DESIGN FOR(E!) ADDITIVE MANUFACTURING: IN SEARCH OF A COMPREHENSIVE DESIGN CHALLENGE SUITABLE ACROSS AM EDUCATION

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Date

2023

Authors

Meisel, Nicholas

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University of Texas at Austin

Abstract

Modern engineering design education relies heavily on the concept of problem-based learning (PBL). Driven by the constructivist theory of education, PBL enables students to build knowledge organically, rather than through rote memorization. As such, design for additive manufacturing (DfAM) education also tends to emphasize the use of PBL to encourage student learning. Unfortunately, dedicated DfAM education is still nascent. The result is a wide range of educators leveraging an equally wide, and often unproven, range of design challenges to support DfAM PBL. Because of this, there is the possibility that a chosen design challenge will not represent AM as a true end-use manufacturing process nor promote a design space that can benefit from the full consideration of all opportunistic and restrictive DfAM concepts. In this paper, the author discusses the creation and implementation of a comprehensive design challenge that is suitable across the range of AM education. Specifically, the author proposes the use of a golf putter DfAM design challenge. This concept draws from lessons learned over years of DfAM instruction at undergraduate and graduate levels and is based in the need for three key aspects for a successful DfAM challenge in education: (1) clarity, (2) applicability, and (3) demonstrability.

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