An investigation into the current state of education in Design for Additive Manufacturing

Additive Manufacturing (AM) has become an established discipline in both research and education. However, to achieve its full potential AM requires a step-change in design thinking, which makes Design for AM (DfAM) education and training crucial. This paper reports results from the first attempt to...

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Published inJournal of engineering design Vol. 33; no. 7; pp. 461 - 490
Main Authors Borgianni, Yuri, Pradel, Patrick, Berni, Aurora, Obi, Martins, Bibb, Richard
Format Journal Article
LanguageEnglish
Published Abingdon Taylor & Francis 03.07.2022
Taylor & Francis Ltd
Subjects
3D printing
Additive manufacturing
design education
Design for Additive Manufacturing
Engineering education
survey
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Abstract Additive Manufacturing (AM) has become an established discipline in both research and education. However, to achieve its full potential AM requires a step-change in design thinking, which makes Design for AM (DfAM) education and training crucial. This paper reports results from the first attempt to investigate the uptake of DfAM in higher education. This research required the development and administration of an articulated online survey, in which educators worldwide who teach AM and DfAM have participated. The results show that DfAM is taught in a considerable number of courses. However, the survey revealed that DfAM is seldom recognised as a distinct course or topic and the relevance attributed and proportion of teaching dedicated to DfAM within wider AM is typically marginal. DfAM is being mostly taught in North America and Europe and is also typically taught in institutions that are research active in AM or specifically DfAM, suggesting the subject has not yet reached maturity or diffusion into mainstream design and engineering curricula. It was interesting to find that currently, the contents of courses do not differ significantly between engineering and design programmes.
AbstractList Additive Manufacturing (AM) has become an established discipline in both research and education. However, to achieve its full potential AM requires a step-change in design thinking, which makes Design for AM (DfAM) education and training crucial. This paper reports results from the first attempt to investigate the uptake of DfAM in higher education. This research required the development and administration of an articulated online survey, in which educators worldwide who teach AM and DfAM have participated. The results show that DfAM is taught in a considerable number of courses. However, the survey revealed that DfAM is seldom recognised as a distinct course or topic and the relevance attributed and proportion of teaching dedicated to DfAM within wider AM is typically marginal. DfAM is being mostly taught in North America and Europe and is also typically taught in institutions that are research active in AM or specifically DfAM, suggesting the subject has not yet reached maturity or diffusion into mainstream design and engineering curricula. It was interesting to find that currently, the contents of courses do not differ significantly between engineering and design programmes.
Author Bibb, Richard
Pradel, Patrick
Berni, Aurora
Obi, Martins
Borgianni, Yuri
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SourceType Aggregation Database
Enrichment Source
Index Database
Publisher
StartPage 461
SubjectTerms 3D printing
Additive manufacturing
design education
Design for Additive Manufacturing
Engineering education
survey
Title An investigation into the current state of education in Design for Additive Manufacturing
URI https://www.tandfonline.com/doi/abs/10.1080/09544828.2022.2102893
https://www.proquest.com/docview/2700223951
Volume 33
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