The Making as Micro-manufacture (M3) model describes an approach for authentic learning experiences for production in high-school classrooms. M3 couples the practice of Making (electronics, use of computer-controlled fabrication machines, and programming) with production engineering processes to produce highly customized, low batch-volume products, such as instructional science kits for elementary school classrooms. Of the skills students learn, Computer-Aided Design/Computer-Aided Manufacturing (CAD-CAM) is a key facet to the use of fabrication tools (e.g., 3D printers or laser cutters) in the M3 model. One problem, when taken into consideration of an M3 implementation, is to what ends should CAD-CAM skills be covered in the class. How can students be effectively taught CAD-CAM essentials for practical use in M3 while still avoiding a deep dive into the minutiae of the software/hardware considerations? This paper highlights a CAD-CAM sequence taught within an online distanced M3 powered class. We performed qualitative and quantitative analysis of student's submitted assignments and recorded interactions with online mentors, demonstrating how students develop core CAD-CAM skills and identify key challenges students face in the M3 structured class. Findings from the study illustrated how students were able to develop core competencies such as in CAD-CAM while characterizing the kinds of mistakes that students make in developing said competencies. We conclude on the illustration of a future iteration of an M3 curriculum, one where the challenges students typically face in CAD-CAM are purposefully woven into the assignments themselves, serving as a way to provoke awareness and improvement in skill development. © American Society for Engineering Education, 2021
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