I've been searching the web today for anyone else who does compound angle joinery using a CNC.  So far all I find are folks figuring out how to do it using a table saw or compound miter saw. Of course before we had CNCs to play with that is how we did it.  That or laying out and cutting tenons with hand saws and mortises with a chisel and maybe a drill press to clear out most of the waste.   When I do find a good CNC link it usually references back to my own blog where I've posted a few examples.  The PantoRouter originally invented by Matthias Wandel gets a few links and for those timid about figuring out such things using a CNC this is probably the best option.   Digging deep I find old posts of mine which preceded the time when opening up the bed to clamp parts below it happened.  You can still find a many CNC joinery links that limit themselves what can be cut with boards flat on the bed.

 

What benefitted me most was constant challenges presented by my student's designs. As soon as you encourage them to iterate past 90 degrees between all parts the joinery gets more challenging.  Once I figured out a way to cut complex joinery on our CNCs it led back to more encouragement to create projects requiring complex joinery.  Something I don't see in the student projects of the new professors.      

 

4D

19 hours ago, 4DThinker said:

 

 You can still find a many CNC joinery links that limit themselves what can be cut something I don't see in the student projects of the new professors.      

 

4D

Maybe an in service is in order?

I think part of the problem when it comes to CNC work for a lot of young people these days is the lack of imagination. Even though the CNC is doing most of the actual work you still have to be able to think in 3D and use your imagination to think up the project and see it through. Then they have to translate those ideas to the digital world. A classic example of this issue is curves. There is a quantum leap required in the world of CNC when they leave the world of rectilinear work and get into projects that require curvature. Most of the projects you see from the novice or amateur group are strictly rectilinear. I think you first have to teach students to discover that imaginative spark. It sounds like you have done a great job in doing that. Finding the next person to fill your shoes may not be a simple task for them. 
Paul
 

2 hours ago, Masonsailor said:

 A classic example of this issue is curves. There is a quantum leap required in the world of CNC when they leave the world of rectilinear work and get into projects that require curvature. Most of the projects you see from the novice or amateur group are strictly rectilinear. I think you first have to teach students to discover that imaginative spark. 
Paul
 

Using a straight line is a lost opportunity.   Author unknown  I have heard this quote from Tom McLaughlin, Master woodworker, a number of times.  He is not the original author either.   Danl

I've been fortunate to have been able to teach very creative students over the last 40+ years.  Not every student, but 98% or so don't have any trouble drawing up something original to make.  Of course this is in a Design school, which naturally draws the creative kids out from the pack.  Our young professors though, inexperienced themselves with woodworking/fabrication tend to limit them to what he/she knows they can show them how to build.   Each semester the students get re-distributed among the different sections, and I can tell who's class they came from by the limits students have started to put upon themselves.  I'm the last of 3 senior professors who all met together at the end of each semester to critique all the student projects, and share anything new we had figured out with each other.  We pretty much could show our students how to make anything they drew so long as the project looked like it could pass minimum structural requirements.  The other two professors would refer students to me when the joinery or part needed could best be cut on the CNCs.  I'd refer my students to the other two when what was needed played to their strengths. 

 

Now we have 3 new professors who all want to do their own thing, with no coordination between sections. What a students learns is hit or miss depending on who their instructor is. 

 

4D