I n d u s t r i a l
A r t s d r a f t i n g program. C u r r e n t areas such as a u t o s h i f t d r a f t i n g
t a b l e s , c a l c u l a t o r s , computers, m e t r i c measurement and dimension-
i n g , and the r e p r o d u c t i o n p r o c e s s e s ( m i c r o f i l m and m i c r o f i c h e )
are e s p e c i a l l y important.

4. With I n d u s t r i a l A r t s i n s t i t u t i o n s d i r e c t l y or i n d i r e c t l y t r a i n -
i n g a p p r o x i m a t e l y o n e - f o u r t h of a l l i n d u s t r i a l draftsmen, i t i s
e s s e n t i a l f o r I n d u s t r i a l A r t s i n s t i t u t i o n s to e s t a b l i s h a c l o s e
working r e l a t i o n s h i p w i t h i n d u s t r y . A system f o r c u r r i c u l u m
development and/or r e v i s i o n s h o u l d be developed to ensure t h a t
I n d u s t r i a l A r t s i n s t i t u t i o n s m a i n t a i n a c l o s e a p p r o x i m a t i o n of
industrial practices." (p. v)

H i l d e b r a n d recommended t h a t further study be directed towards the use of

computer g r a p h i c s i n i n d u s t r y and i t s e f f e c t on Industrial Arts drafting

c u r r i c u l u m and also that a system f o r d r a f t i n g c u r r i c u l u m r e v i s i o n be

 - 25 -

developed to keep course content c u r r e n t w i t h i n d u s t r i a l practices.

Ward (1979) surveyed i n d u s t r i a l concerns f o r the purpose of d e v e l o p i n g

c u r r i c u l u m f o r a D r a f t i n g and Design Technology Program f o r a Northwest

Florida junior college. H i s recommendations were q u i t e s i m i l a r to those

of H i l d e b r a n d .

"1. D r a f t i n g and Design Technology e d u c a t o r s s h o u l d make c o n c e n t r a t e d

e f f o r t s to develop and m a i n t a i n communications w i t h l o c a l :'
i n d u s t r i a l concerns.

2. I n d u s t r i a l e x p e r t i s e s h o u l d be c o n s i d e r e d a p o t e n t i a l r e s o u r c e f o r
program development and should be used to supplement and upgrade
d r a f t i n g and d e s i g n technology programs.

3. Follow-up s t u d i e s s h o u l d be conducted p e r i o d i c a l l y to e s t a b l i s h
c r i t e r i a f o r d e t e r m i n i n g the e f f e c t i v e n e s s o f d r a f t i n g and
d e s i g n technology programs as p e r c e i v e d by i n d u s t r y p e r s o n n e l
employing graduates of such programs.

4. P e r i o d i c u p d a t i n g o f programs should be accomplished through

the use of q u e s t i o n n a i r e s .

5. D r a f t i n g and Design Technology e d u c a t o r s s h o u l d s t a y c u r r e n t w i t h

i n d u s t r i a l developments and p r o g r e s s . " (p. 68)

Pickle (1983) surveyed h i g h technology i n d u s t r i e s and industrial

technology e d u c a t i o n a l i n s t i t u t i o n s i n o r d e r to i d e n t i f y a h i g h technology

curriculum. He found t h a t t h e r e was a s i g n i f i c a n t d i f f e r e n c e between

i n d u s t r i a l needs f o r h i g h technology and the courses b e i n g o f f e r e d a t

representative educational i n s t i t u t i o n s . The most conducive course f o r

implementing a h i g h technology program i n the c u r r i c u l u m was identified as

Computer A i d e d Design.

Ayers (1971) conducted a survey o f t e c h n i c a l s c h o o l s and i n d u s t r y

i n Ohio to c o n f i r m t h a t the s c h o o l s d i d p r o v i d e s u f f i c i e n t skills in

Mathematics and S c i e n c e f o r d r a f t i n g t e c h n i c i a n s to meet i n d u s t r i a l require-

ments. Groom (1982) used computer g r a p h i c s as a t e a c h i n g t o o l f o r f i r s t -

 - 26 -

semester e n g i n e e r i n g g r a p h i c s . The treatment group l e a r n e d a d d i t i o n a l :".

i n f o r m a t i o n and improved t h e i r a t t i t u d e toware computer g r a p h i c s w h i l e

performing as w e l l as the c o n t r o l group on s h o r t - t e r m weekly q u i z z e s and

b e t t e r on t h e long-term examination.

Very few s t u d i e s have been done t h a t p e r t a i n d i r e c t l y to t h e d r a f t i n g

c u r r i c u l u m a t the secondary school l e v e l . One of these has been done by

Tedesco (1974) who surveyed s e n i o r h i g h s c h o o l s and a r c h i t e c t u r a l f i r m s

i n Orange C o u n t y , . C a l i f o r n i a to compare the d r a f t i n g techniques being taught

w i t h those b e i n g used p r o f e s s i o n a l l y . He found significant differences i n

l e t t e r i n g p r a c t i c e s w i t h r e g a r d t o speed, l e g i b i l i t y , and s t y l e techniques.

A r c h i t e c t s were more concerned w i t h codes, c a l c u l a t i o n s , s p e c i f i c a t i o n s , , and

c o n s t r u c t i o n methods w h i l e d r a f t i n g t e a c h e r s p l a c e d more emphasis on

p e r s p e c t i v e , r e n d e r i n g , and p r e s e n t a t i o n drawings.

Another secondary s c h o o l study was made by M c M i l l a n (1981) which

found a p o s i t i v e c o r r e l a t i o n between d r a f t i n g and mathematical abilities.

She a l s o noted t h a t t h e r e was no d i f f e r e n c e between male and female students

i n t h e i r mathematical or d r a f t i n g abilities.

P e r i o d i c a l L i t e r a t u r e of Interest:

There i s a v a s t amount o f p e r i o d i c a l l i t e r a t u r e d e a l i n g w i t h computer

a i d e d d r a f t i n g and r e l a t e d technology but v e r y l i t t l e o f i t i s concerned

with the s k i l l s or t r a i n i n g involved. T h i s w r i t e r examined the a b s t r a c t s

presented i n a l l back i s s u e s o f t h e Canadian Manufacturer's A s s o c i a t i o n

CAD/CAM n e w s l e t t e r t o l o c a t e a r t i c l e s t h a t d e a l t w i t h the impact of t h i s

technology on e d u c a t i o n . Other p e r i o d i c a l s t h a t p r e s e n t e d r e l a t e d articles

i n c l u d e d I n d u s t r i a l E d u c a t i o n , Technology West, Canadian R e p r o - D r a f t , Byte,

E n g i n e e r i n g D i g e s t , Design E n g i n e e r i n g , F i n e Homebuilding, Computing Now, and

P o p u l a r Computing magazines. Newspaper a r t i c l e s from t h e Vancouver Sun

were a l s o i n c l u d e d i n t h i s survey.
 - 27 -

Keenan (1982) i n an a r t i c l e on student CAD t r a i n i n g stated that

pilot CAD t r a i n i n g programs a t f i v e v o c a t i o n a l t e c h n i c a l s c h o o l s i n

Minnesota r e s u l t e d i n more complete d r a f t i n g g r a d u a t e s . The exposure to

CAD reduced the amount of on-the-job t r a i n i n g r e q u i r e d and p r o v i d e d them

w i t h more marketable skills. The program was i n i t i a t e d when a committee

of p e o p l e from e d u c a t i o n and industry i d e n t i f i e d computer g r a p h i c s as an

a r e a of v o c a t i o n a l t r a i n i n g n e c e s s a r y to meet the requirements of local

industry. I n s t r u c t o r s f i n d the CAD systems easy to l e a r n and h i g h l y

motivational f o r students. The I.T.T. T e c h n i c a l I n s t i t u t e i n Dayton,

Ohio a l s o found t h a t p o t e n t i a l employers wanted graduates w i t h CAD skills.

(Engraf n e w s l e t t e r , June, 1984).

Brummel (1984) i n a d e s c r i p t i o n of student d r a f t i n g programs i n

O n t a r i o mentions the i n t r o d u c t i o n of CAD a t the secondary level. The

o b j e c t i v e w i t h CAD was to i n t r o d u c e and a c q u a i n t s t u d e n t s w i t h CAD systems

p o t e n t i a l and remove the mystique of the equipment r a t h e r than s h o r t c u t

on t e c h n i q u e or i n s t r u c t i o n . Apparently the i n t r o d u c t i o n was s u c c e s s f u l

as an a r t i c l e i n The Vancouver Sun newspaper r e p o r t e d i n May, 1985, that

the Accugraph Corp. of Toronto had c l o s e d a d e a l w i t h the O n t a r i o M i n i s t r y

of E d u c a t i o n to develop a b i l i n g u a l CAD package f o r the p r o v i n c e ' s s c h o o l s .

An advertisement f o r the Vancouver V o c a t i o n a l I n s t i t u t e i n the

February, 1985, e d i t i o n of Canadian R e p r o - d r a f t magazine makes the f o l l o w i n g

claim:

"Among the 500 b e s t j o b s f o r the f u t u r e , a c c o r d i n g to a McGraw-

H i l l p u b l i c a t i o n of the same name, i s t h a t of a computer a i d e d d r a f t -
ing t e c h n i c i a n . Author M a r v i n C r e t o n e s t i m a t e s some 300,000 of these
t e c h n i c i a n s w i l l be r e q u i r e d i n the U.S. over the next ten y e a r s .
Drawing from the U.S. f i g u r e , we can a n t i c i p a t e Canada's need a t
about 30,000. Then, t h e r e are thousands more a r c h i t e c t s , e n g i n e e r s ,
 - 28 -

i n t e r i o r d e s i g n e r s , and p a t t e r n makers who w i l l need computer >

a i d e d d r a f t i n g i n t h e i r work. The demand f o r t h i s s k i l l i s
staggering." (p. 11)

The a r t i c l e mentions t h a t the c o l l e g e a n t i c i p a t e s the e v e n t u a l l i n k i n g

of t h e i r CAD system w i t h the computer a i d e d m a n u f a c t u r i n g equipment i n i t s

machine shop. T h i s appears to be the t e c h n o l o g i c a l t r e n d i n i n d u s t r y .

Blauth (1981) p r e d i c t s t h a t CIM ( c o m p u t e r - i n t e g r a t e d manufacturing) will

p r o v i d e the g r e a t e s t p o t e n t i a l technology f o r improving industrial

p r o d u c t i v i t y i n the 1980's, u s i n g the synergism of CAD and CAM. He

concludes h i s address w i t h the f o l l o w i n g statement:

"The i n t e g r a t i o n of e n g i n e e r i n g ' s CAD database w i t h m a n u f a c t u r i n g ' s

CAM database w i l l y i e l d the u l t i m a t e b e n e f i t to p r o d u c t i v i t y by
encouraging " d e s i g n i n g f o r m a n u f a c t u r a b i l i t y ' and by o p t i m i z i n g
production e f f i c i e n c i e s . " (p. 19)

Jadrnicek (1984), A d l a r d (1984), and L a r d n e r (1983) a l l mention the advent

of CIM as the replacement f o r CAD/CAM. L a r d n e r m a i n t a i n s t h a t the transition

i n t o CIM w i l l be the key to r e g a i n i n g m a n u f a c t u r i n g c o m p e t i t i v e n e s s and

A d l a r d a l s o mentions i n c r e a s e d a b i l i t y to compete i n w o r l d markets.

Computer i n t e g r a t e d manufacturing w i l l s t i l l r e q u i r e CAD skills.

Oiling (1983), i n a study of n u m e r i c a l c o n t r o l e d u c a t i o n i n the U.S.,

acknowledges the t h r e a t of automation to the u n s k i l l e d worker and directs

the e d u c a t i o n a l system to d i s s e m i n a t e new t e c h n o l o g i c a l developments to

the l a b o u r f o r c e as q u i c k l y as p o s s i b l e . He states,

" E d u c a t i o n , where problems u l t i m a t e l y a r i s e from i n d u s t r i a l ,

economic, and s o c i a l changes, must f i n d ways o f p r e p a r i n g i t s
s t u d e n t s to meet these ever-changing c o n d i t i o n s and demands. The
s o c i e t y , where i n d u s t r i a l f a c i l i t i e s become h i g h l y automated, needs
more knowledge power than p h y s i c a l power p a r t i c u l a r l y i n the a r e a
of Computer A i d e d Design and Computer A i d e d M a n u f a c t u r i n g (CAD/CAM)."
(p. 22)
 - 29 -

"A d e l i b e r a t e and s y s t e m a t i c e f f o r t must be made not o n l y to

keep pace w i t h but t o a n t i c i p a t e the i n c r e a s e d e d u c a t i o n a l demands
of the changing i n d u s t r i a l w o r l d . " (p. 24)

Pipes (1982) i n a s u p p o r t i v e assessment of the a p p l i c a t i o n s of CAD/CAM

technology a l s o i d e n t i f i e d a major problem o f e d u c a t i o n and training i n

t h i s technology i n the U n i t e d Kingdom. Bartholemew (1983) surveyed the

t e c h n o l o g i c a l e d u c a t i o n a v a i l a b l e i n B r i t i s h Columbia. Labour market

p r e d i c t i o n s t h a t i n d i c a t e d a shortage o f s k i l l e d workers over the next

decade prompted an assessment of the i m p l i c a t i o n s o f h i g h technology and

the implementation o f a number o f a p p r o p r i a t e t r a i n i n g programs.

Summary:

The review o f the l i t e r a t u r e e s t a b l i s h e d t h a t a v a r i e t y of i n f l u e n c e s

determine the c u r r i c u l a of our s c h o o l s . B u s i n e s s i n t e r e s t s , i n g e n e r a l , were

proponents of more s p e c i a l i z e d c u r r i c u l u m w h i l e c u r r i c u l u m d e v e l o p e r s favoured

a more moderate and f l e x i b l e approach. : The d i s t i n c t i o n between c u r r i c u l u m

t h a t i s r e f l e c t i v e of s o c i e t y and one t h a t i s s p e c i a l i z e d i s not clear.

E d u c a t o r s were urged to develop c u r r i c u l u m t h a t p r o v i d e d a broad base of i n f o r m -

a t i o n and s k i l l s t h a t would a l l o w a continuum of l e a r n i n g throughout their

students' lives.

S t u d i e s of c u r r i c u l u m content i n I n d u s t r i a l E d u c a t i o n were p r i m a r i l y

concerned w i t h keeping course m a t e r i a l c u r r e n t and r e l a t i v e to the needs of

local industry. The r e s e a r c h seemed designed to i n c r e a s e s p e c i a l i z a t i o n f o r

l o c a l i n d u s t r y , a t l e a s t a t the p o s t secondary level. The q u e s t i o n n a i r e

survey was the predominant and most economical method of g a t h e r i n g i n f o r m a t i o n

from i n d u s t r y and e d u c a t o r s f o r these s t u d i e s .

The number of s t u d i e s d e a l i n g w i t h d r a f t i n g c u r r i c u l u m was very small

and most were concerned i n some way w i t h a d j u s t i n g t o the r a p i d changes i n

d r a f t i n g technology. Only two s t u d i e s were l o c a t e d t h a t d e a l t w i t h

 - 30 -

drafting c u r r i c u l u m i n secondary s c h o o l s and n e i t h e r of these was concerned

w i t h changes i n the technology. There were no s t u d i e s l o c a t e d a t t h i s time

t h a t were concerned w i t h secondary s c h o o l c u r r i c u l u m a d a p t a t i o n to the

changing technology of d r a f t i n g .

C u r r e n t p e r i o d i c a l l i t e r a t u r e i n d i c a t e s a growing need f o r d r a f t i n g

t e c h n i c i a n s w i t h CAD s k i l l s and a demand f o r the a p p r o p r i a t e training

programs. Using CAD i n t h e i r d r a f t i n g programs, i n s t r u c t o r s f i n d increased

m o t i v a t i o n and b e t t e r j o b o p p o r t u n i t i e s f o r t h e i r students.
 - 31 -

CHAPTER THREE

METHODS AND PROCEDURES

The main purpose of t h i s study was to i d e n t i f y the p r e r e q u i s i t e

s k i l l s and knowledge most a p p r o p r i a t e f o r t r a i n i n g and/or employment i n

computer a i d e d d r a f t i n g and to make recommendations f o r the necessary

secondary s c h o o l c u r r i c u l a r r e v i s i o n . The data was o b t a i n e d through the

use of survey q u e s t i o n n a i r e s sent to s i x t y - f i v e B r i t i s h Columbia f i r m s

u s i n g CAD technology and to f i f t e e n e d u c a t i o n a l i n s t i t u t i o n s offering

t r a i n i n g i n computer a i d e d drafting.

C o n s t r u c t i o n of the Questionnaire:

The q u e s t i o n n a i r e s were developed through comparison w i t h the survey

instruments used i n s i m i l a r s t u d i e s . The t o p i c s were s e l e c t e d from an

a n a l y s i s of c u r r i c u l u m guide, d r a f t i n g textbook, and standard manual

items. The w r i t e r made a number of r e v i s i o n s a f t e r i n t e r v i e w i n g c o l l e g e

and u n i v e r s i t y i n s t r u c t o r s , CAD software developers, CAD operators, high

technology personnel, and CAD vendors as w e l l as completing a 120 hour

c o l l e g e CAD course. The two q u e s t i o n n a i r e s are v i r t u a l l y identical

except f o r wording a p p r o p r i a t e to the respondents. The i n t e n t i o n was to

elicit the same type of i n f o r m a t i o n from two d i f f e r e n t populations. Final

r e v i s i o n s were made on the recommendations of the t h e s i s committee.

In order to generate the g r e a t e s t response to the survey, the

q u e s t i o n n a i r e was kept as b r i e f as p o s s i b l e and used o n l y c l o s e d form

ranking or m u l t i p l e choice questions. P r o v i s i o n was made f o r respondents

to add items or to make comments or suggestions.

 - 32 -

A pilot study was made to t e s t the q u e s t i o n n a i r e . The respondents

were a c o l l e g e CAD i n s t r u c t o r , a CAD o p e r a t o r , a CAD software developer,

and a CAD system vendor. A l l of the respondents were i n t e r e s t e d and

cooperative. Interviews a f t e r the completion of the q u e s t i o n n a i r e d i d

not generate any f u r t h e r r e v i s i o n .

The q u e s t i o n n a i r e s were designed to o b t a i n the f o l l o w i n g i n f o r m a t i o n :

1. The areas o f d r a f t i n g where CAD use i s more p r e v a l e n t .

2. The s i z e and/or type of the CAD systems i n use.

3. The ease of o p e r a t i o n o f the d i f f e r e n t CAD systems.

4. The amount of money i n v e s t e d i n the CAD systems.

5. The e d u c a t i o n of the p e o p l e o p e r a t i n g CAD systems.

6. The e d u c a t i o n a l background of c a n d i d a t e s f o r CAD training.

7. The methods whereby CAD o p e r a t o r s r e c e i v e d t h e i r CAD training.

8. The most s u i t a b l e methods to r e c e i v e CAD training.

9. The p r e f e r e n c e s of i n d u s t r y as to the e d u c a t i o n or experience

of t h e i r CAD operators.

10. The importance o f c e r t a i n manual, c o g n i t i v e , and i n d u s t r i a l

skills r e l a t i v e to s u c c e s s f u l CAD t r a i n i n g o r employment.

11. The importance of c e r t a i n d r a f t i n g s k i l l s and techniques relative

to CAD t r a i n i n g o r employment.

12. The areas of secondary s c h o o l c u r r i c u l u m to be emphasized o r

modified t o b e t t e r p r e p a r e students f o r c a r e e r s i n v o l v i n g CAD.

S e l e c t i o n of the Sample P o p u l a t i o n s :

The sample of b u s i n e s s e s u s i n g CAD systems i n B r i t i s h Columbia was

extremely d i f f i c u l t to assemble. B r i t i s h Columbia i n d u s t r y i s p r i m a r i l y

r e s o u r c e based. F o r e s t r y , m i n i n g , f i s h i n g , and t o u r i s m c o n s t i t u t e the

 - 33 -

l a r g e s t p o r t i o n of the p r o v i n c i a l economy. The r e c e s s i o n of r e c e n t

y e a r s has done l i t t l e to encourage investment i n new technology and

government attempts of encourage secondary i n d u s t r y have had little

success. As a r e s u l t , the number of companies u t i l i z i n g CAD technology

in B r i t i s h Columbia i s predictably small.

There i s no d i r e c t o r y of b u s i n e s s e s i n B r i t i s h Columbia that use

CAD. In order to do t h i s study, a d i r e c t o r y had to be assembled. The

B r i t i s h Columbia I n n o v a t i o n s o f f i c e o f f e r e d the m a i l i n g l i s t f o r the now

d e f u n c t Western Foundation f o r the Advancement o f I n d u s t r i a l Technology.

B r i t i s h Columbia Research d i d have a f a i r l y l a r g e sample of h i g h technology

o r i e n t e d companies but c o u l d not d i v u l g e p r o p r i e t o r y i n f o r m a t i o n , and most

CAD system vendors had c o n f i d e n t i a l customer l i s t s . Through employer

l i s t s p r o v i d e d by some of the c o l l e g e s and c a r e f u l s c r u t i n y o f advertise-

ments.-in e n g i n e e r i n g and h i g h technology magazines a modest d i r e c t o r y was

assembled. The s i x t y - f i v e b u s i n e s s e s s e l e c t e d do not r e p r e s e n t a random

sample, however, they do r e p r e s e n t the m a j o r i t y o f such b u s i n e s s e s i n

British Columbia.

The f i f t e e n i n s t i t u t i o n s o f f e r i n g CAD t r a i n i n g r e p r e s e n t the total

number t h a t o f f e r such c o u r s e s i n B r i t i s h Columbia. One more has s i n c e

i n v e s t e d i n t h i s technology, but w i l l not be o f f e r i n g courses u n t i l this

fall. T h i s i n f o r m a t i o n i s r e a d i l y a v a i l a b l e a t most secondary school

counselling offices.

Procedure:

The q u e s t i o n n a i r e s , t o g e t h e r w i t h a cover l e t t e r and a stamped,

addressed r e t u r n envelope, were sent to the s i x t y - f i v e b u s i n e s s e s and the

f i f t e e n e d u c a t i o n a l i n s t i t u t i o n s on A p r i l 10, 1985. A f t e r f o u r weeks,;.a

 - 34 -

f o l l o w - u p l e t t e r w i t h another q u e s t i o n n a i r e and stamped r e t u r n envelope was

sent to those who had not responded to the f i r s t questionnaire. Any

q u e s t i o n n a i r e s r e t u r n e d a f t e r June 10, 1985 were not i n c l u d e d i n the

study. For v a l i d r e s u l t s , the percentage of r e t u r n of q u e s t i o n n a i r e s

from the two p o p u l a t i o n s was t e n t a t i v e l y set at 60%

Treatment of Data:

The r e t u r n e d q u e s t i o n n a i r e s were t a b u l a t e d and the r e s u l t s presented

i n g r a p h i c a l format to permit comparison between the two populations.

Where q u e s t i o n s r e q u i r e d the r a n k i n g of p a r t i c u l a r items a c c o r d i n g to

importance or p r e f e r e n c e , the v a l u e of 1 was g i v e n to the most important

or most p r e f e r r e d and the v a l u e of 5 was g i v e n to the l e a s t important.

When c a l c u l a t i n g the mean l e v e l of importance or p r e f e r e n c e , v a l u e s

between 1.0 and 2.0 would i n d i c a t e an i t e m of h i g h importance w h i l e a

v a l u e between 4.0 and 5.0 would i n d i c a t e low importance. The comparison

between p o p u l a t i o n s was not the i n t e n t of the study but i s added to

i n c r e a s e the u n d e r s t a n d i n g of the problem.

 - 35 -

CHAPTER FOUR

PRESENTATION OF FINDINGS

The purpose of t h i s study was to determine, through a survey of

i n d u s t r y and e d u c a t i o n a l i n s t i t u t i o n s , the p r e r e q u i s i t e s k i l l s and knowledge

f o r t r a i n i n g and/or employment i n the f i e l d of computer a i d e d d r a f t i n g . Two

parallel, c l o s e d form q u e s t i o n n a i r e s were sent to r e p r e s e n t a t i v e b u s i n e s s e s

and e d u c a t i o n a l i n s t i t u t i o n s and the r e t u r n e d data t a b u l a t e d and analyzed.

The survey was i n t e n d e d to i d e n t i f y areas of c u r r i c u l a r strengths and

weaknesses i n the secondary s c h o o l system and a l s o to a c q u a i n t educators

w i t h t e c h n o l o g i c a l trends i n i n d u s t r y . The data from the two populations

was t a b u l a t e d s e p a r a t e l y to show p o s s i b l y , d i v e r g e n t p o i n t s of view.

Survey Response:

S i x t y - f i v e businesses i n B r i t i s h Columbia, i d e n t i f i e d as u s e r s of CAD

technology, were sent q u e s t i o n n a i r e s . Of these s i x t y - f i v e , f o u r f i r m s o r

s i x p e r c e n t were no l o n g e r i n b u s i n e s s and the q u e s t i o n n a i r e s were r e t u r n e d .

The figure of s i x p e r c e n t corresponds v e r y w e l l to a r e c e n t a r t i c l e i n the

b u s i n e s s s e c t i o n of The Vancouver Sun which mentioned t h a t s i x p e r c e n t of

B r i t i s h Columbia i n d u s t r y had l e f t the p r o v i n c e i n the l a s t y e a r . Of the

remaining sixty-one businesses, f i f t y or 82% r e t u r n e d the q u e s t i o n n a i r e s .

Nine of these (15% o f the sample) were not d i r e c t u s e r s of CAD (some were

software d e v e l o p e r s or c o n s u l t a n t s ) , n i n e more were i n the p r o c e s s of

e v a l u a t i n g o r i n s t a l l i n g CAD.systems, and the remaining t h i r t y - t w o (52% of

the sample) p r o v i d e d completed q u e s t i o n n a i r e s .

Nine of the f i f t e e n e d u c a t i o n a l i n s t i t u t i o n s (60%) returned completed

 - 36 -

questionnaires. The sample o f f i f t e e n i n s t i t u t i o n s r e p r e s e n t s the t o t a l

number o f i n s t i t u t i o n s o f f e r i n g CAD t r a i n i n g o f any k i n d a t t h i s time i n

B r i t i s h Columbia. I n c l u d e d w i t h the s i x non-respondents a r e a l l t h r e e

B r i t i s h Columbia u n i v e r s i t i e s . T h i s may be a r e s u l t o f the t i m i n g o f the

study which c o i n c i d e d w i t h the end o f the academic y e a r . Unfortunately

the r e s u l t s may tend to be somewhat b i a s e d i n f a v o u r of the r e g i o n a l

c o l l e g e s whose r e t u r n e d q u e s t i o n n a i r e s form the g r e a t e r p a r t o f the

i n s t i t u t i o n a l data. A graph o f the survey response i s i n c l u d e d as F i g u r e 1.

Areas o f CAD Use:

The b u s i n e s s e s surveyed i n d i c a t e d t h a t t h e i r major use o f CAD was f o r

mechanical and e l e c t r o n i c s d r a f t i n g . Both o f these areas r e c e i v e d 50%

response. (Many o f the b u s i n e s s e s surveyed i n d i c a t e d involvement i n more

than one a r e a o f d r a f t i n g p r o d u c i n g a survey t o t a l t h a t exceeds 100%)

The n e x t major area was s t r u c t u r a l (37%), f o l l o w e d by a r c h i t e c t u r a l and

cartographic (survey, mapping, topography) w i t h 34% each. A few b u s i n e s s e s

had s p e c i f i c uses f o r CAD not i n c l u d e d i n the survey. These i n c l u d e two

f i r m s i n v o l v e d i n n a v a l a r c h i t e c t u r e , one i n f l u i d i c s , and one i n p r o d u c i n g

process flowsheets.

The e d u c a t i o n a l i n s t i t u t i o n s had s i m i l a r emphasis i n t h e i r CAD training

courses. A r c h i t e c t u r a l and c i v i l d r a f t i n g both r e c e i v e d 56% response,

f o l l o w e d by m e c h a n i c a l and s t r u c t u r a l a t 44% each. P r o c e s s p i p i n g was the

o n l y a r e a o f CAD t r a i n i n g not i n c l u d e d i n the survey to be mentioned by an

institution. The g r a p h i c s and HVAC ( h e a t i n g , v e n t i l a t i o n , and a i r c o n d i t i o n -

i n d ) a r e a s r e c e i v e d low response from both p o p u l a t i o n s .

The data f o r t h i s q u e s t i o n should not be used t o i n d i c a t e the p r e v a l e n c e

of CAD i n s p e c i f i c f i e l d s ; r a t h e r i t s h o u l d i n d i c a t e t h a t CAD i s being used.

 - 37 -

Per Cent o f Sample

0-10-20-30-4 0-50-60-70-80-90-100

Response Rate H^HHSS^^^ffTo^ 81S 2 %

Completed Questionnaires S^^^^H^BiinNl _ _ j %

6 0 o

Incomplete Quest ionna ires f " " "30%

CAD Business survey-

CAD Training survey-
Figure 1. Survey response rate.

Per Cent o f Sample

0-10-20-30-40-50-60-70-80-90-100
i H i n o i B H i i i i B i f ~ 5 s%
Mechan ica1
31111111111I11IJ MIMIMIIU1111M111IJ111 tl IMII 67%
56~%"
Electrical/Electronics
JIIIIIIIIIIIIIIIIIIIINIIIIIIIIII 44%_

Cartograph ic • i i i B H H " 34%"

imiiiiiiiiiiimmiiiiiiiiinii 4 4 %
M i i ~ i 6 %
Graphics/Pictorials
liiiiiniiiiimi 2 2 %
Civil •iiiiiiT5%
j i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i m i i i m i i i i i i i i i i i 78%
Structura1
67%

HVAC
]lllllllllllllllllllllllll 33%

Arch itectural WKBuaam ~34%"

jiiiiiiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii 77%
Other •if "12%

JIIIIIII n%
CAD Business survey-
CAD Training survey-

Figure 2. Areas o fCAD use,

 - 38 -

i n v i r t u a l l y a l l areas o f d r a f t i n g . The t a b u l a t e d responses from the

business survey o n l y serve to d e s c r i b e t h a t sample p o p u l a t i o n . Similarly,

the response from the t r a i n i n g i n s t i t u t i o n s d e s c r i b e s the emphasis o f i t s

CAD c o u r s e s . A graph o f the response to t h i s q u e s t i o n i s i n c l u d e d as

F i g u r e 2.

CAD System D e s c r i p t i o n :

The q u e s t i o n d e a l i n g w i t h the type o f CAD system b e i n g used was

designed mainly to determine the degree t o which p e r s o n a l computers were

b e i n g used f o r CAD purposes i n i n d u s t r y and f o r t r a i n i n g purposes. Few

businesses or e d u c a t i o n a l i n s t i t u t i o n s can a f f o r d the massive investment

r e q u i r e d f o r d e d i c a t e d o r mainframe CAD systems. The p e r s o n a l computer

based CAD systems appear to be performing n e a r l y as w e l l as the l a r g e

systems and a t much l e s s c o s t .

Fourteen businesses (44%) and f i v e i n s t i t u t i o n s (56%) i n d i c a t e d t h a t

t h e i r systems were p e r s o n a l computer based. Rather than attempting to

d e s c r i b e the v a r i o u s combinations o f hardware and software i n use, t h i s

w r i t e r has i n c l u d e d an appendix o f CAD s y s t e m . d e s c r i p t i o n s o f f e r e d by the

q u e s t i o n n a i r e respondents. T h i s w i l l be o f much more use to educators i n

determining CAD system and t r a i n i n g requirements. F i g u r e 3 p r e s e n t s the

graph o f the response t o t h i s question.

CAD System Ease o f O p e r a t i o n :

I t was o r i g i n a l l y thought t h a t t h e r e might be a r e l a t i o n s h i p between

the s i z e or complexity o f a CAD system and the r e l a t i v e ease o f o p e r a t i n g

it. Many o f the e a r l y mainframe CAD systems were plagued w i t h programming

problems and were d i f f i c u l t to operate i n comparison t o the p e r s o n a l computer

systems t h a t a r e e n t e r i n g the market now. The response t o t h i s question

 - 39 -

Per C e n t o f S a m p l e
0-10-20-30-40-50-60-70-80-90-100

PC-based, single u s e r - ^ ^ ^ ^ ^

PC-based, multi-user -jmnmminniinimmmminiiinni 5 6 %

Minicomputer based-JJJJJ^ 1 % °

Dedicated system- JJIJIJI^II^^ °

Mainframe s y s t e ^ ^ , ^

CAD Business survey-HM

CAD Training s u r v e y -Milium

Figure 3. CAD system description.

Per C e n t o f S a m p l e
0-10-20-30-40-50-60-70-80-90-100

very easy t o use-

66%
relatively s i m p l e - j in m i H H i i i n m i i i i i i m MI H MIMIII _ ___ _
5 6 %

moderately difficult-JJSSmiiJumm_33%.
d i f f i c u l t - * "

f r u s t r a t i ng-

CAD Business survey-HBH

CAD Training survey-minium

Figure 4. CADsystem ease o f operation.

 - 40 -

i n d i c a t e s t h a t t h i s may be the case. Figure 4 i l l u s t r a t e s t h a t most of :.

the CAD systems i n the survey sample a r e c o n s i d e r e d as r e l a t i v e l y easy

to o p e r a t e but t h e r e i s a s m a l l number of each group t h a t suggest some

degree o f d i f f i c u l t y . When these i n d i v i d u a l q u e s t i o n n a i r e s were a n a l y z e d ,

it appeared t h a t 88% of the b u s i n e s s e s and 67% of the e d u c a t i o n a l i n s t i t u t i o n s

t h a t expressed d i f f i c u l t y i n o p e r a t i n g t h e i r CAD systems had l a r g e mainframe

or d e d i c a t e d systems. Only 14% of the b u s i n e s s e s and 11% of the e d u c a t i o n a l

i n s t i t u t i o n s u t i l i z i n g p e r s o n a l computer based CAD systems expressed any

d i f f i c u l t y of o p e r a t i o n .

CAD System C o s t s :

The c o s t of a CAD system i s r e l a t i v e to the number of work s t a t i o n s

t h a t i t can s u p p o r t . The l a r g e mainframe and d e d i c a t e d systems have the

power to handle a l a r g e number of u s e r s s i m u l t a n e o u s l y and, for considerably

l e s s c o s t , p e r s o n a l computers can be networked to perform almost as w e l l .

Those survey respondents who i n d i c a t e d system c o s t s i n excess of $75,000.

i n c l u d e d two w i t h networked p e r s o n a l computer systems. The important aspect

of t h i s p o r t i o n of the survey i s the l a r g e number of b u s i n e s s e s (40%) and

educational i n s t i t u t i o n s (44%) w i t h CAD systems i n o p e r a t i o n f o r l e s s than

$25,000. System c o s t s a r e i n d i c a t e d i n F i g u r e 5.

CAD Training Candidates:

The e d u c a t i o n a l i n s t i t u t i o n s responding to t h i s q u e s t i o n i n d i c a t e d

t h a t the m a j o r i t y of the i n d i v i d u a l s s e e k i n g t r a i n i n g i n computer a i d e d

d r a f t i n g had s k i l l s or t r a i n i n g i n a r e l a t e d area and were upgrading them-

selves. D r a f t s p e r s o n s were mentioned most o f t e n (78%) f o l l o w e d by

p r o f e s s i o n a l s and o t h e r s (teachers). The p r o f e s s i o n a l s and o t h e r s have

been a s s e s s e d t o g e t h e r because a l l of the o t h e r s mentioned i n the q u e s t i o n -

n a i r e s were p r o f e s s i o n a l s of some s o r t . (See F i g u r e 6)

 - 41 -

Per Cent o f Sample

0-10-20-30-40-50-60-70-80-90-100

less than $ 10,000-

$10,000 t o ^ 5 . 0 0 0 - j ™ ™ _ z _ 3
«

$25,000 t o $50,000-:

$50,000 t o $75 , 0 0 0 - ™ 6 %

over $75 n00- • ^ ^ ™ ^ " ^ ™ a

^ ™ H B 5 3 2

* ' iiiiiiiiiiiiiiiiimimiiimiiiiiiiiiiiiiii 56%

continuing 1e a s e - j | | | | m n %

CAD Business survey-

CAD Training survey-
Figure 5. CAD system cost approximations.

Per Cent o f Sample

0-10-20-30-40-50-60-70-80-90-100

high school graduate- jiiiiiiiiiiimimiiiiiiiiiiiiiii 4 4

?°

draftsperson- iiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiiiiiimii 78%

technician/technologist- iiimmiiiiiiii 22%

computer specialist-

professional- iiiiiiiniiiiimi 22%

o t h e r - niiiiiniiiiiiifi 22%

Figure 6. CAD training candidate background.

 - 42 -

CAD Operator Background:

Businesses i n d i c a t e d t h a t t h e i r CAD o p e r a t o r s were u s u a l l y d r a f t s -

persons r e t r a i n e d f o r t h e i r CAD systems. None of the respondents had

obtained CAD draftspersons d i r e c t l y from an e d u c a t i o n a l institution.

The other i n d i v i d u a l s using the CAD systems were e n g i n e e r s , a r c h i t e c t s ,

designers, and technicians. (See F i g u r e 7)

CAD Operator T r a i n i n g :

Only 12% of the b u s i n e s s survey i n d i c a t e d that t h e i r operators had

received their training through an e d u c a t i o n a l i n s t i t u t i o n . The rest had

obtained training through s e l f - t e a c h i n g , in-house c o u r s e s , vendor courses,

or a combination of these. T h i s i s an i n d i c a t i o n of the l a c k of availability

of a p p r o p r i a t e courses f o r employees a t the time t h a t the t r a i n i n g was required.

Most of these p e o p l e would have needed t r a i n i n g b e f o r e t h e r e were any courses

available publicly. In support of t h i s , most o f the b u s i n e s s e s surveyed

i n d i c a t e d t h a t they would p r e f e r to h i r e a d r a f t s p e r s o n w i t h CAD skills.

F i g u r e 8 i n d i c a t e s the t r a i n i n g of p r e s e n t CAD operators and F i g u r e 9

i n d i c a t e s the h i r i n g p r e f e r e n c e s of the b u s i n e s s e s surveyed.

Business H i r i n g Preferences f o r CAD Operators:

The time and c o s t of t r a i n i n g a p e r s o n to operate a CAD system would

be expected to i n f l u e n c e an employer to h i r e a d r a f t s p e r s o n a l r e a d y t r a i n e d

i n CAD, y e t a s u r p r i s i n g number i n d i c a t e d t h a t they would p r e f e r to train

a good d r a f t s p e r s o n , t e c h n i c i a n , or p r o f e s s i o n a l on the f i r m ' s CAD system.

The mean r a n k i n g f o r t h i s item i s j u s t s l i g h t l y i n f a v o u r of a CAD drafts-

p e r s o n , f o l l o w e d c l o s e l y by a r e g u l a r d r a f t s p e r s o n or t e c h n i c i a n / t e c h n o l o g i s t .

(See F i g u r e 8a)
 - 43 -

Per Cent of Sample

0-10-20-30-40-50-60-70-80-90-100

retrained draftsperson- 66%

CAD draftsperson-

technician/technologist- 22%

computer specialist-

prof ess iona 1- 22%

Figure 7. CAD operator background.

Per Cent of Sample

0-10-20-30-4 0-50-60-70-80-90-100

s e l f - t a u g h t - B H H B 47%

college training-MH 12%

tech. institute courses-:

university courses-:

post-graduate courses-:

system supplier courses-

in-house courses-

Figure 8. CAD operator training.

 - 44 -

Mean Ranking Level

.-5 4 3 2 1

draftsperson- 2.30

CAD draftsperson- | 2.17

technician/technologist- 2.38

computer specialist- 4.60

professional - 3.09

other- 4.87

Figure 8a. Hiring preferences of businesses using CAD,

Mean Ranking Level

6-- .5 4 3 2 —
high school graduate- 2.43

draftsperson- 1.43

technician/technologist- 2.67

computer specialist- 5.00

professional- 3.33

other- 5.20

Figure 8b. Candidate preferences of CAD training institutions.

 - 45 -

Candidate P r e f e r e n c e of CAD Training Institutions:

I n s t i t u t i o n s i n d i c a t e d t h a t they s t r o n g l y p r e f e r r e d to teach computer

a i d e d d r a f t i n g to r e g u l a r d r a f t s p e r s o n s . I n s t r u c t o r s o b v i o u s l y do not

have a c h o i c e of who they teach.a:, T h i s aspect i s u s u a l l y c o n t r o l l e d through

the a d m i s s i o n requirements of the i n s t i t u t i o n , however they #jf©jaaM&v.,

f i n d i t more rewarding to teach the i n t r i c a c i e s of t h e i r CAD system to

someone w i t h some background i n d r a f t i n g or d e s i g n . (See F i g u r e 8b)

CAD T r a i n i n g Methods P r e f e r r e d by E d u c a t i o n a l Institutions:

Question 6 of the q u e s t i o n n a i r e sent to e d u c a t i o n a l institutions

asked f o r respondents to i n d i c a t e the b e s t method of r e c e i v i n g CAD

training. Figure 9 presents the response to t h i s q u e s t i o n . The tabulated

data i s s i m i l a r to the data from Q u e s t i o n 1 i n that i t only serves to

d e s c r i b e the sample p o p u l a t i o n . The respondents i n t h i s case were

o b v i o u s l y b i a s e d i n favour of t h e i r p a r t i c u l a r method of t r a i n i n g . The

sample's h i g h p r o p o r t i o n of r e g i o n a l c o l l e g e s mentioned p r e v i o u s l y i s

r e f l e c t e d i n the 78% response to t h i s t r a i n i n g method. I t i s notable

t h a t the i n s t i t u t i o n s sampled d i d g i v e c r e d i t to vendor's courses and 1

in-house t r a i n i n g as v i a b l e methods of CAD training. Even s e l f - t e a c h i n g

r e c e i v e d an 11% response.

Importance Ranking of S e l e c t e d Manual, C o g n i t i v e , and Industrial Skills:

The CAD o p e r a t o r may require certain s k i l l s t h a t are not necessary

for manual d r a f t i n g . In an e f f o r t to determine i f t h i s i s so and to ..

i d e n t i f y such s k i l l s , b u s i n e s s e s and e d u c a t i o n a l i n s t i t u t i o n s were asked

to rank the importance of c e r t a i n s e l e c t e d s k i l l s i n r e l a t i o n to CAD

t r a i n i n g or employment. The s k i l l s were l o o s e l y c a t e g o r i z e d as- manual,

 - 46 -

Per Cent o f Sample

0-10-20-30-40-50-60-70-80-90-100

s e l f - t a u g h t - IIIIIIII 11/

college training- 78%

tech, institute c o u r s e s - 111III lilllllll 1111111M Milt 44%

university courses- lllllllllllllllllllllllll 33%

post-graduate c o u r s e s - llllllll 11%

system supplier c o u r s e s - 111111111 lllllll 22%

in-house courses- llllllll H%

Figure 9. CAD t r a i n i n g preferences o feducational institutions

Mean Ranking Level

5 4 3 2 1

keyboard s k i l l s - 5 H ^ H ^ H H n i m i i i i _ i._8_9__

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ^

manual d r a f t i n g s k i l l s - jiyIn111•••••••• |ji±iII»li*±'LiJJ'±'U'U. •••••••• I f i ± ' ' •

1 a1 1 l 1 1

perspective drawing-H^HHffloo^
w o r d P r o c e s s i n g - " " " " ™ 3.67
other-• ^ "°" f i : 6

: ____o_o_

CAD Business survey-l^^H

CAD Training survey-miiilllllll
Figure 10. Importance ranking o f s e l e c t e d manual skills
r e l a t i v e t o CAD t r a i n i n g o r employment.
 - 47 -

c o g n i t i v e , or i n d u s t r i a l and the respondents were asked to rank the :'.

importance of the items i n each c a t e g o r y . F o l l o w i n g the r a n k i n g , respondents

were asked to i d e n t i f y the. s i n g l e most important, s k i l l , i f any, from the

previous categories. In o r d e r to accommodate the i n c l u s i o n o f c e r t a i n

skills not mentioned, a b l a n k response l a b e l l e d " o t h e r " was added to the

manual and c o g n i t i v e categories.

To p r e s e n t a v i s u a l image o f the r a n k i n g f o r t h i s q u e s t i o n , bar graphs

were p r e p a r e d t h a t show h o r i z o n t a l b a r s whose l e n g t h corresponds directly

to the mean l e v e l of importance accorded t h a t s k i l l . An item of v e r y

little importance c o u l d r e c e i v e a mean r a n k i n g o f 5.00 and would not

generate a bar on the graph. An item of h i g h importance could receive a

mean r a n k i n g of 1.00 and would generate a f u l l l e n g t h bar on the graph.

(A s i m i l a r treatment of d a t a was used to generate the bar graphs i n

F i g u r e 8a and F i g u r e 8b)

For the manual s k i l l s c a t e g o r y , both b u s i n e s s e s and training

i n s t i t u t i o n s c i t e d manual d r a f t i n g . a s the most important p r e r e q u i s i t e skill

f o l l o w e d by keyboard skills, p e r s p e c t i v e drawing and word p r o c e s s i n g , i n

t h a t o r d e r o f rank. The r a n k i n g was the same i n both surveys as shown

i n F i g u r e 10.

F i g u r e 11 shows the r a n k i n g o f s e l e c t e d c o g n i t i v e s k i l l s . Although

both surveys c o n s i d e r e d a n a l y t i c geometry to be the most important, they

d i f f e r e d s l i g h t l y on t h e i r second c h o i c e . B u s i n e s s e s c o n s i d e r e d computa-

tional skills as next i n importance w h i l e the t r a i n i n g i n s t i t u t i o n s selected

communication s k i l l s . Both surveys c o n s i d e r e d computer programming to be

t h e l e a s t important c o g n i t i v e skill.
 - 48 -

Mean R a n k i n g Level
5 4- — - - 3 2 1

computational s k i 11 s• 2.18
linmi1111u111iniiiiiinm 3_. j . I

communication ski 1 Is • • • • • B B l l 2.71

tin m III u in n i n MI M I H in HI HIIIIJ in HI _ _2_. I I _ _
analytic geometry skills- ^ • H B H E z n a a r a n -
Y. §9 ~

computer programming- liiiiiiiiiiiiiiiiiiiiiiiiiimiimiiiiiiiiiiiiiiiiiiiiii 1.44

o t h e r - ]IIIIIIIHHIII111IJIUU _ 3 5.56

: 5.00
CAD Business survey-
CAD Training survey-

Figure 11. Importance ranking o fselected cognitive skills

r e l a t i v e t oCADt r a i n i n g o r e m p l o y m e n t .

Mean Ranking Level

5 4 3 2 1
2.47
welding/metal fabrication-
IIIIIIIIHIIHIIHimmilllll 3 . 1 4
m a c h i n i n g - • i i i i H i B B i B H ~2.
iiiiiiiiiiiiiiiiiiiimmmiiiiiimiiiiiiii 2.14

house framing/finishing- •iiiiiiil s.Yo

iiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiminii i .67

millwork/cabinetmaking-
3.28

electricity/electronics- 2TI4"""
llllllllllll 4 . 2 8

CAD Business survey-

CAD Training survey-

Figure 12. Importance ranking o fselected industrial skills

r e l a t i v e t oCADt r a i n i n g o r e m p l o y m e n t .
 - 49 -

Many e d u c a t o r s and b u s i n e s s e s f e e l t h a t a knowledge of i n d u s t r i a l

methods and p r o c e s s e s i s v e r y important f o r a d r a f t s p e r s o n . A number of

such iareas of i n d u s t r i a l knowledge were p l a c e d i n a t h i r d c a t e g o r y of

selected i n d u s t r i a l s k i l l s i n order to determine i f t h e r e was any specific

a r e a t h a t s h o u l d r e c e i v e emphasis i n p r e p a r i n g s t u d e n t s f o r CAD. The

r a n k i n g of these items was r a d i c a l l y d i f f e r e n t between s u r v e y s . Businesses

c o n s i d e r e d the e l e c t r o n i c s area t o be of most importance followed very

c l o s e l y by machining and metal f a b r i c a t i o n . L e a s t important were m i l l w o r k

and cabinetmaking skills. T h i s w r i t e r f e e l s t h a t the r a n k i n g of these

particular s k i l l s by b u s i n e s s i s r e l a t i v e to the areas of i n d u s t r y t h a t

the b u s i n e s s e s are i n v o l v e d . i n . An a n a l y s i s of the response to t h i s

particular q u e s t i o n does i n d i c a t e t h a t t h i s i s the case. A comparison of

the response to Q u e s t i o n 2, (which d e s c r i b e s the areas of CAD u s e ) , to the

r a n k i n g of these s k i l l s by b u s i n e s s does i n d i c a t e a s t r o n g correlation.

As w i t h the response to Q u e s t i o n 2, the r a n k i n g o f t h i s c a t e g o r y o n l y

s e r v e s to d e s c r i b e the survey p o p u l a t i o n .

The r a n k i n g o f i n d u s t r i a l s k i l l s by the t r a i n i n g i n s t i t u t i o n s s i m i l a r l y

i n d i c a t e s course emphasis, a g a i n c o r r e s p o n d i n g v e r y c l o s e l y to the response

to Q u e s t i o n 2. The e d u c a t i o n a l i n s t i t u t i o n s surveyed i n d i c a t e d residential

framing and f i n i s h i n g s k i l l s to be the most important, f o l l o w e d by

machining, m e t a l f a b r i c a t i o n , m i l l w o r k , and cabinetmaking. Electronics

s k i l l s were c o n s i d e r e d l e a s t important f o r CAD training. (See F i g u r e 12)

Of a l l the s k i l l s mentioned, the s i n g l e most important s k i l l was

c o n s i d e r e d to be manual d r a f t i n g by both the b u s i n e s s survey (53%) and the

t r a i n i n g survey (67%). A number of items were mentioned here t h a t c o u l d a l l

be l o o s e l y c a t e g o r i z e d as problem s o l v i n g a b i l i t i e s . These i n c l u d e
 - 50 -

a d a p t a b i l i t y , s p a t i a l a n a l y s i s , design techniques, thinking a b i l i t y , e t c .

If these a r e grouped t o g e t h e r they form 33% o f the t r a i n i n g survey response

and 32% o f the b u s i n e s s survey response to t h i s question.

To summarize the response to t h i s q u e s t i o n , both b u s i n e s s e s and

training i n s t i t u t i o n s i n v o l v e d w i t h CAD c o n s i d e r manual d r a f t i n g skills

and good problem s o l v i n g a b i l i t y to be the most important p r e r e q u i s i t e s f o r

CAD t r a i n i n g or employment.

Importance of S e l e c t e d D r a f t i n g S k i l l s i n R e l a t i o n to CAD Training

or Employment:

Q u e s t i o n 9 of the survey asked respondents to i n d i c a t e the importance,

r e l a t i v e t o CAD t r a i n i n g or employment, o f c e r t a i n d r a f t i n g skills presently

being taught as p a r t of the d r a f t i n g c u r r i c u l u m i n B r i t i s h Columbia secondary

schools. These s k i l l s were s e l e c t e d from the 1977 B r i t i s h Columbia

I n d u s t r i a l E d u c a t i o n C u r r i c u l u m Guide.

A rank o f 5 I n d i c a t e d the s k i l l t o be o f low importance and a rank of 1

i n d i c a t e d the s k i l l to be v e r y i m p o r t a n t . The mean p r i o r i t y r a t i n g o f each

item was c a l c u l a t e d f o r both surveys and d i s p l a y e d i n bar graph format i n

F i g u r e 13. As shown on the graph, b u s i n e s s e s and t r a i n i n g i n s t i t u t i o n s were

remarkably c o n s i s t e n t i n t h e i r assessment of d r a f t i n g s k i l l importance. The

o n l y areas o f marked c o n t r a s t were cam and gear development (0.56 difference)

and v e r n i e r p r o t r a c t o r r e a d i n g (0.53 difference).

The advent of computer a i d e d d r a f t i n g technology has made the a c q u i s i t i o n

of certain drafting s k i l l s a questionable pursuit. I t would seem t h a t such

f i n e motor s k i l l s as t r a c i n g , i n k i n g , l e t t e r i n g , and drawing consistent

l i n e w o r k would be of much l e s s importance i n d r a f t i n g c o u r s e s . The response

to Q u e s t i o n 9 i n d i c a t e s t h a t t h i s i s t r u e to a c e r t a i n degree. What i s more

 - 51 ->

Mean Priority Level

5 4 3 2 1

iHH_H_9BB ~3~ ~1 8
cam and gear d e v e l o p m e n t - ^^ mn m _3.22

dimensioning t o CSA s t d .- H^HSKHS_ j°g __ 2

0

isometric/oblique drawing- j B j m

vernier protractor read.- ^^HSmVoo

residential plans to code- ggSS?!Si ^ L

consistent lettering std.- g ^ f g J 9 _

topographic map p 1 o t t i n g - ^ n ^ ^ ^ S i j J g . ._

freehand s k e t c h i n g - ] i IJ i H I UIJIIIIHIII II IN U HI Ml I) HI Mill

tracing/inking neatly-gSE^
dihedral angle ca 1c .- j i S S

drawing consistent Iines-|SSSjJL......

parallel/radial line dev. -B S ^ ^ E ^ ______

secondary aux. views-H^H^^^^^H

dev. views by r e v o 1 u t i o n - " " B

perspective d r a w i n g -IIIJ^JIUHIIJIIIIIIIIIIMIIMIIJI_2^1a.

CAD Business survey-HiHI

CAD Training survey-imimilll

Figure 13. Importance ranking of s e l e c t e d d r a f t i n g skills

taught in B . C . secondary schools in r e l a t i o n to
CAD t r a i n i n g o r e m p l o y m e n t .

1
 - 52 -

important i n t h i s q u e s t i o n i s the importance g i v e n c e r t a i n o t h e r items.

Dimensioning to CSA standards was g i v e n the h i g h e s t p r i o r i t y r a t i n g , f o l l o w e d

v e r y c l o s e l y by p i c t o r i a l drawing (isometric/oblique), auxiliary views,

r e v o l u t i o n s , p e r s p e c t i v e drawing, and f r e e h a n d s k e t c h i n g . A l l of these

items, except f o r d i m e n s i o n i n g , r e q u i r e the a b i l i t y to t h i n k i n t h r e e

dimensions. In o t h e r words, d r a f t i n g e d u c a t o r s s h o u l d be emphasizing the

t h r e e d i m e n s i o n a l a s p e c t of d r a f t i n g ; the f a c t t h a t the image on paper

r e p r e s e n t s a s o l i d o b j e c t t h a t can be m a n i p u l a t e d and viewed from different

a n g l e s , not n e c e s s a r i l y the t r a d i t i o n a l o r t h o g r a p h i c a n g l e s .

Secondary School C u r r i c u l a r Change or Emphasis I d e n t i f i e d as Being

B e n e f i c i a l to Student CAD T r a i n i n g o r Employment:

F i g u r e 14 d i s p l a y s the t a b u l a t e d response to Q u e s t i o n 10 of the survey

questionnaire. CAD training i n s t i t u t i o n s and b u s i n e s s e s u s i n g CAD were

asked to' i d e n t i f y which a r e a s of the secondary s c h o o l c u r r i c u l u m , i f any,

t h a t they would change or emphasize to b e t t e r p r e p a r e s t u d e n t s f o r f u r t h e r

t r a i n i n g and/or c a r e e r s i n CAD. The i n t r o d u c t i o n o f computer a i d e d d r a f t i n g

a t the secondary l e v e l was i d e n t i f i e d by 78% of the i n s t i t u t i o n s and 72% of

the b u s i n e s s e s as the b e s t method o f p r e p a r i n g s t u d e n t s . T h i s was followed

by the i n t r o d u c t i o n of more d r a f t i n g c o u r s e s . The b u s i n e s s survey indicated

t h a t a knowledge o f i n d u s t r i a l p r o c e s s e s was j u s t as important as more

drafting courses w h i l e the t r a i n i n g i n s t i t u t i o n s were more concerned with

b e t t e r Math and E n g l i s h s k i l l s . The low response by both surveys to c o n t -

i n u i n g w i t h p r e s e n t programs i n d i c a t e s a need f o r some c u r r i c u l a r revision

in this respect.
 - 53 -

Per Cent o f Sample

0-10-20-30-40-50-60-70-80-90-100

contine present programs-" ^ ^ z z

mathematics e m p h a s i s - J!Siiimimiljililliyi_ _4_4_%

more English and ^^-JHJM

computer programming-J^JJJJJ^^^
industrial processes - jJJJitiii^^^
IBHJHHB 25%

m o r e d r a f t i n g c o u r s e s - iiyijimiiiMniMHimymninniij_56_%_
c o m p u t e r a i d e d d r a f t i n g - • 11 n m 1 n n 1 ymmiinnimiii HIM HI M 1 n 111111 iimnn
other- "
U L M f c M
Jlllttl 11 11%

CAD Business survey-MH

CAD Training survey-mmnm
Figure 14. Secondary school c u r r i c u l a r change o r emphasis
identified as being beneficial t o student
CAD t r a i n i n g o r e m p l o y m e n t .
 - 54 -

Purpose o f the Study Reviewed:

The survey i n d i c a t e d that:

1. Computer a i d e d d r a f t i n g was i n use f o r v i r t u a l l y a l l d i s c i p l i n e s .

In b u s i n e s s and i n the t r a i n i n g i n s t i t u t i o n s . A l a r g e p r o p o r t i o n of

the b u s i n e s s e s surveyed were i n v o l v e d i n e l e c t r o n i c s . The training

i n s t i t u t i o n s surveyed d i d not make e l e c t r o n i c s d r a f t i n g a major

p a r t of t h e i r c u r r i c u l u m .

2. Large d e d i c a t e d or mainframe CAD systems can be more d i f f i c u l t to

o p e r a t e than p e r s o n a l computer based systems. P e r s o n a l computer

based systems were g e n e r a l l y c o n s i d e r e d simple or easy to use.

3. The i n d i v i d u a l s p r e s e n t l y o p e r a t i n g CAD systems were u s u a l l y

regular draftspersons retrained for CAD.

4. Employers would p r e f e r to h i r e d r a f t s p e r s o n s w i t h CAD skills.

5. CAD t r a i n i n g i n s t i t u t i o n s p r e f e r to t r a i n d r a f t s p e r s o n s o r people

w i t h some background i n d r a f t i n g o r d e s i g n .

6. Most CAD o p e r a t o r s had taught themselves or r e c e i v e d t r a i n i n g

through a CAD system vendor or through in-house training.

7. Employers would p r e f e r t h a t CAD t r a i n i n g be l e f t to a p p r o p r i a t e

training institutions.

8. That manual d r a f t i n g s k i l l s and problem s o l v i n g a b i l i t y were the

most important manual and cognitive s k i l l s f o r CAD and that

n e c e s s a r y i n d u s t r i a l s k i l l s were s p e c i f i c to the type of b u s i n e s s

involvement.

9. That secondary s c h o o l d r a f t i n g courses s h o u l d be r e v i s e d to p l a c e

more emphasis on dimensioning to CSA standards aiid'i'the"••three

d i m e n s i o n a l a s p e c t s of d r a f t i n g .
 - 55 -

That secondary s c h o o l s s h o u l d i n t r o d u c e computer a i d e d drafting,

o f f e r more d r a f t i n g c o u r s e s , and emphasize good computational and

communication skills.
 - 56 -

CHAPTER FIVE

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The purpose o f t h i s study was to survey r e p r e s e n t a t i v e b u s i n e s s e s

u s i n g computer a i d e d d r a f t i n g technology and t o survey i n s t i t u t i o n s offering

t r a i n i n g i n computer a i d e d d r a f t i n g i n o r d e r t o a s s e s s t h e impact of t h i s

technology on secondary school curriculum. A closed-form s t y l e questionnaire

was s e n t t o s i x t y - f i v e b u s i n e s s e s and f i f t e e n i n s t i t u t i o n s i n v o l v e d w i t h CAD

and the r e t u r n e d d a t a t a b u l a t e d and p r e s e n t e d i n b a r graph format to f a c i l -

i t a t e e a s i e r i n t e r p r e t a t i o n of the r e s u l t s . The q u e s t i o n n a i r e was designed

to a s c e r t a i n t h e t r a i n i n g and background o f CAD p e r s o n n e l , t h e type o f CAD

equipment i n use, the areas o f d r a f t i n g u s i n g CAD, the t r a i n i n g and h i r i n g

p r e f e r e n c e s o f b u s i n e s s , the importance of various s k i l l s , and t h e areas o f

secondary s c h o o l c u r r i c u l u m to be changed o r emphasized to r e f l e c t t h e

technology. The survey i n s t r u m e n t was t e s t e d and r e v i s e d b e f o r e b e i n g

d i s t r i b u t e d t o t h e survey participants.

The review o f t h e l i t e r a t u r e was d i v i d e d i n t o t h r e e a r e a s . The f i r s t

a r e a reviewed t h e p h i l o s o p h i c a l background t o c u r r i c u l u m development.

E d u c a t o r s were urged t o keep c u r r i c u l u m up-to-date on t h e b a s i s t h a t

c u r r i c u l u m content s h o u l d r e f l e c t the needs o f the s o c i e t y t h a t i t s e r v e s .

A broad base o f knowledge and s k i l l s was c o n s i d e r e d more important than

s p e c i a l i z a t i o n because o f t h e r a p i d l y changing requirements o f technology

and t h e r e s u l t i n g o b s o l e s e n c e o f s p e c i a l i z e d skills.

The second a r e a of review was concerned w i t h r e l a t e d r e s e a r c h i n

I n d u s t r i a l Education. A r e l a t i v e l y s m a l l number o f s t u d i e s have been done

 - 57 -

t h a t a r e concerned w i t h c u r r i c u l a r r e v i s i o n , i n I n d u s t r i a l E d u c a t i o n . Most

of these u t i l i z e a survey of l o c a l i n d u s t r y to a s c e r t a i n the s t a t u s o r

needs o f p r e s e n t c u r r i c u l u m . Survey studies i n drafting curriculum

development were m a i n l y concerned w i t h the impact of the changing technology

of d r a f t i n g , but not a t the secondary level. The review e s t a b l i s h e d the

survey q u e s t i o n n a i r e as the predominant method o f i d e n t i f y i n g curricular

development items i n I n d u s t r i a l E d u c a t i o n .

P e r i o d i c a l l i t e r a t u r e i n d i c a t e d a need f o r a p p r o p r i a t e t r a i n i n g i n

computer a i d e d d r a f t i n g f i e l d s and mentioned a number of s u c c e s s f u l programs.

The survey o f b u s i n e s s e s i n B r i t i s h Columbia utilizing CAD r e q u i r e d the

c o m p i l a t i o n of a CAD d i r e c t o r y as no p u b l i s h e d c o m p i l a t i o n c o u l d be found.

T h i s d i r e c t o r y as w e l l as one f o r CAD training institutions i n British

Columbia i s i n c l u d e d as an appendix to t h i s study.

The survey generated an 82% response r a t e from i n d u s t r y and a 60%

response from t r a i n i n g i n s t i t u t i o n s . A number of r e t u r n e d q u e s t i o n n a i r e s

from b u s i n e s s c o u l d not be used as the respondents d i d not y e t have a CAD

system i n operation. Removing these b u s i n e s s e s from the sample generates

a 75% response r a t e . 1

The survey was sent, t o g e t h e r w i t h a c o v e r i n g l e t t e r and stamped

r e t u r n envelope on A p r i l 10, 1985. Non-respondents were sent another

q u e s t i o n n a i r e , t o g e t h e r w i t h a cover l e t t e r and stamped r e t u r n envelope

on May 10, 1985. Q u e s t i o n n a i r e s r e c e i v e d a f t e r June 10, 1985 were not

i n c l u d e d i n the s u r v e y .
 - 58 -

Conclusions:

The survey i n d i c a t e d t h a t b u s i n e s s e s i n a wide v a r i e t y o f endeavours

are u s i n g computer a i d e d d r a f t i n g systems and t h a t they a r e r e t r a i n i n g

t h e i r p r e s e n t d r a f t i n g and p r o f e s s i o n a l p e r s o n n e l to operate the systems.

They do i n d i c a t e , however, t h a t they would p r e f e r to h i r e individuals,

predominantly d r a f t s p e r s o n s , w i t h computer a i d e d d r a f t i n g s k i l l s s h o u l d they

r e q u i r e CAD operators. Training i n s t i t u t i o n s are o f f e r i n g computer a i d e d

d r a f t i n g courses w i t h emphasis on t r a d i t i o n a l areas of d r a f t i n g and prefer

to t e a c h i n d i v i d u a l s w i t h good background i n manual d r a f t i n g or r e l a t e d areas.

Manual d r a f t i n g s k i l l s and good problem solving a b i l i t i e s were i d e n t i f i e d i n

both surveys as the major p r e r e q u i s i t e s f o r CAD success. Selected B r i t i s h

Columbia secondary s c h o o l d r a f t i n g c u r r i c u l u m items were r a t e d and both

surveys p l a c e d more importance on dimensioning t o CSA standards and viewing

o b j e c t s t h r e e d i m e n s i o n a l l y than on o t h e r a r e a s . C u r r i c u l a r change to r e f l e c t

the changing t e c h n o l o g y was deemed n e c e s s a r y and i n c l u d e d the i n t r o d u c t i o n o f

computer a i d e d d r a f t i n g a t the secondary l e v e l as w e l l as the i n c l u s i o n of more

d r a f t i n g course time and more emphasis on computational and communication skills.

Recommendations:

; To the e x t e n t t h a t b u s i n e s s . i n t e r e s t s and p o s t secondary e d u c a t i o n a l / /

requirements a r e i n d i c a t i v e of the n e e d . f o r . c u r r i c u l u m m o d i f i c a t i o n a t the

secondary level, the r e s u l t s of the survey would support the f o l l o w i n g

recommendations:

1. That s t u d e n t s and e d u c a t o r s be c o u n s e l l e d to approach drafting,

e s p e c i a l l y computer a i d e d d r a f t i n g , as a n e c e s s a r y s k i l l f o r a

wide v a r i e t y of o c c u p a t i o n s and not as a v o c a t i o n i n i t s e l f .

T h i s would r e q u i r e a c o n s c i o u s e f f o r t to open secondary school

 - 59 -

d r a f t i n g programs to a l l s t u d e n t s , not j u s t those i n i n d u s t r i a l

programs.

2. That d r a f t i n g educators i n B r i t i s h Columbia secondary s c h o o l s should

a c q u a i n t themselves w i t h the changing technology o f d r a f t i n g .

3. That wherever e c o n o m i c a l l y p o s s i b l e , secondary s c h o o l d r a f t i n g programs

s h o u l d i n t r o d u c e s t u d e n t s t o computer a i d e d d r a f t i n g . The c h o i c e o f

system should r e f l e c t the growing t r e n d i n i n d u s t r y to u t i l i z e

p e r s o n a l computer based systems.

4. That d r a f t i n g educators should m a i n t a i n c o n t a c t w i t h p o s t secondary

t r a i n i n g i n s t i t u t i o n s - i n an e f f o r t t o s t a n d a r d i z e secondary drafting

c u r r i c u l u m emphasis.

5. That the i n c r e a s e d number o f course-hours n e c e s s a r y to accommodate the

recommendations o f t h i s study c o u l d be i n c l u d e d i n an i n d u s t r i a l

technology course a t the s e n i o r secondary level. T h i s course c o u l d

f o c u s on i n d u s t r i a l methods and p r o c e s s e s , a p p l i c a b l e codes and

s t a n d a r d s , and on the development o f a p p r o p r i a t e mathematics and

communication s k i l l s f o r design.

6. That secondary school drafting courses become more i n v o l v e d i n d e v e l o p -

ing the c o m p u t a t i o n a l and communication s k i l l s n e c e s s a r y f o r p o s t -

secondary d r a f t i n g programs.

7. That secondary d r a f t i n g c o u r s e s p l a c e more emphasis on the areas o f

d r a f t i n g t h a t i n v o l v e viewing o r m a n i p u l a t i n g an o b j e c t i n t h r e e

dimensions as opposed t o the t r a d i t i o n a l o r t h o g r a p h i c r e p r e s e n t a t i o n .

These would i n c l u d e p i c t o r i a l (isometric/oblique) projections, parallel

and r a d i a l l i n e developments, p r o d u c i n g views by r e v o l u t i o n , p e r s p e c t i v e

drawing, and freehand s k e t c h i n g .

 - 60 -

8. That secondary drafting courses p l a c e more emphasis on dimensioning

to CSA standards and on f o l l o w i n g s p e c i f i c codes and standards i n

the p r e p a r a t i o n o f drawings.

9. That the B r i t i s h Columbia secondary school Industrial Education

guide s h o u l d be amended t o i n c l u d e content based on the recommend-

a t i o n s o f t h i s study.

The review o f t h e l i t e r a t u r e f o r t h i s study i n d i c a t e d a tension existing

between proponents o f s p e c i a l i z a t i o n i n e d u c a t i o n and o t h e r more moderate

factions. While t h e r e a r e obvious p o l i t i c a l overtones t o t h i s debate (the

i n t e r e s t s o f the worker and b u s i n e s s a r e seldom the same) t h i s w r i t e r feels

t h a t the a d o p t i o n o f the p r e c e d i n g recommendations would be i n the b e s t

i n t e r e s t s o f those concerned and would a l l o w enough f l e x i b i l i t y t o keep

drafting c u r r i c u l u m c u r r e n t and r e s p o n s i v e to change.

Areas f o r Further Study:

The development o f t h i s study suggested a number o f areas f o r f u r t h e r

investigation:

1. A survey o f i n d i v i d u a l s o p e r a t i n g computer a i d e d d r a f t i n g systems

i n o r d e r to a s s e s s the e x t e n t o f t h e i r s k i l l s and r e s p o n s i b i l i t i e s .

2. A study t o determine the e x t e n t t o which computer a i d e d p r o d u c t i o n

technology has changed s k i l l requirements and employment demand.

3. A study o f t h e success r a t e of i n d i v i d u a l s e n r o l l i n g computer

aided d r a f t i n g technology programs i n B r i t i s h Columbia i n r e l a t i o n to

the a d m i s s i o n standards o f the i n s t i t u t i o n and t o the academic

s t a n d i n g o f the i n d i v i d u a l .
 - 61 -

BIBLIOGRAPHY
 - 62 -

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Apple, M.W.. C u l t u r a l and Economic R e p r o d u c t i o n i n E d u c a t i o n . Boston:

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 - 68 -

APPENDIX "A"
 - 71 -

APPENDIX " B "

 - 72 -

CAD Training Skill Survey

Name o f P e r s o n C o m p l e t i n g Survey:

Position:

Name o f T r a i n i n g Institution:

Comments C o n c e r n i n g Survey:
 - 73 -

CAD TRAINING S K I L L SURVEY

1. Which a r e a s o f d r a f t i n g do you e m p h a s i z e i n y o u r CAD courses?

Mechanical
Electrical/Electronics
Survey/Mapping/Topographic
Civil
Structural
HVAC
Architectural
( Other (please s p e c i f y )

Which o f t h e f o l l o w i n g would b e s t d e s c r i b e y o u r CAD system?

( s m a l l , p e r s o n a l computer b a s e d , s i n g l e u s e r ,
( p e r s o n a l computer b a s e d , m u l t i - u s e r ,
( minicomputer based, m u l t i - u s e r ,
( d e d i c a t e d computer s y s t e m ,
( l a r g e mainframe system.

How would you d e s c r i b e t h e e a s e o f o p e r a t i o n o f y o u r CAD system?

( v e r y e a s y t o u s e , s e l f t e a c h i n g , many p r o m p t s ,
( r e l a t i v e l y s i m p l e , some o r i e n t a t i o n r e q u i r e d ,
( m o d e r a t e l y d i f f i c u l t , programming k n o w l e d g e h e l p f u l
( d i f f i c u l t , extensive training required,
( f r u s t r a t i n g , many programming p r o b l e m s .

4. What would be t h e a p p r o x i m a t e c o s t o f y o u r system?

( l e s s t h a n $10,000
( $10,000 - $25,000
( $25,000 - $50,000
( $50,000 - $75,000
( o v e r $75,00 0
( c o n t i n u i n g (lease or upgrading)
Briefly d e s c r i b e y o u r s y s t e m i n t h e s p a c e below.

5. Which o f t h e f o l l o w i n g w o u l d b e s t d e s c r i b e t h e t r a i n i n g o r
- b a c k g r o u n d o f most o f y o u r c a n d i d a t e s f o r CAD t r a i n i n g ?
( ) high school graduate
( ) d r a f t s p e r s o n (from i n d u s t r y )
( ) t e c h n i c i a n o r t e c h n o l o g i s t ( i . e . - a BCIT g r a d u a t e )
( ) computer s p e c i a l i s t (computer s c i e n t i s t , a n a l y s t ,
programmer o r s i m i l a r )
( ) p r o f e s s i o n a l (engineer, a r c h i t e c t , etc.)
( ) other (please specify)
 - 74 -

6. W h i c h o f t h e f o l l o w i n g w o u l d d e s c r i b e t h e b e s t way(s) i n w h i c h
a p e r s o n c o u l d r e c e i v e CAD t r a i n i n g ?
( ) s e l f taught
( ) community c o l l e g e d r a f t i n g w i t h CAD
( ) t e c h n i c a l i n s t i t u t e CAD c o u r s e s
( ) u n i v e r s i t y c o u r s e s i n CAD
( ) p o s t g r a d u a t e c o u r s e s i n CAD
( ) CAD s y s t e m s u p p l i e r c o u r s e s i n CAD
( ) i n - h o u s e c o u r s e s i n CAD

7. Of t h e f o l l o w i n g , r a n k i n o r d e r o f p r e f e r e n c e f r o m 1 t o 6 t h o s e
i n d i v i d u a l s t h a t y o u w o u l d p r e f e r t o t r a i n on y o u r CAD system.
( ) high school graduate
( ) d r a f t s p e r s o n (from i n d u s t r y )
( ) t e c h n i c i a n o r t e c h n o l o g i s t ( i . e . - a BCIT g r a d . )
( ) computer s p e c i a l i s t (computer s c i e n t i s t ,
programmer, a n a l y s t , o r
similar)
( ) p r o f e s s i o n a l (engineer, designer, a r c h i t e c t ,
or similar)
( ) other

8. I n o r d e r t o be more s u c c e s s f u l a t computer a i d e d d r a f t i n g , i t may

be b e n e f i c i a l o r e v e n n e c e s s a r y t o p o s s e s s c e r t a i n k n o w l e d g e o r
s k i l l s b e f o r e u n d e r t a k i n g any CAD t r a i n i n g . F o l l o w i n g are three
groups of r e l a t e d s k i l l s . P l e a s e rank the importance o f these
s k i l l s r e l a t i v e t o p r e p a r a t i o n f o r CAD t r a i n i n g . (where 1 i s
t h e most i m p o r t a n t and 5 i s t h e l e a s t i m p o r t a n t )
Manual S k i l l s
( ) - keyboard skills
( ) - manual d r a f t i n g s k i l l s
( ) - perspective drawing/rendering
( ) - word p r o c e s s i n g
.( ) - other
Cognitive S k i l l s
( ) - computational s k i l l s
( ) - communication s k i l l s (composition, reading)
( ) - a n a l y t i c geometry s k i l l s
( ) - • c o m p u t e r programming
( ) - other
Industrial Skills
( ) - w e l d i n g and m e t a l f a b r i c a t i o n
( ) - machining ( m i l l i n g , t u r n i n g , shaping, etc.)
( ) - r e s i d e n t i a l f r a m i n g and f i n i s h i n g
( ) - m i l l w o r k and cabinetmaking
( ) - b a s i c e l e c t r i c i t y and e l e c t r o n i c s
I n e a c h o f t h e g r o u p s a b o v e , y o u have i n d i c a t e d one s k i l l as more
important than the r e s t . W h i c h , i f any, o f t h e s e w o u l d you
c o n s i d e r t o be t h e s i n g l e most i m p o r t a n t s k i l l ?
 - 75 -

9. F o l l o w i n g i s a l i s t o f some o f t h e s k i l l s b e i n g t a u g h t i n d r a f t i n g
a t t h e s e n i o r s e c o n d a r y l e v e l i n B.C. s c h o o l s . On a s c a l e f r o m
1 t o 5, i n d i c a t e t h e i m p o r t a n c e o f t h e s e s k i l l s r e l a t i v e t o
p r e p a r a t i o n f o r CAD training.
Skill Description h i g h - IMPORTANCE - low
1 2 3 4 5
- cam and g e a r d e v e l o p m e n t (.)..(!) (. ) (.)'(.)
- dimensioning to CSA-standardsi ( ) ( ) ( ) ( ) (, )
- i s o m e t r i c and o b l i q u e d r a w i n g ( ) ( ) ( ) ( ) ( )
- vernier protractor reading ( ) ( ) ( ) ( ) ( )
- d r a w i n g r e s i d e n t i a l p l a n s t o code ( ) ( ) ( ) ( ) ( )
- l e t t e r i n g to a c o n s i s t e n t standard ( ) ( ) ( ) ( ) ( )
- p l o t t i n g t o p o g r a p h i c maps ( ) ( ) ( ) ( ) ( )
- freehand sketching ( ) ( ) ( ) ( ) ( )
- t r a c i n g and i n k i n g n e a t l y ( ) ( ) ( ) ( ) ( )
- calculating dihedrals geometrically ( ) ( ) ( ) ( ) ( )
- d r a w i n g c o n s i s t e n t and e a s i l y
reproducible lines ( ) ( ) ( ) ( ) ( )
- p a r a l l e l and r a d i a l l i n e
developments ( ) ( ) ( ) ( ) ( )
- secondary a u x i l i a r y views ( ) ( ) ( ) ( ) ( )
- d e v e l o p i n g v i e w s by r e v o l u t i o n ( ) ( ) ( ) ( ) ( )
- p e r s p e c t i v e drawing ( ) ( ) ( ) ( ) ( )

10. W h i c h o f t h e f o l l o w i n g w o u l d be t h e b e s t method o f preparing

students i n secondary schools f o r f u r t h e r t r a i n i n g and/or
c a r e e r s i n CAD?
( ) c o n t i n u e w i t h p r e s e n t programs
( ) p l a c e more e m p h a s i s on m a t h e m a t i c s .
( ) m o d i f y p r o g r a m s t o i n c l u d e more E n g l i s h and M a t h .
( ) prugramsi s h o u l d i n c l u d e more c o m p u t e r p r o g r a m m i n g .
( ) i n d u s t r i a l methods and p r o c e s s e s s h o u l d be e m p h a s i z e d .
.( ) more c o u r s e s i n d r a f t i n g .
( ) c o m p u t e r a i d e d d r a f t i n g s h o u l d be t a u g h t .
( ) other

THANK YOU FOR TAKING THE TIME TO COMPLETE THIS SURVEY. YOUR
CO-OPERATION IS GREATLY APPRECIATED.
 - 76 -

APPENDIX "C"
 - 77 -

CAD O p e r a t o r S k i l l Survey - Industry

Name o f P e r s o n C o m p l e t i n g Survey:

Position:

Company:

Comments C o n c e r n i n g S u r v e y :
 - 78 -

CAD OPERATOR SKILL SURVEY - INDUSTRY

1. Which a r e a s o f d r a f t i n g a r e you i n v o l v e d i n ?
( ) Mechanical
( ) Electrical/Electronics
( ) Survey/Mapping/Topographic
( ) Graphics/Rendering/Pictorials
( ) Civil
( ) Structural
( ) HVAC
( ) Architectural
( ) Other (please s p e c i f y )

2. W h i c h o f t h e f o l l o w i n g w o u l d b e s t d e s c r i b e y o u r CAD system?
( ) s m a l l , p e r s o n a l computer b a s e d , s i n g l e u s e r .
( ) p e r s o n a l computer basedmulti-user.
( ) minicomputer based, m u l t i - u s e r .
( ) d e d i c a t e d computer s y s t e m .
( ) l a r g e mainframe system.

3. How w o u l d y o u d e s c r i b e t h e e a s e o f o p e r a t i o n o f y o u r CAD system?

( ) v e r y e a s y t o u s e , s e l f t e a c h i n g , many p r o m p t s .
( ) r e l a t i v e l y s i m p l e , some o r i e n t a t i o n r e q u i r e d .
( ) m o d e r a t e l y d i f f i c u l t , programming k n o w l e d g e
helpful.
( ) d i f f i c u l t , extensive training required.
( ) f r u s t r a t i n g , many programming p r o b l e m s .

4. What y o u l d
be t h e a p p r o x i m a t e c o s t o f y o u r s y s t e m ?
( ) l e s s t h a n $10,000
( ) $10,000 - $25,000
( ) $25,000 - $50,000
( ) $50,000 - $75,000
( ) o v e r $75,000
( ) c o n t i n u i n g (lease o r upgrading)
Could you g i v e a b r i e f d e s c r i p t i o n o f your p r e s e n t system i n
the space below?

5. Which o f t h e f o l l o w i n g would b e s t d e s c r i b e t h e t r a i n i n g o r
b a c k g r o u n d o f most o f y o u r CAD o p e r a t o r ( 3 ) ?
( ) d r a f t s p e r s o n r e t r a i n e d f o r CAD.
( ) CAD d r a f t s p e r s o n
( ) technician or technologist
( ) computer s p e c i a l i s t (computer s c i e n t i s t ,
programmer, a n a l y s t , o r
similar)
( ) p r o f e s s i o n a l (engineer, a r c h i t e c t , etc.)
( ) other (please specify)
 - 79 -

6. W h i c h o f t h e f o l l o w i n g w o u l d b e s t d e s c r i b e t h e way i n w h i c h most
o f y o u r CAD o p e r a t o r s r e c e i v e d t h e i r CAD t r a i n i n g ?
( ) s e l f taught
( ) community c o l l e g e d r a f t i n g w i t h CAD
( ) t e c h n i c a l i n s t i t u t e CAD c o u r s e s
( ) u n i v e r s i t y c o u r s e s i n CAD
( ) p o s t g r a d u a t e c o u r s e s i n CAD
( ) CAD s y s t e m s u p p l i e r c o u r s e s i n CAD
( ) i n - h o u s e c o u r s e s i n CAD

7. Of t h e f o l l o w i n g , r a n k i n o r d e r o f p r e f e r e n c e f r o m 1 t o 6 t h e
i n d i v i d u a l s t h a t you w o u l d h i r e o r s e l e c t t o o p e r a t e y o u r CAD
system.
( ) d r a f t s p e r s o n ( t o be t r a i n e d on y o u r system)
( ) CAD d r a f t s p e r s o n ( c o l l e g e t r a i n e d )
( ) t e c h n i c i a n o r t e c h n o l o g i s t ( i . e . - a BCIT g r a d . )
( ) computer s p e c i a l i s t (computer s c i e n t i s t ,
programmer, a n a l y s t o r
similar)
( ) professional (architect, designer, engineer,
or similar)
( ) other

8. I n o r d e r t o be more s u c c e s s f u l a t computer a i d e d d r a f t i n g , i t
may be b e n e f i c i a l o r e v e n n e c e s s a r y t o p o s s e s s c e r t a i n knowledge
o r s k i l l s b e f o r e u n d e r t a k i n g any CAD t r a i n i n g . F o l l o w i n g are
t h r e e groups of r e l a t e d s k i l l s . P l e a s e rank the importance o f
t h e s e s k i l l s r e l a t i v e t o p r e p a r a t i o n f o r CAD t r a i n i n g . (where
1 i s t h e most i m p o r t a n t and 5 i s t h e l e a s t i m p o r t a n t )
Manual S k i l l s
( ) - keyboard skills
( ) - manual d r a f t i n g s k i l l s
( ) - perspective drawing/rendering
( ) - word p r o c e s s i n g
( ) - other
Cognitive S k i l l s
( ) - computational s k i l l s
( ) - c o m m u n i c a t i o n s k i l l s ( c o m p o s i t i o n , reading)-
( ) - a n a l y t i c geometry s k i l l s
( ) - computer programming
( ) - other
Industrial Skills
( ) - w e l d i n g and m e t a l f a b r i c a t i o n
( ) - machining ( m i l l i n g , t u r n i n g , shaping, etc.)
( ) - r e s i d e n t i a l f r a m i n g and f i n i s h i n g
( ) - m i l l w o r k and cabinetmaking
( ) - b a s i c e l e c t r i c i t y and e l e c t r o n i c s
I n e a c h o f t h e g r o u p s a b o v e , you have i n d i c a t e d one s k i l l as more
important than the r e s t . W h i c h , i f any, o f t h e s e w o u l d you
c o n s i d e r t o be t h e s i n g l e most i m p o r t a n t s k i l l ?
 - 80 -

9. F o l l o w i n g i s a l i s t o f some o f t h e s k i l l s b e i n g t a u g h t i n d r a f t i n g
a t t h e s e n i o r s e c o n d a r y l e v e l i n B.C. s c h o o l s . On a s c a l e f r o m
1 t o 5, i n d i c a t e t h e i m p o r t a n c e o f t h e s e s k i l l s r e l a t i v e t o
p r e p a r a t i o n f o r CAD t r a i n i n g .
Skill Description h i g h - IMPORTANCE - low
1 2 3 4 5
- cam and g e a r d e v e l o p m e n t ( ) ( ) ( ) ( ) ( ) ,
- d i m e n s i o n i n g t o CSA s t a n d a r d s ( ) , ( ) ( ) ( ) ( )
- i s o m e t r i c and o b l i q u e d r a w i n g ( ) ( ) ( ) ( ) ( )
- vernier protractor reading ( ) ( ) ( ) ( ) ( )
- d r a w i n g r e s i d e n t i a l p l a n s t o code ( ) ( ) ( ) ( ) ( )
- l e t t e r i n g to a c o n s i s t e n t standard ( ) ( ) ( ) ( ) ( )
- p l o t t i n g t o p o g r a p h i c maps ( ) ( ) ( ) ( ) ( )
- freehand sketching ( ) ( ) ( ) ( ) ( )
- t r a c i n g and i n k i n g n e a t l y ( ) ( ) ( ) ( ) ( )
- calculating dihedrals geometrically ( ) ( ) ( ) ( ) ( )
- d r a w i n g c o n s i s t e n t and e a s i l y ( ) ( ) ( ) ( ) ( )
reproducible lines
- p a r a l l e l and r a d i a l l i n e ( ) ( ) ( ) ( ) ( )
developments
- secondary a u x i l i a r y views ( ) ( ) ( ) ( ) ( )
- d e v e l o p i n g v i e w s by r e v o l u t i o n ( ) ( ) ( ) ( ) ( )
- p e r s p e c t i v e drawing ( ) ( ) ( ) ( ) ( )

10. W h i c h o f t h e f o l l o w i n g w o u l d be t h e b e s t method o f p r e p a r i n g
s t u d e n t s i n secondary s c h o o l s f o r f u r t h e r t r a i n i n g and/or
c a r e e r s i n CAD?
( ) c o n t i n u e w i t h p r e s e n t programs
( ) p l a c e more e m p h a s i s on m a t h e m a t i c s
( ) m o d i f y p r o g r a m s t o i n c l u d e more E n g l i s h and Math
( ) p r o g r a m s s h o u l d i n c l u d e more computer programming
( ) i n d u s t r i a l methods and p r o c e s s e s s h o u l d be e m p h a s i z e d
( ) more c o u r s e s i n d r a f t i n g
( ) computer a i d e d d r a f t i n g s h o u l d be t a u g h t
( ) other

THANK YOU FOR TAKING THE TIME TO COMPLETE THIS SURVEY. YOUR

CO-OPERATION IS GREATLY APPRECIATED.

- 81 -
 - 82 -

CAD SYSTEM DESCRIPTIONS

CAD system d e s c r i p t i o n s as r e p o r t e d i n survey q u e s t i o n n a i r e s :

- "IBM-PC XT and IMB-PC AT i n s t a l l e d w i t h F u t u r e n e t DASH-1.2 f o r

e l e c t r o n i c s and AutoCAD 2 f o r m e c h a n i c a l package."

- " H e w l i t t Packard EGS 200 system w i t h HP DMP-42 p l o t t e r . "

- " A u t o - T r o l l AD-380 system c o n s i s t s o f S p e r r y - U n i v a c CPU,

3 t e r m i n a l s , a f l a t b e d p l o t t e r , a h a r d - c o p i e r , and a t e c w r i t e r . "

- "Two IBM-PC's; T a l l Grass 12 megabyte hard d i s k , DMP-42 p l o t t e r ,

mouse and d i g i t i z e r , w i t h AutoCAD s o f t w a r e . "

- "HP 1000 (512K) computer, HP 7925 (120 megabyte) d i s c d r i v e , s i x

HP 2648A t e r m i n a l s , u s i n g H o l g u i n CAD s o f t w a r e , v e r s i o n 2000."

- " I n t e r g r a p h system w i t h VAX 11-730 CPU, c o l o u r INTERACT station,

VERSATEC 8236 p l o t t e r . "

- "IBM-PC, ECAD s o f t w a r e , Houston Instrument DMP-52 p l o t t e r . "

- "CALMA GDSII g r a p h i c s system, i n c l u d e s Data G e n e r a l E c l i p s e computer

d e d i c a t e d t o CHIPS I.C. d e s i g n a p p l i c a t i o n ; 2 d u a l s c r e e n work
s t a t i o n s and one d i g i t i z i n g s t a t i o n . "

- "Software i s D e s i g n O r i e n t e d G r a p h i c s System (DOGS) from PAFEC L t d . ,

w i t h t h r e e Westward #2019 t e r m i n a l s , a Prime 2250 computer, t h r e e
Houston Instruments d i g i t i z e r s , and one Houston 'Instrument DMP-52
plotter."

- "An Apple I I u s i n g ROBOCOM I I software and a Roland DXY 880 p l o t t e r . "

- " I n t e r g r a t e d G r a p h i c s Design System."

- " E a g l e PC (IBM-PC compatible) w i t h Houston Instrument DMP-42 drum

p l o t t e r and d i g i t i z e r t a b l e t . "

- "512K, 1 6 - b i t g r a p h i c p r o c e s s o r , 2-80MB hard d i s k s , 800-1600 BPI

9 t r a c k tape d r i v e , t h r e e g r a p h i c work s t a t i o n s , 19" s t o r a g e r e f r e s h ,
2 alphanumerics f o r t e x t i n p u t , 60" x 44" d i g i t i z e r , 1 e l e c t r o s t a t i c
22" p l o t t e r , 1 76" x 46" f l a t b e d p l o t t e r . "

- "ACCUCAD 2D s o f t w a r e r u n n i n g on VAX 11-750, T e k t r o n i x 4109 t e r m i n a l ,

HP drum p l o t t e r . "
 - 83 -

"IBM-PC XT, 640K RAM, Z e n i t h c o l o u r m o n i t o r , HP 7475A p l o t t e r . "

"IBM-PC w i t h AutoCAD s o f t w a r e , d i g i t i z e r , and 11" x 17" p l o t t e r . "

"640KIBM-PC w i t h 2 - 360K d i s c d r i v e s , Electrohome c o l o u r monitor,

8087 math c o p r o c e s s e r , DMP-42 Houston Instruments p l o t t e r , Technique
a r c h i t e c t u r a l software."

"CEADS-CAD 2000, HP 1000 A600 w i t h 512K, 65 Mb d i s c d r i v e , HP 2623A

r a s t e r s t a t i o n , HP 7580A p l o t t e r . "

"IBM-PC AT w i t h c o l o u r g r a p h i c s c a r d , Houston Instruments s i n g l e

pen p l o t t e r , c o l o u r monitor, and 10Mb hard d i s k d r i v e , house and
d i g i t i z e r pad."

"4Mb Prime 650 w i t h 600Mb d i s k s t o r a g e , 13 g r a p h i c s t e r m i n a l s . "

"CEADS CAD-2000 s o f t w a r e v e r s i o n 1.07, u s i n g HP 1000 A-900 CPU,

HP 7912 65Mb hard d i s k , HP 2623A t e r m i n a l s , and a HP 7585B p l o t t e r . "

"Systemhouse 2.5D d e s i g n and d r a f t i n g system u s i n g HP1000 m i n i -

computer."

"HP 1000F CPU, n i n e t e r m i n a l s , H o l g u i n and Assoc. software."

"2 s t a n d a l o n e micro-based h i g h r e s o l u t i o n s t a t i o n s , master s t o r a g e ,

ink p l o t t e r / p r i n t e r . "

"IBM-PC AT w i t h AutoCAD, software and p l o t t e r . "

"Hardware: RNA - 32 b i t desktop Super-Micro, 2Mb RAM, 40Mb hard

d i s k , 7000 Complot d i g i t i z e r , Houston Instruments p l o t t e r , in-house
software."

"Texas Instrument PC's l i n k e d i n a 360M (ETHERNET) l o c a l a r e a network,

20Mb hard d i s k , p r i n t e r , p l o t t e r , a l s o t h r e e IBM-PC's u s i n g AutoCAD
software."

"HP1000 CPU w i t h 7 s t a t i o n s , u s i n g CEADS CADD 2000 software from

H o l g u i n and Assoc., ..El Paso, and P.A.D.S. from Advenco C o n s u l t a n t s ,
Coquitlam."

"Data G e n e r a l MV10000 CPU, d i s k and tape d r i v e s , T e k t r o n i x 4107

work s t a t i o n s , H.P. p l o t t e r s , p r i n t e r s , ANVIL 4000 s o f t w a r e . "

"Technique s o f t w a r e , Apple l i e computers, H.P. plotter."

 - 84 -

APPENDIX "E"
 - 85 -

SELECTED COMMENTS FROM QUESTIONNAIRES

"CAD i s an e l e c t r o n i c " t o o l " used i n the a p p l i c a t i o n o f d r a f t i n g .

T h i s survey tends to d e a l w i t h i t by d i s c i p l i n e s o r work s p e c i a l i t i e s
( i n d u s t r i a l s k i l l s ) which I b e l i e v e does not a p p l y . We have upgrade
s t u d e n t s such as a r c h i t e c t s , e n g i n e e r s , and draftsmen from a l l areas
of e x p e r t i s e i n one c l a s s t a k i n g CAD. Our system has no s p e c i f i c
didication."

" I hope t h i s survey w i l l h e l p t o somehow o r g a n i z e secondary l e v e l

d r a f t i n g programs t o p r e p a r e s t u d e n t s f o r f o r m a l CAD c o u r s e s . A
c o l l e g e CAD consortium s h o u l d be o r g a n i z e d to ensure a c o n s i s t e n t
l e v e l o f t r a i n i n g and q u a l i t y i n the CAD e d u c a t i o n program. This
would a l s o b r i n g t o g e t h e r a l l the v a r i o u s programs and equipment
f o r a broader ranged CAD s u r v e y . "

"The survey seems o v e r s i m p l i f i e d i n order to make i t g e n e r a l i n

application. Our motto f o r CAD t r a i n i n g , "Teach an engineer t o
use the computer - you can't teach a computer t e c h n i c i a n to be a
designer."

"Too long."

" F a i l e d t o c o n c e n t r a t e on o r g a n i z a t i o n a l and management skills

e s s e n t i a l t o CAD e f f i c i e n c y . "

"A u s e f u l survey. I t h i n k CAD should be kept f o r the c o l l e g e

l e v e l w i t h an emphasis on standards and drawing a n a l y s i s a t the
secondary l e v e l . "

"CAD systems a r e ever-changing b e a s t s . The p e r s o n a l "drawing

management s k i l l s " which must be developed a r e e x t e n s i v e . I believe
any attempt to teach a student "CAD s k i l l s " would be d e t r i m e n t a l to
h i s / h e r c a r e e r f o r two main reasons:

1) T h i s time c o u l d be b e t t e r spent a c q u i r i n g a good

technical training. T h i s i s a much g r e a t e r a s s e t
than knowing the mechanics o f p r o d u c i n g a drawing.

2) The i n d i v i d u a l w i l l i n e v i t a b l y have"to be r e t r a i n e d
to t h e p a r t i c u l a r o f f i c e ' s CAD standards and p r o c e d u r e s . "

"Seems t o be a s k i n g the r i g h t s o r t s of q u e s t i o n s . "

"The t r e n d i n computer a i d e d d r a f t i n g i s t o s i n g l e independant

m i c r o p r o c e s s o r based work s t a t i o n s t h a t a r e easy to l e a r n and
inexpensive. In the near f u t u r e CAD w i l l r e p l a c e manual d r a f t i n g ,
so secondary s c h o o l s should t e a c h d r a f t i n g on CAD s t a t i o n s . "
 - 86 -

"Your system c o s t s a r e low. A CAD system I s a t o o l not u n l i k e a

drawing board; b e i n g a b l e to o p e r a t e a drawing board does not mean
you can draw."

"... t h e r e are a l r e a d y more CAD d r a f t s p e r s o n s than CAD systems i n

B r i t i s h Columbia. Why t r a i n so many k i d s f o r such a s m a l l j o b
market? CAD systems a r e p r o h i b i t i v e l y e x p e n s i v e and w i l l c o n t i n u e
to be f o r some time to a l l but the l a r g e s t o f c o r p o r a t i o n s . In
any event, a CAD system t h a t r e q u i r e s e x t e n s i v e t r a i n i n g i s a
p o o r l y designed system. What we need are p e o p l e t r a i n e d i n the
b a s i c s of d e s i g n . Anybody can draw. And even w i t h today's crude
CAD systems anybody can draw w e l l w i t h o n l y a few hours t r a i n i n g .
TEACH DESIGN."
 - 87 -

APPENDIX "F"
 - 88 -

INSTITUTIONS IN BRITISH COLUMBIA OFFERING

TRAINING IN COMPUTER AIDED DRAFTING

COLLEGES: TECHNICAL INSTITUTES:

CAMOSUN COLLEGE BRITISH COLUMBIA INSTITUTE

1950 Lansdowne Road OF TECHNOLOGY
V i c t o r i a , B.C. 3700 W i l l i n g d o n Ave.
V8P 5J2 Burnaby, B.C.
( D r a f t i n g Department Head) V5G 3H2
(Mr. A.P. Adamo)
CAPILANO COLLEGE
2055 P u r c e l l Way CENTRE FOR ADVANCED RESOURCE
North Vancouver, B.C. TECHNOLOGY
V7H 3H5 1789 O g i l v i e Stv .
( D r a f t i n g Department Head) P r i n c e George, B.C.
V2N 1W7
CARIBOO COLLEGE ( D r a f t i n g Department Head)
P.O. Nox 3010
Kamloops, B.C. VOCATIONAL INSTITUTES:
V2C 5N3
(Mr. Gene Turney, D r a f t i n g PACIFIC VOCATIONAL INSTITUTE
Department Head) 3650 W i l l i n g d o n Ave.
Burnaby, B.C.
KWANTLEN COLLEGE V5G 3H1
P.O. Box 9030 (Mr. Gary C u l l e n , I n s t r u c t o r )
Surrey, B.C.
V3T 5H8 UNIVERSITIES:
(Mr. John M o r r i s o n , I n s t r u c t o r
I n d u s t r i a l Drafting/CAD) UNIVERSITY OF BRITISH COLUMBIA
Dept. o f Mech. E n g i n e e r i n g
MALASPINA COLLEGE (Fast T r a c k ) Vancouver, B.C.
900 F i f t h S t . V6T 1W5
Nanaimo, B.C._
V9R 5S5 UNIVERSITY OF VICTORIA
(Mr. C l i f f H i n t o n ) Computer A i d e d D r a f t i n g
P.O. Box 1700
NORTHERN LIGHTS COLLEGE . . . V i c t o r i a , B.C.
11401 8 t h S t . . V8W 2Y2
Dawson Creek, B.C.
V1G 4G2 SIMON FRASER UNIVERSITY
(Mr. D. B e r o t t e , D r a f t i n g I n s t r u c t o r ) Computer A i d e d D r a f t i n g
E n g i n e e r i n g Science
VANCOUVER COMMUNITY COLLEGE Burnaby, B.C.
1155 E. Broadway V5A 1S6
Vancouver, B.C.
(Mr. Ron A t k i n s o n , D r a f t i n g TRADE SCHOOLS:
Department Head)
DOWCO CAD SCHOOL
504 Cottonwood
C o q u i t l a m , B.C.
(Mr. Hugh Dobbie, President)
 - 39 -

APPENDIX "G"
 - 90 -

INDUSTRIES USING COMPUTER AIDED DRAFTING

Mr. John Whalen Ms Mary Lou P e r r y

MICROLIGHT COMPUTER SYSTEMS LTD. CADCO GRAPHICS LTD.
4438 V a l e n c i a 525 Seymour S t .
North Vancouver, B.C. Vancouver, B.C.
V7N 4B1 V6B 3H6

ALPHA SCIENTIFIC RESEARCH CORPORATION Mr. P a u l S i l u c h

1545 Columbia S t . HEWLITT PACKARD
North Vancouver, B.C. 10691 S h e l l b r i d g e Way
Richmond, B.C.
Mr. Tom P e l t o n , P r e s i d e n t V6X 2W8
PELTON ENGINEERING
3991 Smugglers Cove Mr. D a v i d McDonald
V i c t o r i a , B.C. ACCUGRAPH CORPORATION
V8N 4M1 50 G e r v a i s D r i v e , Ste 204
Don M i l l s , O n t a r i o
D r a f t i n g Department Head M3C 1Z3
A. E. CONCRETE PRECAST PRODUCTS
Box 1265 Mr. R i c h a r d Lengden, System Manager
Coquitlam, B.C. NEWNES MACHINE SHOP
V3J 6Z9 Front St.
Salmon Arm, B.C.
Mr. Bryan Dixon V0E 2T0
APPLIED CAD/CAM COMPUTING
142 W. 15th. E n g i n e e r i n g Department
North Vancouver, B.C. ALCAN BUILDING PRODUCTS
V6J 4L7 620 A u d l e y B l v d .
New Westminster, B.C.
E n g i n e e r i n g Department V3M 5P2
ARMOUR, BLEWETT & PARTNERS
353 Water S t . Mr. John B. Coop, System Manager
Vancouver, B.C. I n t e r a c t i v e G r a p h i c Systems
V6B 1B8 KILBORN ENGINEERING (B.C.) LTD.
1380 B u r r a r d S t .
Mr. Anders A h l g r e n Vancouver, B.C.
ASTROGRAPHIC INDUSTRIES LTD. V6Z 2H9
7541 134A S t .
Surrey, B.C. E n g i n e e r i n g Department
V3W 7B3 ASSOCIATED FOUNDRY LTD.
Box 9005
Mr. W. T r e v o r Bishop Surrey, B.C.
B. C. RESEARCH V3T 4X3
3650 Wesbrook M a l l
Vancouver, B.C. D r a f t i n g Department
V6C 2L2 AEL MICROTEL LTD.
7018 Lougheed Hwy.
Burnaby, B.C.
V5A 1W3
 - 91 -

Mr. James K. T o r r a n c e Mr. Ken L o r d , Hardware S u p e r v i s o r

Drafting Supervisor DYNAMIC CONTROL SYSTEMS
B.C. HYDRO & POWER AUTHORITY #204 - 13662 104A Ave.
970 B u r r a r d S t . Surrey, B.C.
Vancouver, B.C. V3T 1Y8
V6Z 1Y3
Mr. Ralph S t r u v e
G.W. M i l l e r ELTRON ENTERPRISES LTD.
B. C. TELEPHONE COMPANY 7583 Vantage P l a c e
10-3777 Kingsway D e l t a , B.C.
Burnaby, B.C. V4G 1A5
V5H 3Z7
E n g i n e e r i n g Department
R.E. Wareins H.A. SIMONS LTD.
MERLIN ENGINEERING GRAPHICS 425 C a r r o l l S t .
101A - 255 West 1 s t . Vancouver, B.C.
North Vancouver, B.C. V6B 2J6
V7M 3G8
D r a f t i n g Department Head
Gary W. McCue, Manager BAILEY & ROSE
CAD/CAM Systems 716 - 850 West H a s t i n g s S t .
BURRARD YARROWS CORPORATION Vancouver, B.C.
109 E. Esplanade V6C 1E2
North Vancouver, B.C.
V7L 1A1 Mr. Roger Toren
C.R. TOREN LTD.
Mr. B r i a n Stroup Ste. 206D - 3700 G i l m o r e Way
Chief Engineer Burnaby, B.C.
C. A.E. MACHINERY V5G 4M1
3550 Lougheed Hwy.
Vancouver, B.C. E n g i n e e r i n g Department
V5M 2A3 CANADIAN AIRCRAFT PRODUCTS LTD.
2611 V i s c o u n t Way
E n g i n e e r i n g Department Richmond, B.C.
CANOCEAN RES. V6V 1M9
610 Derwent Way
New Westminster, B.C. Mr. John A. V o l e
V3M 5P8 CAD System Manager
ROBERT ALLAN LTD.
R. R e l k i e 1496 W. 72nd Ave.
WESTCOAST TRANSMISSION LTD. Vancouver, B.C.
1333 West G e o r g i a S t . V6P 3E3
Vancouver, B.C.
V6E 3K8 Mr. G r i a n G o r b e l l
Systems Managemenr
James C. Barnum, P a r t n e r CARIN DESIGN
CARLBERG, JACKSON, PARTNERS 261 E. 1 s t S t .
301 - 6 t h S t . North Vancouver, B.C.
New Westminster, B.C. V6L 1B4
V3L 3A7
Mr. Roger B a y l e y , P a r t n e r
T e r r y Wong, P r o j e c t E n g i n e e r CHANDLER KENNEDY ARCHITECTURAL GROUP
CONTROL TECHNOLOGIES, INC. 7th F l o o r - 609 West H a s t i n g s S t .
Ste. 310 - 325 Howe S t . Vancouver, B.C.
Vancouver, B.C. V6B 4W4
V6C 1Z7
 - 92 -

Manager Mr. K.G. Whale

DRAFTING SERVICES NATIONAL RESEARCH COUNCIL
1100 W. 7th Ave. 3904 2. 4 t h Ave.
Vancouver, B.C. Vancouver, B.C.
V6H 1B4 V6R 1P5

Mr. N i c k Fenger, Manager Mr. Douglas Soon, Manager

F.N. FENGER & ASSOCIATES LTD. PACIFICANA DISTRIBUTORS
Ste. 303 - 660 F o r t S t . 127 E. 15th
V i c t o r i a , B.C. North Vancouver, B.C.
V8W 1G8 V7L 2P7

C E . Carlson Mr. Rob Sutton

HARRISON CARLSON PEARCE R. & S. MACHINE WORKS LTD.
955 R i c h a r d s 1878 Kent Ave.
Vancouver, B.C. Vancouver, B.C.
V6B 3B8 V5P 2S7

Mr. A.C. H a r t l e y Mr. J i m Ross, P r o j e c t Manager

HARTECH, COMPUTER GRAPHICS RESOURCES, LTD. INTERNATIONAL SUBMARINE ENGINEERING LTD.
15075 Spences Court 2605 Murray
Surrey, B.C. P o r t Moody, B.C.
V3S 5Z8 V3H 1X1

E n g i n e e r i n g Department Hank Tung, C.E.T.

HAWKER-SIDDLEY CANADA LTD. CAD Group Leader
Box 4200 KOCKUMS CANCAR INC.
Vancouver, B.C. Box 4200
V6B 4K6 Vancouver, G.C.
V6B 4K6
Mr. R.D. Smith, G e n e r a l Manager
INDALEA, DIVISION OF INDAL Kyomi Hama, D r a f t i n g S u p e r v i s o r
1930 Kingsway MACDONALD DETTWILER & ASSOC. LTD.
P o r t Coquitlam, B.C. 3751 S h e l l Road
V3C 1S7 Richmond, B.C.
V6X 2Z9
Mr. G e r a l d C a s s e l , S a l e s Manager
INTERWORLD ELECTRONICS Ms. Denise F o x a l l , Software Manager
1348 Marine D r i v e PACIFIC MICROCIRCUITS LTD.
North Vancouver, B.C. 1645 140th S t .
V7P 1T4 White Rock, B.C.
V4A 4H1
Mr. Rex Cadwaladr
L.D.P. & E. HOLDINGS E n g i n e e r i n g Department
34375 C y r i l S t . PIRELLI CABLES INC.
A b b o t s f o r d , B.C. 13340 76th Ave.
V2S 2H5 Surrey, B.C.
V3W 2W1
Mr. Don Stewart
LLOYD CONTROLS LTD. Mr. R i c h Matthews
3046 Westwood S t . D i r e c t o r o f Computer A p p l i c a t i o n s
Port Coquitlam, B.C. R.E. HULBERT & ASSOCIATES
V2C 3L7 215 14th S t .
West Vancouver, B.C.
V7T 2P9
Mr. J a c k Heyrman, P r e s i d e n t
SEATRONICS TECHNOLOGIES LTD.
Ste. I l l - 3700 G i l m o r e Way
Burnaby, B.C.
V5G 4M1

Mr. Ted Broekhuizen

C h i e f Draftsman
P o r t s & Marine Department
SWAN WOOSTER ENGINEERING
1525 Robson S t .
Vancouver, B.C.
V6G 1C5

E n g i n e e r i n g Department
WESTERN CANADA STEEL LTD.
450 S.E. Marine D r i v e
Vancouver, B.C.
V5X 2T2

Chang Lim, C h i e f Engineer

WINDSOR MACHINE CO. LTD.
5771 P r o d u c t i o n Way
L a n g l e y , B.C.
V3A 4N5

Mr. Manfred Hoff

ROBAR IND. LTD.
12945 78th Ave.
Surrey, B.C.
V3W 2X8

Mr. B. Johnston, V i c e P r e s i d e n t
- Graphic Systems
SYSTEMHOUSE LTD.
900 W. H a s t i n g s S t .
Vancouver, B.C.
V6C 1E5

E n g i n e e r i n g Department
WEISER INC.
6700 B e r e s f o r d S t .
Burnaby, B.C.
B5E 1Y2

E n g i n e e r i n g Department
WESTERN ROBOTICS
1768 E. H a s t i n g s S t .
Vancouver, B.C.
V5L 1S9