Additive manufacturing: An education strategy for engineering students

Stern, A.; Rosenthal, Y.; Dresler, N.; Ashkenazi, D.

doi:10.1016/j.addma.2019.04.001

Cited by 38 publications

(27 citation statements)

References 36 publications

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“…Countries can use this as an initiative to increase people's motivation to apply for STEAM (science-technology-engineering-arts-mathematics) careers, a critical issue which means many countries face a shortage of engineers (Blau, 2011). Strategies that have been reported include using AM to motivate and encourage positive participation in high school students by having them make objects that interest them (Akundi, Tseng, & Saavedra, 2015), successful AM training for teachers (Schelly et al, 2015), and multidisciplinary creativity based courses using AM (Stern et al, 2019), among many others. Education in museums worldwide is also undergoing a revolution, as they attempt to create virtual environments, use art therapy for complicated health problems (Peacock, 2012), and encourage creativity (Neumüller et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…It is providing new teaching practices which can be used as a powerful tool for manufacturing elsewhere. Because AM is very versatile, the technique has been explored in the teaching of different subjects, such as structural dynamics (Virgin, 2017 ), undergraduate and graduate degrees in manufacturing (Leary, Mazur, McMillan, Brandt, & Subic, 2015 ; Stern, Rosenthal, Dresler, & Ashkenazi, 2019 ), and multidisciplinary projects for training teachers in AM in a collaborative way (Schelly, Anzalone, Wijnen, & Pearce, 2015 ). Of particular interest is the use of AM for the production of models and other types of anatomical materials.…”

Section: Introductionmentioning

confidence: 99%

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A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering

2020

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This research presents results for the design and creation of supporting teaching materials using additive manufacturing. The materials are inspired by selected artwork of four animal species, which belong to a collection from the museum of the University of Antioquia. The topic selected was fauna in Colombia, and the animals in question were chosen based on important roles they have in areas like health, the environment, and food. These animals will complement science education given to several age groups visiting the museum. In addition to the 3D-manufactured objects, a study was conducted using several age groups that are very relevant to the museum: children, teenagers, and first year undergraduate students. A video showing technical information cards about the manufacturing process was also developed. This project was multidisciplinary, involving collaboration between the engineering school, the museum, and a local high school. The results showed that young visitors want complete information on the animals and to have interaction with the animal models, which is not always possible. This project serves as a local strategy not only for taking arts and knowledge out of the museum but also for planning first year courses in the university and thus reducing problems like school dropout, low motivation, and poor performance in national exams.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering

2020

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“…By thriving in an innovative environment, organizations investing in additive manufacturing attract, develop and retain people. This is highlighted in a recent study, which showed how it increased the motivation and engagement of the students during the additive manufacturing course [139]. As shown by the proposed framework in Figure 2, policy makers and the research community will be able to establish new standards and propose new goals and thus push towards sustainability targets in a more effective way.…”

Section: Strategy and Governancementioning

confidence: 90%

Impact Assessment of Additive Manufacturing on Sustainable Business Models in Industry 4.0 Context

et al. 2020

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Additive manufacturing has the potential to make a longstanding impact on the manufacturing world and is a core element of the Fourth Industrial Revolution. Additive manufacturing signifies a new disruptive path on how we will produce parts and products. Several studies suggest this technology could foster sustainability into manufacturing systems based on its potential of optimizing material consumption, creating new shapes, customizing designs and shortening production times that, all combined, will greatly transform some of the existing business models. Although it requires reaching a certain level of design maturity to completely insert this technology in an industrial setting, additive manufacturing has the potential to favorably impact the manufacturing sector by reducing costs in production, logistics, inventories, and in the development and industrialization of a new product. The transformation of the industry and the acceleration of the adopting rate of new technologies is driving organizational strategy. Thus, through the lenses of Industry 4.0 and its technological concepts, this paper aims to contribute to the knowledge about the impacts of additive manufacturing technology on sustainable business models. This aim is accomplished through a proposed framework, as well as the models and scales that can be used to determine these impacts. The effects are assessed by taking into account the social, environmental and economic impacts of additive manufacturing on business models and for all these three dimensions a balanced scorecard structure is proposed.

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“…Universities are at the forefront of organizing AM education and several articles have been published describing how AM courses of various formats have been set up. Most presented courses use problem-based learning and are focused on creating and manufacturing new designs as solutions to functional problems [18][19][20][21], while some courses extend the practice to assembling or creating AM machines [22,23]. AM is also used as a tool to teach other subjects in engineering education, which helps with the level of familiarity towards the technology among students [24][25][26][27].…”

Section: Introductionmentioning

confidence: 99%

“…Apart from demonstrating a way of organizing DfAM teaching, the study of this article aims to investigate how to quantify and judge the results of the assignment and to observe whether there are incremental improvements between the results from year to year. Unlike assignments with clearly quantifiable goals, such as the one presented by Stern et al (2019), the assignment of this course is open-ended and its results difficult to quantify [20]. The research questions the article aims to answer are, therefore: RQ1: How can the student performance of a creative DfAM assignment be reliably evaluated?…”

Section: Introductionmentioning

confidence: 99%

Development, Implementation, and Assessment of a Creative Additive Manufacturing Design Assignment: Interpreting Improvements in Student Performance

et al. 2020

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The purpose of this article is to present a design for additive manufacturing assignment focused on creativity rather than functionality and to analyze its results (N = 70) acquired during five years. The assignment teaches the unique advantages of additive manufacturing to engineering students and encourages learning from failure to achieve designs that are possible to manufacture. The students of the course assignment were in their fourth year of studies and pursued master’s degrees in mechanical engineering. The article presents the design for additive manufacturing course assignment in enough detail for it to be applied by educators in the sphere of additive manufacturing. The result assessment is performed with a numerical method and a jury method. The statistical significance of the correlation of the numerical approach with the jury approach is evaluated. The study conducts a multi-point creativity assessment on a large sample of parts created by students acquired over five years with the support of 10 jury members. This assessment process gives insight on how creativity in design for additive manufacturing can be quantified and can be readily applied by educators. The data of the jury evaluation are verified with an interrater reliability evaluation. Our results indicate that conducting the course assignment for multiple years increases the quality of the student work. The improvement of the results is theorized to be partly due to students gaining inspiration from an increasing number of high-quality parts from previous years of the assignment. The numerical method of result assessment can be used for evaluation when resources are scarce; however, the jury method should be used if possible.

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Additive manufacturing: An education strategy for engineering students

Cited by 38 publications

References 36 publications

A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering

A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering

Impact Assessment of Additive Manufacturing on Sustainable Business Models in Industry 4.0 Context

Development, Implementation, and Assessment of a Creative Additive Manufacturing Design Assignment: Interpreting Improvements in Student Performance

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