A Framework for Implementing Design for Additive Manufacturing Methods in First-Year Engineering Curriculum: Investigating the effects of specialized training on engineering design and student self-efficacy
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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18
- DOI
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10.18260/1-2--40588
- Permanent URL
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https://peer.asee.org/40588
- Download Count
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352
Paper Authors
Lisa Murray
Lisa K. Murray is a Phd. candidate in the Industrial Engineering & Engineering Management department at Western New England University. She holds a BS in biomedical engineering, masters in education and a masters in engineering management. Her research interests are in engineering education, design for additive manufacturing, project management, and process improvement. She currently works as an engineering lab supervisor for the College of Engineering at Western New England University. She serves as a co-advisor for National Society of Black Engineers (NSBE) at Western New England University.
Joseph Ekong Western New England University
Dr. Joseph Ekong is an Assistant Professor in the Department of Industrial Engineering and Engineering Management at Western New England University. Previously, he served on the faculty at Ohio Northern University. Dr. Ekong received his Bachelor of Engineering degree in Electrical and Electronics Engineering from the University of Uyo, Nigeria in 2005 and Master of Science degree in Industrial and Systems Engineering from Georgia Institute of Technology in 2009. He also received a Ph.D. in Industrial and Systems Engineering at Auburn University in 2017. His research and teaching interests include advanced manufacturing systems, additive manufacturing, robotics, automation systems and Industrial 4.0, data analytics, and engineering education.
Seyed Niknam Western New England University
Seyed A. Niknam received his B.S. in Mechanical Engineering from Tehran Azad University. He completed his MS degree in Advanced Manufacturing Systems at Brunel University, in the UK. He received another MS degree in Reliability and Maintainability Engineering from University of Tennessee, Knoxville (UTK). He also completed his Ph.D. in Industrial and Systems Engineering at UTK. Currently, he serves as an Associate Professor of Industrial Engineering and Engineering Management at WNE. He is active in scholarship in the area of advanced manufacturing systems with focus on health monitoring and prognostics, additive manufacturing, and Industry 4.0.
Michael Rust Western New England University
Michael J. Rust received his B.S. and Ph.D. degrees in Electrical Engineering from the University of Cincinnati, Cincinnati, OH, in 2003 and 2009, respectively. During his undergraduate training, he worked for Ethicon Endo-Surgery and AtriCure, companies that specialize in the development of novel surgical devices. While completing his doctoral dissertation, Dr. Rust served as an NSF GK-12 Graduate Fellow, which allowed him to develop hands-on engineering activities for high school students. In 2009, he joined the faculty of Western New England University where he currently holds the position of Associate Professor of Biomedical Engineering. Dr. Rust is the Director of the Honors Program and Co-Director of the First Year Program in the College of Engineering. He teaches undergraduate courses in bioinstrumentation, physiology, lab-on-a-chip, and global health. As a result of his work with students in the classroom, Dr. Rust received the Teaching Excellence Award at Western New England University (2022) and the Biomedical Engineering Teaching Award from the American Society for Engineering Education (2013).
Dr. Rust has published numerous papers in professional conferences and technical journals, and he is a co-inventor on four US patents. He has also been involved with multiple startup ventures, including FloDesign Sonics, New England Breath Technologies, and OPAD Airway. He is a Senior Member of the Institute for Electrical and Electronics Engineers (IEEE) and a member the American Society for Engineering Education (ASEE). Dr. Rust has served in many positions for the Biomedical Engineering Division (BED) of ASEE, including Program Chair (2019) and Division Chair (2020). Dr. Rust’s work has been funded by the National Science Foundation (NSF), National Institutes of Health (NIH), American Society for Quality (ASQ), Kern Family Foundation (KFF), and the Jenzabar Foundation. His research interests involve the development of point-of-care medical technologies, including bioinstrumentation for use in low-resource settings.
Abstract
Additive manufacturing (AM) is widely used in various industries and has transformed the way products are designed and manufactured. Training workshops in conjunction with a part assessment framework encourage designers to use design for additive manufacturing (DfAM) considerations during the process of idea generation. In this respect, a training framework will assist researchers, educators, and students to evaluate and improve designs and encourage exploration of changes that need to be made during the design process. Successful implementation of DfAM considerations in engineering design classes are an important step in preparing students for professional careers. This research investigates the effect of DfAM integration in engineering curriculum on student design in the first-year engineering classes. Students are given a pre-intervention survey to gather information on their self-efficacy and prior experience with AM. Students complete a design challenge prior to the DfAM educational intervention that is then offered in the form of a design workshop in conjunction with a brief lecture. Ideas generated are collected and assessed using an assessment framework that encourages the use of DfAM considerations. Parts are scored on a scale of 1 to 4 in the following categories: part complexity, assembly complexity, number of separate parts, functionality, thin/smallest feature size, smallest tolerance, unsupported features, support material removal and the largest build plate contact. A score is generated and assigned to each design pre and post intervention. A post intervention survey is given to participants to gather information on changes in DfAM self-efficacy after the intervention as well as to gather feedback on suggested improvements and usefulness of the intervention workshops. The student outcomes before and after intervention are collected and compared for improvement in use of DfAM concepts. Gender differences are also investigated. Results show that DfAM educational intervention improves design scores and student DfAM self-efficacy. These results will enable educators to incorporate DfAM workshops in the engineering curriculum.
Keywords: Additive manufacturing (AM), Design for additive manufacturing (DfAM), Engineering education, assessment framework, training workshops
Murray, L., & Ekong, J., & Niknam, S., & Rust, M. (2022, August), A Framework for Implementing Design for Additive Manufacturing Methods in First-Year Engineering Curriculum: Investigating the effects of specialized training on engineering design and student self-efficacy Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40588
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