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Integrating Rp Technology Into Tennessee Tech’s Design And Manufacturing Curriculum

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2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

NSF Grantees Poster Session

Page Count


Page Numbers

9.767.1 - 9.767.10



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Paper Authors

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Ismail Fidan

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session Number 1526

Integrating RP Technology into Tennessee Tech’s Design and Manufacturing Curriculum

Ismail Fidan, Ph.D.

Tennessee Tech University, 920 North Peachtree Avenue Cookeville, TN 38505-5003, E-mail:, Web:


The rapid advances in computer technology opened new horizons for the faculty who are teaching in CAD/CAM technologies and will continue to do so in the future. Tennessee Tech University (TTU) took the advantage of this opportunity provided by NSF-CCLI-A&I program grant to adapt and implement successful Rapid Prototyping (RP) experiences, and educational practices that have been developed and tested at various engineering schools. RP capabilities affect the pedagogy in the core design and manufacturing curriculum. RP adds excitement and realism to the curriculum by enabling the students to build physical models directly from CAD data. The prototype communicates important information about parts, including engineering data such as fit and limited functional testing, labeling, highlighting, and appearance simulation. Undoubtedly, students who have an understanding of the realities of the relationship between CAD tools and design principles will be much more attune to the realities of the industrial standard in RP. TTU RP objectives have been implemented by integrating new hands-on laboratory experiments into two current junior level required courses; CAD for Technology and CNC Machining Practices. This paper will report the current RP curriculum enhancements accomplished in both courses.

The State of the Art

The mission for all instructors is to educate their students the best way possible. Their teaching techniques should challenge, educate, and promote the students' innovative thinking1. The lecture-based format of teaching, which predominates in engineering education, may not be best to achieve these goals2. Through the lecture method, an instructor introduces students to course work by producing notes on a chalkboard or overhead. The instructor then hopes that students can regurgitate this collected information on their homework or exams. Some classes, if students are lucky, have accompanying laboratory practices where they can gain hands-on experience. There have been several attempts to revise engineering curriculum to improve understanding and foster creative thinking3. “Proceedings of the 2004 American Society for Engineering Education Conference & Exposition Copyright©2004, American Society for Engineering Education”

Fidan, I. (2004, June), Integrating Rp Technology Into Tennessee Tech’s Design And Manufacturing Curriculum Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13691

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