21st Century Instructional Guide for Career Technical Education
Mechanical Drafting
Engineering and Technical Cluster
Drafting Concentration
Title:
Mechanical Drafting (WEVIS 1725)
Standard Number:
ET.S.MECH.1
Advanced Dimensioning Techniques
Students will apply proper advanced dimensioning techniques using tolerancing and fit selection to
mechanical drawings.
How are tolerancing and fits used in mechanical drafting?
Essential
Questions:
Objectives:
ET.O.MECH.1.1
ET.O.MECH.1.2
Students will
apply tolerance dimensions.
use basic GD&T symbols.
Learning Plan & Notes to Instructor:
Apply limit dimensions and allowances.
What do the two numbers of a limit dimension mean?
a. actual size
b. maximum and minimum size
c. nominal size
d. basic size
Identify and apply basic geometric dimensioning and
tolerancing (GD&T) symbols.
Include finish marks, straightness, flatness,
roundness/circularity, angularity,
perpendicularity, parallelism, position, and concentricity
datums, datum symbols, and feature control frames.
ET.O.MECH.1.3
examine the basic principles of fit selection.
What is the purpose of a feature control frame?
a. to establish a datum
b. to define a finish mark
c. to relate a geometric tolerance to a part
feature
d. d. to hold a picture.
Calculate clearance fit, interference fit and transition fit.
1
An interference fit is also called a/an ____________.
a. clearance fit
b. force fit
c. transition fit
d. allowance fit
Standard Number
ET.S.MECH.2
Essential
Questions:
Objectives:
ET.O.MECH.2.1
Assembly Drawings
Students will construct various types of assembly and detail drawings.
How are assembly and detail drawings used in industry?
Students will
create a bill of materials/parts list on a
drawing.
Learning Plan & Notes to Instructor:
Draw title and revision blocks.
Include part identification numbers, quantity, part
description, material, and vendor.
Make and record drawing revisions.
Specify shop notes.
ET.O.MECH.2.2
draw advanced orthographic projections as
they relate to assembly and detailed parts
drawings.
Which of the following is not included in a bill of
material?
a. vendor
b. item number
c. quantity
d. drawn by
Provide opportunities for students to draw advanced
orthographic projections as they relate to assembly and
detailed parts drawings.
Include manufacturing processes, monodetail and
multidetail drawings, and section views.
How many drawings are placed on a monodetail
drawing?
a. 1
2
ET.O.MECH.2.3
create assembly drawings.
b. 2
c. 3
d. As many as will fit
Identify and draw advanced pictorial drawings as they
relate to sectioned assembly, exploded assembly, and
sub-assembly drawings.
What type of drawing shows the relationship or position
of two or more detail parts that comprise a unit?
a. tabulated drawings
b. assembly drawing
c. detail drawing
d. installation drawing
Standard Number:
ET.S.MECH.3
Essential
Questions:
Objectives:
ET.O.MECH.3.1
Threads and Fasteners
Students will identify and draw common threads and fasteners.
How are threads and fasteners used in mechanical drawings?
Students will
examine screw thread forms and
nomenclature.
ET.O.MECH.3.2
examine the components of a thread note.
ET.O.MECH.3.3
draw thread representations.
Learning Plan & Notes to Instructor:
Include screw thread forms: unified, square and acme.
Include nomenclature: pitch, crest, and root.
What thread is used to transmit motion and power?
a. square thread
b. Acme thread
c. Unified thread
d. all of the above
Include series and classification of fit, threads per inch,
major diameter, and internal/external threads.
.
What does UNF stand for in a thread note?
a. Universal Numeracy Form
b. Unified National Fine
c. Units Not Found
d. Unknown Number Field
Draw detailed, schematic, and simplified thread
representations.
3
ET.O.MECH.3.4
examine common mechanical fasteners.
What is the easiest and most efficient thread
representation to draw?
a. detailed
b. schematic
c. simplified
d. pictorial
Include bolts-hex head, square head; machine
screws: flat/countersink head, round head, hex head,
set screws, washers, nuts, pins and keys/keyways:
square, Gib, Pratt & Whitney, and Woodruff.
What type of fastener is used to prevent rotation
between a shaft and machine part?
a. Flat head machine screw
b. Key
c. Stud
d. Bolt
Standard Number:
ET.S.MECH.4
Essential
Questions:
Objectives:
ET.O.MECH.4.1
Gears and Cams
Students will identify and draw common gears and cams.
How are gears and cams used in mechanical devices?
Students will
examine the basic types of gears.
Learning Plan & Notes to Instructor:
Include spur, bevel, rack and pinion, and worm.
Explain the purpose of each gear.
ET.O.MECH.4.2
examine the basic principles of a cam and
follower.
What is the most commonly used gear in machines?
a. spur
b. bevel
c. rack and pinion
d. worm
Include
 cam types – plate, face and drum
 cam followers – roller
4

cam displacement diagram
Cams are used to convert rotary motion into
reciprocating motion. The motion created can be simple
and regular or complex and irregular.
As the cam turns, driven by the circular motion, the cam
follower traces the surface of the cam transmitting its
motion to the required mechanism.
ET.O.MECH.4.3
draw cams and gears.
_________ refers to the distance a cam follower moves
in relation to the rotation of a cam.
a. victor
b. velocity
c. dwell
d. displacement
Provide opportunities for students to draw cams and
gears.
Include
 gear representations – detailed and simplified
 cam displacement diagram and cam profile
How many degrees are in a complete cam cycle?
a. 360
b. 180
c. 90
d. 270
Standard Number:
ET.S.MECH.5
Essential
Questions:
Objectives:
ET.O.MECH.5.1
Welding
Students will identify and draw common welding symbols and apply them to welding drawings.
How do welding symbols help clarify mechanical drawings?
Students will
examine the major elements of the welding
symbol.
Learning Plan & Notes to Instructor:
Include field weld, weld all around, arrow to joint, weld
side and opposite side, fillet, groove, plug/slot, spot, and
5
seam.
ET.O.MECH.5.2
use basic weld type symbols.
What symbol is used to indicate a weld all around?
a. circle
b. triangle
c. rectangle
d. flag
Create and insert weld symbols from symbols library.
Include fillet, groove, plug/slot, spot and seam.
What do you call a collection of pre-drawn symbols?
a. block
b. library
c. catalog
d. group
Standard Number:
ET.S.MECH.6
Essential
Questions:
Objectives:
ET.O.MECH.6.1
ET.O.MECH.6.2
Basic Solid Modeling
Students will use computer assisted drafting to interpret and produce basic 3D solid models.
How do solid models aid in visualization of objects?
Students will
examine the functions of 3d tools.
create 3d solid models.
Learning Plan & Notes to Instructor:
Include solids/modeling, solids editing, views, shading,
rendering and user coordinate system.
Which function allows the most realistic (presentation)
view of a 3D object?
a. solid
b. hide
c. wireframe
d. render
Apply Boolean operations (union, subtraction and
intersection) by creating 3d solid models composed of
primitives.
Create a 3d solid model using 2d geometry.
Primitives - union, subtraction, intersection, revolutions,
6
and extrusions.
ET.O.MECH.6.3
ET.O.MECH.6.4
produce a 2d profile from a 3d model.
apply basic inquiry commands.
ET.O.MECH.6.5
apply rendering and shading to an object.
ET.O.MECH.6.6
generate prototypes using CNC equipment.
Which one of the following allows two solids to be
joined?
a. extrusion
b. subtraction
c. union
d. revolution
Generate orthographic views from a 3D model using
viewports.
Extract a 2d profile from a 3d wire frame model.
Include distance, area, region/mass and list.
Which of the following is used to locate a centroid?
a. region
b. area
c. distance
d. list
Include reflectivity, opacity, light source, material
properties, and finishes.
Explore the benefits of parametrically controlled
geometry.
Explore methods of generating actual models using
CNC equipment.
Explore exporting data.
Standard Number:
ET.S.MECH.7
Essential
Questions:
Objectives:
ET.O.MECH.7.1
Types: lathe, mill, 3D printer and plasma/laser cutters.
Student Organization Participation
Students will participate in a local student organization.
Why will participation in a local student organization help me in the drafting industry?
Students will
examine the purpose and goals of student
Learning Plan & Notes to Instructor:
Encourage formation of a school chapter in local student
7
ET.O.MECH.7.2
ET.O.MECH.7.3
21st Century Skills
Information and
Communication
Skills:
organizations.
demonstrate leadership skills through
participation in student organization
activities such as meetings, programs,
projects and competitions.
discover the benefits and responsibilities of
participation in student, professional and
civic organizations as an adult.
Learning Skills & Technology Tools
21C.O.912.1.LS1
21C.O.912.1.LS2
Student recognizes
information needed for
problem solving, can
efficiently browse, search and
navigate online to access
relevant information,
evaluates information based
on credibility, social,
economic, political and/or
ethical issues, and presents
findings clearly and
persuasively using a range of
technology tools and media.
Student analyzes and
interprets visuals and
recognizes the impact digital
media influences (e.g. design,
technique, and rate of speed)
have on audiences. The
student’s visual products
organization such as SkillsUSA and/or TSA.
Encourage membership in local student organization
such as SkillsUSA and/or TSA.
Encourage attendance and competition at local, state,
and national SkillsUSA and/or TSA conferences.
Teaching Strategies
Culminating Activity
Student accesses various
search engines utilizing
advanced search
parameters to obtain
information to solve
problem.
Engineering related or
professional organization
sites offer more ‘industry
reliant’ information.
Evidence of Success
Students produce a
presentation with hyperlinks
and cited sources which
outlines information utilized
to solve a problem
Students should not rely
on sites which do not
contain verified
information i.e. Wikipedia
Verify information by
checking numerous
sources.
Create an assembly
drawing
Completed assignment
8
21C.O.912.1.LS3
21C.O.912.1.TT1
21C.O.912.1.TT2
reflect a sophisticated
understanding of subject,
digital media and design
techniques.
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety
of oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
Students work as a team
on a project which
requires identifying a
design problem or need
in their school or
community, researching
possible solutions,
analyzing data,
determining solutions,
developing drawings and
presenting ideas to
appropriate responsible
parties for consideration
Student makes informed
Students are assigned a
choices among available
project which requires
advanced technology
collaboration of all team
systems, resources and
members. Students are
services (e.g., global
to determine the most
positioning software, graphing efficient tools available
calculators, personal digital
which will allow them to
assistants, web casting,
communicate and share
online collaboration tools) for information
completing curriculum
assignments and projects and
for managing and
communicating
personal/professional
information.
Student routinely applies
Students will utilize
keyboarding skills,
computer software on a
keyboarding shortcut
routine basis to complete
techniques, and mouse skills assignments.
Completed oral presentation
utilizing digital media and
written documentation
tracking project progress
Selection of best resource
Completed assignments
9
21C.O.912.1.TT3
21C.O.912.1.TT4
with facility, speed and
accuracy.
Student uses advanced
utilities (e.g., zipping or
compressing files, file level
anti-virus scans), converts
files to different formats (e.g.,
.doc, .xls, .mdb, .htm, .pdf)
and saves finished products
to multiple media sources
(e.g., CDRW, DVDR, USB
drives, shared folders, webbased file storage).
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic
documents and other files to
collaborate for the creation of
electronic products that
inform multiple audiences
both inside and outside the
school environment.
Students are to download
and save a shareware
program of their choice to
a USB drive and then
extract it on a different
computer for use
Use program
Students are to export a
CAD drawing to a format
which can be used by a
Microsoft Office program.
The file is to be burned
onto a CDRW, passed to
another student and
inserted in a Microsoft
Office program
Successful completion of
Powerpoint or Word project
which includes exported
drawing file
Students are to take a
digital image and upload
it to a shared folder. All
digital images are then
inserted into a drawing
Students are to design
continuously playing
electronic presentation
which highlights the
drafting courses using
sample drawings
assignments, electronic
syllabus, images of
students working in the
classroom and an
appropriate audio
selection playing in the
Plot drawing with images
Use of presentation for Open
House or Introduction of
Course to Upcoming
Students
10
21C.O.912.1.TT5
21C.O.912.1.TT6
21C.O.912.1.TT7
21C.O.912.1.TT9
Student uses advanced
features of word processing
software (e.g., outline, table
of contents, index feature,
draw tool, headers and
footers, track changes,
macros, hyperlinks to other
file formats, etc.).
Student uses advanced
features and utilities of
spreadsheet software, (e.g.,
formulas, filters, pivot tables,
pivot charts, macros,
conditional formatting), to
perform calculations and to
organize, analyze and report
data.
background
Complete a Bill of
Materials List
Create an Excel
spreadsheet which lists
the material, quantity and
cost of materials or tools
in the drafting room.
Insert formulas which
calculate the total cost by
multiplying the quantity
by the cost of each item.
Insert formula which
calculates the sales tax
which would be added
Student uses advanced
Students are to design
features and utilities of
continuously playing
presentation software (e.g.,
electronic presentation
slide transitions, master
which highlights the
slides, narrations and timings, drafting courses using
creating web-enabled
sample drawings
presentations, creating a non- assignments, electronic
linear presentation) to
syllabus, images of
communicate ideas to
students working in the
multiple audiences.
classroom and an
appropriate audio
selection playing in the
background
Student uses advanced
Students to go to the
telecommunication tools (e.g., Autodesk website or
Completed Assignment
Total cost of drafting
materials or tools is correct
Use of presentation for Open
House or Introduction of
Course to Upcoming
Students
Receipt of email
11
21C.O.912.1.TT10
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
email, video conferencing,
interactive websites,
newsgroups, video phones,
chats) to create collaborative
projects that are relevant to
real world situations and
contribute to the
communication process
among various groups.
Student implements various
Internet search techniques
(e.g., Boolean searches,
meta-searches, web bots) to
gather information; student
evaluates the information for
validity, appropriateness,
content, bias, currency, and
usefulness.
other applicable website,
submit a question to a
forum and forward the
answer via email to a
fellow student and
instructor
Student accesses various
search engines utilizing
advanced search
parameters to obtain
information to solve
problem.
Engineering related or
professional organization
sites offer more ‘industry
reliant’ information.
Students should not rely
on sites which do not
contain verified
information i.e. Wikipedia
Verify information by
checking numerous
sources.
Student engages in a critical
Students are to work in
thinking process that supports teams to sketch a design
synthesis and conducts
for a rock sorting
evaluation using complex
machine which sorts
criteria.
rocks by size and places
them in storage based on
size.
Students will copy
sketches onto
transparency sheets and
Students produce a
presentation with hyperlinks
and cited sources which
outlines information utilized
to solve a problem
Students are to identify what
knowledge or past
experience they utilized to
create the design
(rock sorting machine project
is similar to a coin sorting
machine)
12
21C.O.912.2.LS2
Student draws conclusions
from a variety of data sources
to analyze and interpret
systems.
21C.O.912.2.LS4
Student visualizes the
connection between
seemingly unrelated ideas
and independently produces
solutions that are fresh,
unique, original and well
developed. Student shows
capacity for originality,
concentration, commitment to
completion, and persistence
to develop unique and cogent
products.
Student knows how to find
information necessary to
solve advanced problems
related to hardware, software,
networks, and connections
(e.g., by accessing online
help, Internet searches,
technical documentation,
system utilities, and
communication with technical
experts).
21C.O.912.2.TT1
utilize an overhead
projector to present
design concept to class
Student researches their
dream CAD station,
determines components,
price of workstation, and
availability
Individual design projects
Assign group of students
an unfamiliar task such
as: performing a function
in CAD, setting up a
printer, determining why
they have lost their
network connectivity, or
changing the paper in the
plotter
Student submits
specifications and price of
workstation
Students accomplish design
utilizing available materials
Students access “Help” in
software program
Students poll their peers for
help
Students troubleshoot the
problem by tracing back the
process
and
testing
components
Students
read
technical
manual or equipment manual
Students locate a local
resource
with
technical
expertise.
Students search on web
13
21C.O.912.2.TT2
21C.O.912.2.TT3
21C.O.912.2.TT4
Personal and
21C.O.9-
Student collaborates with
peers, experts, and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Student uses multiple
electronic sources of
information and multiple
technology tools and resource
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
processing, authoring tools,
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to
solve problems, make
decisions, and present and
justify the solutions.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
Student remains composed
Go to AUGI.com
(Autodesk Users’ Group
International); join a
forum group; monitor
questions and post a
comment to answer
question.
Students provide answer to a
question from a peer in the
global community
Scan information and
insert into AutoCad
Completed assignment
Take a digital picture of
each student insert into
AutoCad, add student
names, and plot drawing.
Assign a group activity in
Students compare the
14
Workplace Skills:
12.3.LS1
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
21C.O.912.3.LS2
Student independently
considers multiple
perspectives and can
represent a problem in more
than one way, quickly and
calmly changes focus and
goals as the situation
requires, and actively seeks
innovations (e.g. technology)
that will enhance his/her
work.
21C.O.912.3.LS3
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using
which a student is
selected as the project
manager and must
produce a preliminary
design in an unrealistic
time period.
Video tape each group.
Using team member
evaluation forms, have
each team member
evaluate the team leader
and the team leader each
team member
Assign students complex
topics to present as
student teachers to the
class. Instruct students
to utilize any technology
or required methods.
evaluations with the
information recorded on the
video.
Student professionally
presented topic by various
methods attaining universal
understanding
Teacher is to challenge
student to utilize multiple
presentation methods to
overcome the teacher’s
implied lack of
understanding of the
topic presented.
Students are to engage in
individualized, self-paced
learning by working
through a tutorial of a
new piece of software
Student acquires knowledge
and skill required by
effectively resolving
difficulties gaining
confidence to attempt similar
15
21C.O.912.3.LS4
21C.O.912.3.LS5
21C.O.912.3.LS6
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
Student demonstrates ethical
behavior and works
responsibly and
collaboratively with others in
the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public
discourse and participation in
service learning.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively,
and monitors group progress
toward the goal without
undermining the efforts of
others.
Student maintains a strong
focus on the larger project
goal and frames appropriate
questions and planning
processes around goal. Prior
to beginning work, student
reflects upon possible
courses of action and their
task
Present scenarios which
require choices involving
personal ethics and work
ethics
Students display ethical,
responsible behavior
Students debate what is
the ethically correct
course of action.
Students will participate
in SkillsUSA or TSA and
become a chapter or
state officer or serve as
chairpersons of
committees. Students will
work cooperatively in the
classroom taking
leadership roles.
SkillsUSA or TSA meeting
minutes
Student selects a project
of at least a month in
duration, determines
scope of work and
projects schedule
timeline using project
management software or
a spreadsheet. The
Student completes project
and reports on adjustments
which were required to meet
the project deadline
Class work
16
21C.O.912.3.TT1
21C.O.912.3.TT2
likely consequences; sets
objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on
the project, student adjusts
time and resources to allow
for completion of a quality
product.
Student protects software,
hardware and network
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use
and shut down technology
equipment.
Student works collaboratively
to acquire information from
electronic resources,
conducts online research, and
evaluates information as to
validity, appropriateness,
usefulness,
comprehensiveness and bias.
student sets intervals to
evaluate progress.
Student signs usage
agreement
Student demonstrates proper
use
Working as a team,
students are to research
a term utilized in their
course; determine which
sources provide
applicable information for
the word as it is used in
drafting courses
Students to copy & paste the
URL for the most valuable
source and the least
applicable source in an
electronic document and
print it
17
21C.O.912.3.TT3
21C.O.912.3.TT4
Student evaluates current
trends in information
technology, discusses the
potential social, ethical,
political, and economic impact
of these technologies, and
analyzes the advantages and
disadvantages of widespread
use and reliance on
technology in the workplace
and society.
Student adheres to
Students will sign and
acceptable use policy and
adhere to a school-wide
displays ethical behaviors
acceptable use policy.
related to acceptable use of
information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects
of unethical use of technology
(e.g., consumer fraud,
intrusion, spamming, virus
settling, hacking) on culture
and society; student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Ethical use of technology
18
21C.O.912.3.TT5
21C.O.912.3.TT6
21C.O.912.3.TT7
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of
copyrighted materials in
papers, projects and multimedia presentations. Student
advocates for legal and
ethical behaviors among
peers, family, and community
regarding the use of
technology and information.
Student evaluates and
applies technology tools for
research, information
analysis, problem-solving,
content learning, decision
making, and lifelong learning.
Student protects his/her
identity online and in email
and/or websites, limits the
distribution of personal
information/pictures, and
evaluates the authenticity of
emails that solicit personal
information. Student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology
and information in their
academic and personal
experiences
Students will research the
cost to companies and
individuals of ‘stolen’ data
and the legal consequences
of obtaining and utilizing
illegally acquired materials
Student researches their
dream CAD station,
determines components,
price of workstation, and
availability
Student submits
specifications and price
of workstation
Students to remove any
data which is publicly
accessible that might allow
identity theft to occur
Search student’s name
and report information
found
19
21C.O.912.3.TT8
Student uses technology to
seek strategies and
information to address limits
in their own knowledge.
Learning Skills & Technology Tools
Entrepreneurial
Skills:
Culminating
Assessment:
Student understands the
personal traits/behaviors
associated with successful
entrepreneurial performance.
Students utilize web search
engines to locate information
Student successfully
locates needed
information
Teaching Strategies
Culminating Activity
Students take available online quizzes to learn their
entrepreneurial aptitudes
such as:
http://www.bizmove.com/oth
er/quiz.htm
Evidence of Success
Results from self-quizzes
Student understands
Students will utilize computer Completed assignments
concepts and procedures
software and hardware to
needed for basic computer
complete assignments.
operations.
Student understands
Students will interview
Interviews/reports
concepts and strategies
draftspersons to learn how
needed for career exploration, their career paths developed.
development and growth.
Culminating Assessment:
End of Concentration Performance Evaluation
Students will participate in TSA’s competitive events: Architectural Model, Computer aided Design 2D,
Architecture and Computer Aided Design Animation, Architecture, Technical Sketching and
Application, Leadership Development Contests: Career Comparisons, Written and Oral Chapter
Team, Extemporaneous Presentation, and Prepared Presentation
Students will participate in SkillsUSA’s competitive events: Architectural Drafting, Leadership
Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display,
Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill
Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding
Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl
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Links and Other Resources
Links and Other
Resources:
Related Websites:
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
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Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Related Books:
Basic Technical Drawing, 8th Edition (2004)
Spencer, Dygdon, & Novak, McGraw Hill/Glencoe
ISBN: 978-0-07-845748-7
Drafting & Design, 7th Edition (2008)
Kicklighter & Brown, Goodheart-Willcox
ISBN: 978-1-59070-903-0
Engineering Drawing and Design, 7th Edition (2008)
Jensen, Helsel, & Short, McGraw Hill (Higher Educ.)
ISBN-13: 9780073521510
Engineering Drawing and Design, 4th Edition (2007)
Madsen, Madsen, & Turpin, Thompson/Delmar Learning
ISBN-13: 978-1-4180-2987-6
Exploring Drafting, 10th Edition (2007)
Walker & Mathis, Goodheart-Willcox
ISBN-13: 978-1-59070-575-9
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Contacts
Contacts:
CTE Teachers: See CTE Directory
Cluster Coordinator: Kathy Gillman, kgillman@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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