Implementing 3D Printing in Engineering Education
Development and Assessment of an Integrated Lecture–Laboratory Course
Bibliographic Data
| ID | 22046539 |
|---|---|
| Authors | Murat Guvendiren (0000-0002-3475-1051, New Jersey Institute of Technology, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 7 |
| Pages | 988 |
| Publication date | 2026-06-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16070988 |
| OpenAlex | W7166883855 |
| Language | EN |
| References cited | 81 |
Additive manufacturing (AM), commonly known as 3D printing, has rapidly transformed modern manufacturing, creating a growing demand for engineers with both theoretical knowledge and practical skills. Despite its increasing relevance, AM is often incorporated into engineering curricula as a supplementary tool rather than a fully integrated subject, limiting students’ understanding of fundamental material–process–performance relationships. This study presents the development, implementation, and assessment of an integrated lecture–laboratory framework for AM education at the New Jersey Institute of Technology (NJIT). Two complementary courses were developed: an undergraduate course (Introduction to 3D Printing, CHE 415) and a graduate course (Additive Manufacturing and Applications, CHE 722). The curriculum integrates instruction in AM technologies, materials, and digital workflows with hands-on design challenges, team-based projects, and structured literature reviews, enabling students to engage in the complete design-to-fabrication process. Student learning outcomes were evaluated over multiple academic years using ABET-aligned assessments, grade distributions, and student self-assessments. Results demonstrate consistently high levels of student proficiency and engagement, with strong performance in design, problem-solving, and communication skills. The courses also attracted students from diverse disciplines, underscoring the interdisciplinary nature of AM education. While limitations remain in providing hands-on exposure to a broader range of AM technologies, ongoing expansion of laboratory infrastructure is expected to address these challenges. Overall, this work demonstrates that an integrated, project-based approach effectively bridges theory and practice and provides a scalable model for incorporating AM into engineering curricula
3D printing · Course evaluation · Curriculum · Curriculum development · Engineering education · Higher education · Limiting · Workflow · Additive Manufacturing and 3D Printing Technologies · Design Education and Practice · Innovations in Concrete and Construction Materials
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| Highly cited | No |
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