Board 86: Creating and Assessing an Upper Division Additive Manufacturing Course and Laboratory to Enhance Undergraduate Research and Innovation DOI Open Access
Patricia Maloney, Bingbing Li, Meng Zhang

et al.

Published: Sept. 10, 2020

Abstract This NSF IUSE project is on the Exploration and Design Tier Engaged Student Learning Track. It aimed at better preparing country’s professional workforce in renaissance of U.S. skilled manufacturing by creating new personnel proficient additive (AM). AM mainstream; it has potential to bring jobs back add nation’s global competitiveness. process joining materials make objects from 3D data a layer upon fashion. The objectives are develop, assess, revise, disseminate an upper division course laboratory, “Additive Manufacturing,” advance undergraduate K-12 student research creative inquiry activities as well faculty expertise three diverse participating universities: Texas Tech, California State-Northridge, Kansas State. research/pedagogical team contains mechanical engineering professor each university develop teach course, sociologist trained outreach, assessment, human subjects accurately determine effects students. proposed will cover extrusion-based, liquid-based, powder-based processes. For technology, fundamentals, applications, advances be discussed. Students learn solutions polymers, metals, ceramics. Two lab projects built provide hands-on experiences variety state-of-the-art printers. To stimulate innovation, students design, fabricate, measure test parts, perform experiments explore limits tackle real world problems. They also engage through video demonstrations mentorship, thus developing presentation skills. Through project, different pedagogical techniques assessment tools utilized assess improve education both levels varied techniques: i) module lesson plans that scalable levels, ii) short informational lessons created undergraduates for with accompanying in-person mentorship local high schools MakerSpaces, iii) pre- post-test assessments undergraduates’ students’ knowledge, skills, perceptions self-efficacy, iv) focus groups about concerns/learning challenges. We track institutionally into their early careers use technology professionally.

Language: Английский

Board 86: Creating and Assessing an Upper Division Additive Manufacturing Course and Laboratory to Enhance Undergraduate Research and Innovation DOI Open Access
Patricia Maloney, Bingbing Li, Meng Zhang

et al.

Published: Sept. 10, 2020

Abstract This NSF IUSE project is on the Exploration and Design Tier Engaged Student Learning Track. It aimed at better preparing country’s professional workforce in renaissance of U.S. skilled manufacturing by creating new personnel proficient additive (AM). AM mainstream; it has potential to bring jobs back add nation’s global competitiveness. process joining materials make objects from 3D data a layer upon fashion. The objectives are develop, assess, revise, disseminate an upper division course laboratory, “Additive Manufacturing,” advance undergraduate K-12 student research creative inquiry activities as well faculty expertise three diverse participating universities: Texas Tech, California State-Northridge, Kansas State. research/pedagogical team contains mechanical engineering professor each university develop teach course, sociologist trained outreach, assessment, human subjects accurately determine effects students. proposed will cover extrusion-based, liquid-based, powder-based processes. For technology, fundamentals, applications, advances be discussed. Students learn solutions polymers, metals, ceramics. Two lab projects built provide hands-on experiences variety state-of-the-art printers. To stimulate innovation, students design, fabricate, measure test parts, perform experiments explore limits tackle real world problems. They also engage through video demonstrations mentorship, thus developing presentation skills. Through project, different pedagogical techniques assessment tools utilized assess improve education both levels varied techniques: i) module lesson plans that scalable levels, ii) short informational lessons created undergraduates for with accompanying in-person mentorship local high schools MakerSpaces, iii) pre- post-test assessments undergraduates’ students’ knowledge, skills, perceptions self-efficacy, iv) focus groups about concerns/learning challenges. We track institutionally into their early careers use technology professionally.

Language: Английский

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