Board 86: Creating and Assessing an Upper Division Additive Manufacturing Course and Laboratory to Enhance Undergraduate Research and Innovation

Patricia Ann Maloney; Bingbing Li; Meng Zhang; Weilong Cong

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 16
DOI: 10.18260/1-2--30124
Permanent URL: https://peer.asee.org/30124
Download Count: 500

Paper Authors

biography

Patricia Ann Maloney Texas Tech University orcid.org/0000-0003-1238-7161

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Dr. Patricia Maloney is an assistant professor in the Department of Sociology, Anthropology, and Social Work at Texas Tech University. Dr. Maloney has 10 years of experience as a sociologist of education and holds a master’s in education from the University of Pennsylvania, focusing on individual- and program-level assessment. She also holds a master’s in sociology, a master’s in philosophy, and a doctorate in sociology from Yale University. Previous to academia, she was a middle school science teacher in a predominantly minority, low-income school, thus giving her special insight on how to adopt these topics for K-12 students. Dr. Maloney’s current research focuses on immigrant students, their teachers, and standardized tests in K-12 schools.

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Bingbing Li California State University, Northridge orcid.org/0000-0001-6140-4189

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Dr. Bingbing Li is an assistant professor in the Department of Manufacturing Systems Engineering and Management at California State University Northridge. Dr. Li received a Ph.D. degree in Industrial Engineering from Texas Tech University in 2012. After graduation, Dr. Li worked as a Post-Doctoral Fellow at University of Wisconsin and a Visiting Assistant Professor at Texas Tech University. Dr. Li's research is centered on sustainable and additive manufacturing, and engineering education. Dr. Li is one of the Faculty Mentors of NIH Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER), and USDE HSI-STEM/ AIMS2 (Attract, Inspire, Mentor and Support Students).

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Meng Zhang Kansas State University

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Dr. Meng (Peter) Zhang is specifically interested in preprocessing (pelleting and size reduction) for advanced biofuel manufacturing, additive manufacturing, and engineering education innovation. He teaches manufacturing processes and renewable energy. Dr. Zhang is actively involving undergraduate engineering students in his research projects with a tradition in providing research opportunities for undergraduates, especially for those who from the underrepresented group.

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Weilong Cong Texas Tech University orcid.org/0000-0001-6308-7383

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Dr. Weilong (Ben) Cong is an Assistant Professor in Department of Industrial Engineering at Texas Tech University (TTU). Dr. Cong received a Ph.D. in Industrial and Manufacturing Systems Engineering at Kansas State University in 2013. After graduation, Dr. Cong worked as a Post-Doctoral Fellow and a Research Assistant Professor at Kansas State University for one year. Dr. Cong’s current research activities mainly include ultrasonic vibration-assisted additive manufacturing process of high performance metallic materials and laser additive manufacturing of ceramic and composite materials. Dr. Cong has taught two undergraduate manufacturing classes and two graduate advanced manufacturing classes at TTU.

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Abstract

This NSF IUSE project is on the Exploration and Design Tier and the Engaged Student Learning Track. It is aimed at better preparing the country’s professional workforce in the renaissance of U.S. skilled manufacturing by creating new personnel proficient in additive manufacturing (AM). AM is mainstream; it has the potential to bring jobs back to the U.S. and add to the nation’s global competitiveness. AM is the process of joining materials to make objects from 3D data in a layer upon layer fashion.

The objectives are to develop, assess, revise, and disseminate an upper division course and laboratory, “Additive Manufacturing,” and to advance undergraduate and K-12 student research and creative inquiry activities as well as faculty expertise at three diverse participating universities: Texas Tech, California State-Northridge, and Kansas State. This research/pedagogical team contains a mechanical engineering professor at each university to develop and teach the course, as well as a sociologist trained in K-12 outreach, course assessment, and human subjects research to accurately determine the effects on K-12 and undergraduate students.

The proposed course will cover extrusion-based, liquid-based, and powder-based AM processes. For each technology, fundamentals, applications, and advances will be discussed. Students will learn solutions to AM of polymers, metals, and ceramics. Two lab projects will be built to provide hands-on experiences on a variety of state-of-the-art 3D printers. To stimulate innovation, students will design, fabricate, and measure test parts, and will perform experiments to explore process limits and tackle real world problems. They will also engage K-12 students through video demonstrations and mentorship, thus developing presentation skills.

Through the project, different pedagogical techniques and assessment tools will be utilized to assess and improve engineering education at both the undergraduate and K-12 levels through varied techniques: i) undergraduate module lesson plans that are scalable to K-12 levels, ii) short informational video lessons created by undergraduates for K-12 students with accompanying in-person mentorship activities at local high schools and MakerSpaces, iii) pre- and post-test assessments of undergraduates’ and K-12 participating students’ AM knowledge, skills, and perceptions of self-efficacy, and iv) focus groups to learn about student concerns/learning challenges. We will also track students institutionally and into their early careers to learn about their use of AM technology professionally.

Citation
Format

Maloney, P. A., & Li, B., & Zhang, M., & Cong, W. (2018, June), Board 86: Creating and Assessing an Upper Division Additive Manufacturing Course and Laboratory to Enhance Undergraduate Research and Innovation Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30124

TY - CPAPER
AB - This NSF IUSE project is on the Exploration and Design Tier and the Engaged Student Learning Track. It is aimed at better preparing the country’s professional workforce in the renaissance of U.S. skilled manufacturing by creating new personnel proficient in additive manufacturing (AM). AM is mainstream; it has the potential to bring jobs back to the U.S. and add to the nation’s global competitiveness. AM is the process of joining materials to make objects from 3D data in a layer upon layer fashion.

The objectives are to develop, assess, revise, and disseminate an upper division course and laboratory, “Additive Manufacturing,” and to advance undergraduate and K-12 student research and creative inquiry activities as well as faculty expertise at three diverse participating universities: Texas Tech, California State-Northridge, and Kansas State. This research/pedagogical team contains a mechanical engineering professor at each university to develop and teach the course, as well as a sociologist trained in K-12 outreach, course assessment, and human subjects research to accurately determine the effects on K-12 and undergraduate students.

The proposed course will cover extrusion-based, liquid-based, and powder-based AM processes. For each technology, fundamentals, applications, and advances will be discussed. Students will learn solutions to AM of polymers, metals, and ceramics. Two lab projects will be built to provide hands-on experiences on a variety of state-of-the-art 3D printers. To stimulate innovation, students will design, fabricate, and measure test parts, and will perform experiments to explore process limits and tackle real world problems. They will also engage K-12 students through video demonstrations and mentorship, thus developing presentation skills.

Through the project, different pedagogical techniques and assessment tools will be utilized to assess and improve engineering education at both the undergraduate and K-12 levels through varied techniques: i) undergraduate module lesson plans that are scalable to K-12 levels, ii) short informational video lessons created by undergraduates for K-12 students with accompanying in-person mentorship activities at local high schools and MakerSpaces, iii) pre- and post-test assessments of undergraduates’ and K-12 participating students’ AM knowledge, skills, and perceptions of self-efficacy, and iv) focus groups to learn about student concerns/learning challenges. We will also track students institutionally and into their early careers to learn about their use of AM technology professionally.
AU - Patricia Ann Maloney
AU - Bingbing Li
AU - Meng Zhang
AU - Weilong Cong
CY - Salt Lake City, Utah
DA - 2018/06/23
PB - ASEE Conferences
TI - Board 86: Creating and Assessing an Upper Division Additive Manufacturing Course and Laboratory to Enhance Undergraduate Research and Innovation
UR - https://peer.asee.org/30124
DO - 10.18260/1-2--30124
ER -