CAD/CAM Training
CATIA, Pro/Engineer Wildfire, SolidWorks, Autodesk Inventor, Solid Edge, UG-NX, Autodesk Revit, AutoCAD, AutoCAD LT, Customizing AutoCAD, Mechanical Desktop, EdgeCAM

Other Services from CADCIM
Technical Documentation 

Design and develop technical manuals, study material, brochures, and multimedia.  





CAD/CAM Training

CADCIM Technologies offers effective and affordable online training on Computer Aided Design and Manufacturing (CAD/CAM) delivered via internet at any time, any place, and at any pace to individuals, students of colleges, universities, CAD/CAM training centers, and corporate businesses.


The CAD/CAM Engineers at CADCIM Technologies take advantage of the benefits of the Internet to turn the concept of virtual teaching into reality. The online training initiative of CADCIM Technologies answers the challenges of globalization and new technologies by addressing specific CAD/CAM training needs of colleges, universities, training centers, and corporate businesses, through customized and cost-effective online training.

Training for Individuals, Only $29/hour.

  • The cost effective and time saving initiative of CADCIM Technologies strives to deliver the training in the comfort of your home or work, thereby relieving you from the burden of traveling to the expensive training centers.

Training for Students in a Classroom Setting, Only $2500/semester. 

  • The classes will be taught by CAD/CAM Engineers who have authored textbooks that are used in various colleges, universities, and training centers in North America, Europe, and other countries in the world.

  • Our faculty will grade the assignments, projects, and tests of every student in the class. At the end of the semester, we will provide grades and a complete portfolio of each student to the faculty member who is in-charge of administering the class. Click on the following link to see how the records are maintained for each student.
  • Relieved from the duty of routine teaching, the faculty will get the time to explore further aspects of the teaching activities.
  • The customized training program is dedicated to the pursuit of imparting excellence in knowledge through dynamic sessions aimed at assisting the faculty to simplify teaching.

We can provide basic and advanced training on the following software packages:    

·         CATIA, Pro/Engineer Wildfire, SolidWorks, Autodesk Inventor, Solid Edge, UG-NX, Autodesk Revit, AutoCAD, AutoCAD LT, Customizing AutoCAD, Mechanical Desktop, EdgeCAM

Working Methodology
The team of experts at CADCIM Technologies will use the Internet to access the faculty’s computer through remote computer access software like GoToMyPc, to provide subject specific lectures, which can be projected on a large screen for the students to view. For audio, MSN Messenger or Yahoo Messenger will be used. The working methodology will include

·         Delivering lectures

·         Diagnosing previous subject knowledge

·         Identifying individual needs and performance gaps

·         Designing, developing, and implementing interactive, pedagogical lessons and successful e-learning solutions

·         Providing test feedback through assignments and tests

·         Providing tutorial services

·         Calculating grades and providing final grades to faculty

 Hardware/Software Requirements

·         Pentium IV processor, 512 MB RAM, 40gig hard drive

·         Internet access (DSL or faster)

·         Solid Modeling Package installed on your computer

·         Remote computer access software such as GoToMyPc (access to which is free for the first 15 days, and then entails a fee of $ 9 per month)

·         MSN Messenger or Yahoo Messenger

 Our Faculty

·         Visionary curriculum specialists, educators, authors, and technologists

·         Skilled teaching teams

 Free Demonstration

·         For free demonstration, please write to

About CADCIM Technologies

The team at CADCIM Technologies, under the leadership of Professor Sham Tickoo, Purdue University Calumet, USA, consists of engineering professionals, experienced authors, and editors who have extensive experience in CAD/CAM, manufacturing, design engineering, and education. CADCIM Technologies is one of the world’s leading providers of quality CAD/CAM textbooks. It also provides free teaching and learning resources to faculty and students. Working with the mission of providing reliable, cost-effective and competitive engineering solutions to the manufacturing industry, the company has established an unrivalled market worldwide through its textbooks on CAD/CAM software such as UG NX, CATIA, Solid Edge, SolidWorks, Pro/ENGINEER, Pro/ENGINEER Wildfire, Edge CAM, Autodesk Inventor, Autodesk Revit, and AutoCAD LT. Apart from being well appreciated for the simplicity of content, clarity of style, and the in-depth coverage of subject, the textbooks published by CADCIM have been translated in many languages including Italian, Japanese, Chinese, and Russian.

Contact Information

Website   or

Phone               (219) 614 7235
Fax                   (270) 717 0185

Mailing address

CADCIM Technologies
525 St. And
rews Drive
Schererville, IN 46375, USA

Why Online Training 
Read the following paper about the research done in the area of Virtual Training or click on the following link: 

Virtual Teaching in Higher Education:
The New Intellectual Superhighway or Just Another Traffic Jam?

Jerald G. Schutte, California State University, Northridge, email -


An experimental design was carried out during the Fall, 1996 in which 33 students in a Social Statistics course at California State University, Northridge were randomly divided into two groups, one taught in a traditional classroom and the other taught virtually on the World Wide Web. Text, lectures and exams were standardized between the conditions. Contrary to the proposed hypotheses, quantitative results demonstrated the virtual class scored an average of 20% higher than the traditional class on both examinations. Further, post-test results indicate the virtual class had significantly higher perceived peer contact, and time spent on class work, but a perception of more flexibility, understanding of the material and greater affect toward math, at semester end, than did the traditional class. Click on the following link to read the complete paper

Since 1994, the World Wide Web and related Internet resources (e.g., e-mail, chat, and news groups) have become an increasing viable component in higher education pedagogy. This has led to significant interest in the implementation of Internet based virtual teaching. Yet little, if any, experimental evidence has been generated to demonstrate the effects of virtual versus traditional class format on student performance. What has appeared is largely qualitative or devoid of empirical analysis altogether and argued as simply a remedy or antidote to the deficiencies of the traditional classroom. If quantitative, the data tend to be based on a single class and hence, no experimental comparison, or self selected samples of two or more classes. Considering the amount of money being expended in higher education on infrastructure, software, training and technological pedagogy, this lack of experimental evidence is unconscionable.

An attempt was made to address these deficiencies by engaging in an experimental design in which students from the same class were randomly assigned the first day to either virtual or traditional classroom. These conditions were used to test the effects of face-to-face vs. virtual professor-student interaction, on the test performance of students. The null hypothesis was that face-to-face interaction makes no difference in student test performance. The research hypothesis asserts that it does. In particular, it is argued that such face-to-face interaction with the professor is fundamental to the learning process and that without it students suffer. The parallax view contends that a lack of face-to-face interaction with the professor leads to greater interaction between students and that this collaboration results in higher student test results. The following methodology was implemented to test this consideration.


Instrument: Subject variation by condition was assessed through the use of a pre-test questionnaire asking, among other things, student demographics and experience with computers, math and statistics. Post-test assessment consisted of student scores on the midterm and final as well as information culled from the post-test questionnaire.

Sample: Student enrollment at California State University, Northridge, Sociology 364, for the Fall of 1996, was increased from the traditional 25 to 40 students to accommodate this experiment. On the first day of class 34 of the pre-enrolled students and three new students attended this once a week Saturday class. This total of 37 students was divided using a systematic random sampling of the enrollment sheet, such that 19 students appeared in the traditional class and 18 appeared in the virtual classroom, initially. Although two students added several weeks into the semester, and were placed in the traditional class, they were not included in the analysis since they were not there for the entire semester (a fact which only would have lowered their condition’s average). Moreover, two students from each class failed to complete the semester’s work. Therefore, this analysis is based on the remaining 33 students (17 in the traditional class, 16 in the virtual class).

Procedure: The first day of class students were asked to fill out the pre-test questionnaire prior to assignment to conditions. Students were then given a preassigned number indicating which room they were to adjourn to. Traditional students were sent to a regular classroom while the virtual students stayed in the lab. Each section was given identical instructions by the instructor as to the scope, content and expectations for their performance in the class.

Subsequently, students in the virtual class were given instructions by the lab assistant on the requisite technology necessary to accomplish the virtual format of instruction. This technology included instruction in accessing e-mail, World Wide Web, mIRC and Hypernews. Additional instruction to facilitate on-line connections was given. To assure student competency, the virtual class met for a second week to review the previous week’s instruction, thereby maximizing their ability to carry out the class in the virtual setting.

The traditional class met every Saturday during the next 14 weeks as scheduled from 9:00 am to 1:30 pm.. The virtual class met only twice after the first two weeks--during the 7th and 14th week to take the midterm and final examination. The traditional class solved common weekly problem assignments submitting them in each week. The virtual class had four assignments each week: 1) e-mail collaboration among randomly assigned groups of three students in which they generated weekly statistical reports and sent them to the instructor using e-mail; 2) hypernews discussion in which a weekly discussion topic was responded to twice a week by each student; 3) forms input via the WWW which allowed for student submission of the same homework problems being solved by the traditional class; and 4) a weekly moderated Internet relay chat (mIRC) in which student discussion and dialogue were carried out in real time in the virtual presence of the professor. Traditional office hours were held for both the virtual and traditional students on Saturday afternoons (separate hours for each section).
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