Asee peer logo

Teaching High School Students Design Process and 3-D Printing: Lessons Learned

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Multidisciplinary Engineering Experiences

Tagged Division

Multidisciplinary Engineering

Tagged Topic

Diversity

Page Count

19

DOI

10.18260/1-2--33349

Permanent URL

https://peer.asee.org/33349

Download Count

653

Request a correction

Paper Authors

biography

Ahmed Cherif Megri North Carolina A&T State University

visit author page

Dr. Ahmed C. Megri is an Associate Professor of engineering. He received his HDR (Dr. Habilitation) in Engineering Sciences, from Marie and Pierre Curie University, Paris VI (Sorbonne Universities), in 2011, and his Ph.D. in Thermal Engineering, from Lyon Institute of Technology in 1995. He wrote more than 100 papers in the journal and international conferences. His research interests include thermal and mechanical modeling and simulation of materials. He participates in multiple projects, including the
Development of a Model for The Metal Laser Powder Bed Fusion Additive Manufacturing Process. Dr. Ahmed Cherif Megri was the chair of the NCAT CAM’s Education subcommittee. He contributed to the outreach CAM since 2015. He is currently, responsible for the outreach program for the STEAM’s research project.

visit author page

biography

Sameer Hamoush P.E. North Carolina A&T State University

visit author page

Professor and Chair of Civil and Architectural Engineering Department

visit author page

biography

Rachid Belmasrour Southern University at New Orleans

visit author page

Dr. Belmasrour holds a Ph.D. from University of New Orleans in Mathematics, and he obtained his M.S degree in Mathematical Informatics from University of Versailles Saint Quentin, France. Dr. Belmasrour conducted research about Cotton Fiber length Distribution at the United States Department of Agriculture, Division of Cotton Structure and Quality.

visit author page

biography

Gwen Lee-Thomas Quality Measures Orcid 16x16 orcid.org/0000-0001-9063-2770

visit author page

Dr. Gwen Lee-Thomas is the CEO of Quality Measures, LLC, a Virginia-based consulting firm specializing in program and project evaluation, accreditation preparation, and capacity building. With 20 years of experience in project evaluation and implementation of educational activities for over $80M in federal and state funded projects, Gwen consistently works collaboratively with her clients to maximize evaluation outcomes.

As an external evaluator, Gwen has conducted over 70 evaluations in various areas with an emphasis in STEM-H related curriculum experiences at various colleges and universities across the U.S. Gwen’s work with NSF, USDOE, DOE, DOD, HRSA, and DOJ helps in providing the evaluative needs and expectations of federally funded grants with regard to accountability and compliance. In addition, she has served as a panel reviewer for NSF proposals for S-STEM and other EHR programs, GAANN, SIP, and EOC with the USDOE, and is currently an AQIP Reviewer and Peer Reviewer for the NCA Higher Learning Commission.

As an administrator, Gwen has served Director of Assessment for 6 years and Executive Assistant to the President for one year at Rose-Hulman Institute of Technology. She has also served as Assistant to the President and Provost for Special Projects at a Old Dominion University. Her experience as a Commissioner on the Indiana Commission for Higher Education has allowed her to embrace a broader perspective of the nuances of higher education and business & industry. In addition, Gwen has served as the board chair for the Indiana Minority Health Coalition—a grassroots legislated non-profit organization that promoted advocacy and education across the state with 19 local coalitions. As a full-time tenure track assistant professor and an adjunct faculty, Gwen has helped Master and PhD students understand and navigate the subtleties of organizational culture to negotiate their professional success.

Gwen received her bachelor’s degree from Southeastern Louisiana University in 1984, her Master’s Degree in Curriculum and Instruction in 1996, and a PhD in Education Administration in 1999 from Indiana State University.

visit author page

Download Paper |

Abstract

Abstract:

We conducted a summer teaching class about advanced manufacturing and 3D printing (project financed by National Nuclear Security Administration (NISA) & Department of Energy DOE). 3D printing is considered to be one of the most innovative technologies of the current century, with diverse applications in education, engineering, art, and design.

With our summer program, our objective is to serve advance manufacturing, as an evolving technology and to improve STEM education and prepare the new generation of high-school students (future engineers) by the use of the existing tools. Through the use of programs, such as Autodesk Inventor and CREO, as well as 3D printing concepts, we include both technology and basic traditional STEM topics, such as math and science. These tools allow the students to reach their objectives without going through complex mathematics and engineering concepts and methods. This way, these projects will mostly focus on critical thinking and the development of creative solutions to problems. Without deep mathematics knowledge, students were able to conceptualize, customize and prototype their design. The visual nature of these tools (Inventor and CREO), and the 3D printing technology enabled high-school students to grasp the technology and concepts very quickly.

The purpose of this paper is to demonstrate the design and implementation of an experiment, from basic parts. In particular, we will discuss the lesson learned, such as:

- Instead of going through the program chapter by chapter, we are encouraging collaboration and integrated work, through a set of projects that students need to select only five of them that fit their need and curiosity.

- Going through the design process, step-by-step: define the problem, background research, specify the requirements, brainstorm solutions, development work, prepare the prototype and finally assessment and analysis. Students have the ability to create their own designs using tools to reach a creative design and concrete outcomes.

Most importantly, project methodology will be discussed. We discuss the project design program from students’ point of view, and the experience earned in design, integration, and also in written and oral communication skills. Methodology used to evaluate the effectiveness of this design program in term of learning outcomes is also described. In this paper we focus only on the second year of the summer camp.

Megri, A. C., & Hamoush, S., & Belmasrour, R., & Lee-Thomas, G. (2019, June), Teaching High School Students Design Process and 3-D Printing: Lessons Learned Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33349

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015