2026 ASEE Annual Conference & Exposition

Preparing undergraduates pursuing a minor in Manufacturing and for the Certified Manufacturing Technologist (CMfgT) exam, administered by the Society of Manufacturing Engineers (SME), poses a unique instructional challenge. The exam covers a broad body of knowledge, spanning GD&T, machining, forming, robotics, lean systems, quality, engineering economics, basics of mechanics, thermodynamics, electronics, fluid mechanics, mathematics, materials and management covering a total of 57 chapters from the suggested book (Fundamentals of Manufacturing, Third Edition by Philip D. Rufe, CMfgE). Faculty/Instructors often face semesters or quarters with limited time, uneven student preparation (prerequisites gap), and almost little to no instructional material beyond the core textbook. This paper presents a case study and curriculum design strategy developed at our institution, where a senior-level Manufacturing Engineering (MANF 3XXX) course was rebuilt entirely from the ground up. With no inherited slides, homework assignments, or solution manual, a full 15-week instructional toolkit was created for the entire book including over 2500 lecture slides, twelve original homework assignments with guided solutions, six quizzes, a midterm, and a comprehensive final exam. Every element of this assessment strategy was mapped directly to SME’s Body of Knowledge to ensure alignment with CMfgT certification outcomes. The paper details strategies for (1) sequencing 57 textbook chapters into crammed 25 sessions without overwhelming students, (2) assigning lighter, foundational topics during instructor travel days to maintain continuity, (3) layering assessments to both reinforce learning and address prerequisite knowledge gaps in mechanics, materials, and systems, and (4) embedding Entrepreneurial Mindset principles by cultivating curiosity (connecting fundamentals to certification relevance), connections (linking diverse technical domains), and value creation (demonstrating tangible career advantage through certification). The results were significant. Six out of nine students who took the CMfgT exam passed successfully, including one who achieved a score of 90%. Student feedback emphasized the clarity of structure, the alignment between homework and lectures, and the confidence gained from seeing course content explicitly tied to certification readiness. This paper demonstrates how entrepreneurial thinking can transform instructional gaps into robust, certification-aligned curricula. Beyond a single institution, the framework offers a transferable model for faculty seeking to prepare students for professional certification while simultaneously advancing engagement, rigor, and professional identity in Manufacturing Engineering education.