Practicing the Engineering Fundamentals in a Project-Based Design and 3D Printing Course

Abstract

As 3D printing technology transforms product design and manufacturing, educational programs must incorporate its principles to prepare engineering students for the workforce. Establishing dedicated labs and integrating 3D printing into higher education curricula has become popular among universities and colleges. However, insufficient attention is paid to using this learning practice to apply knowledge of engineering fundamentals and develop skills for implementing efficient and reliable additive manufacturing processes. Therefore, new approaches are needed to increase the pedagogical value of this learning practice. This study explores the effectiveness of the project-based learning (PBL) approach for enhancing the understanding of mathematical, engineering, and 3D printing concepts and their application by mechanical engineering students. We developed a pilot course, “Engineering and mathematical applications in 3D printing,” for junior and senior-year students. The course included lectures on design for additive manufacturing (DfAM), 3D printing technologies, printability, and troubleshooting, as well as project tasks involving the design and fabrication of functional objects such as asymmetric spinning-tops, Pythagorean cups, and print-in-place mechanisms. In the study, we examined how participants applied their mathematical and engineering knowledge to solve complex design challenges using 3D printing technology, and their perceptions of the learning experience. Using an exploratory research design, data were collected through observations, student works, and post-course questionnaires. The findings indicate that the students successfully completed the project tasks, demonstrating their ability to apply engineering principles and optimize designs for 3D printing. The students highly appreciated the course’s project-oriented format and its contribution to their understanding of 3D printing.