This module was developed, deployed, and tested at Lawrence Tech by John Peponis as part of a collaborative research grant between FIT and Lawrence Tech. We are offering it to student groups via Martin Gallagher (firstname.lastname@example.org) at the Evans Library's Digital Scholarship Lab and via Jim Brenner (email@example.com).
Reframing Making to Support EML: Custom Design Using 3D Scanning
By John Peponis
This card contains the resources necessary to integrate a module into freshman-level engineering courses which teaches students how to create customized designs with a 3D scanner using Entrepreneurial Minded Learning.
This module was developed with the objective of fostering the entrepreneurial mindset through the identification of unmet customer needs and subsequent design of a custom device to meet that customer need. Specifically, in terms of the 3 C’s:
Students demonstrate curiosity about the world around them by becoming empathetic ethnographers during the interviewing of their client to identify an unmet need. Assessing how to reframe the problem as an opportunity to develop a customized design also forces the student to explore a contrarian view to the accepted solution.
Student teams (of 2 or 3 students from varying engineering programs form a multidisciplinary team) integrate the information regarding the unmet need obtained from the client interview with a scanned 3D model to develop a design that incorporates a customized solution to meet the client need.
Student teams test their novel ideas by communicating their proposed (digital or physical) prototype to the client, obtain formative feedback and iterate on their original design to realize true value for their client.
In Peponis' Fundamentals of Engineering Design Projects, a required one-credit hour studio course in which freshman engineering students are introduced to basic engineering concepts and the various engineering disciplines through hands-on design and project work. In addition to the technical learning objectives, this course is intended to introduce the first-year students to the entrepreneurial mindset and professional skillset engineers require to be effective communicators and collaborators. The one credit-hour course meets once a week for 1 hour and 50 minutes.
- Focus students’ engineering design work on client-specific needs utilizing entrepreneurial-minded learning.
- Introduce 3D scanning as a tool for customizing products to client needs.
- Provide hands-on experience with a 3D scanner demonstrate the capabilities and limitations of the devices.
- Practice low-level 3D modeling skills for manipulating the output of a 3D scanner.
- Reinforce 3D printing as a rapid-prototyping technology for product development.
- Connect 3D scanning to diverse imaging modalities used in the various engineering subdisciplines to extract useful information and update designs accordingly.
Class time needed: 100-130 minutes
- 25 min. - Pre-Survey and Lecture Slides
- 15 min. - TinkerCAD Activity (see Online Material and Scanning Tips Document)
- 30 min. - Scanning Activity
- 30 min. - Project Classwork (optional)
- 30 min. - Project Presentations
- 3D Scanning Instructor Guide (Please reference this document first)
- Online Materials and Scanning Tips Document
- 3D Scanning Presentation Powerpoint Slides (with notes)
- 3D Scanning Activity Worksheet (with remote learning variant)
- 3D Scanning Project Worksheet and Grading Rubric (with remote learning variant)
- 3D Scanning Assessment Surveys (both pre- and post-module) and Spreadsheet
As this assignment is not done as part of a "class activity" unless you are taking The Basics of Making from Dr. Brenner (me), I am including both the student instructions and the instructor instructions.
Reframing Making to Support EML_ Custom Design Using 3D Scanning--Instructor Files.zip
Reframing Making to Support EML_ Custom Design Using 3D Scanning--Student Handouts.zip
Reference: John Peponis, Reframing Making to Support EML: Custom Design Using 3D Scanning | Engineering Unleashed, https://engineeringunleashed.com/card/2325 (This web site is NOT something students are allowed to access.)
All students registering for any of my Honors Activities need to follow the following instructions:
- Student Initiates the process: “Submit an Honors Option Contract” at https://www.fit.edu/honors-college/honors-curriculum/ using a TRACKSlogin@fit.edu (omit "my" from the email address) as login name and TRACKS password.
- Student uploads the course syllabus and submits the request.
- Course Instructor is notified via email and Teams to review the request.
- If approved, Course Instructor enters the Honors Option contract requirements in “Comments” box on the form prior to approving the contract (via email or Teams).
- Honors College reviews the request.
- If approved by Honors College, the course Instructor is sent a request to complete the final report for Honors Option Contract at the end of the semester.
- If the student has successfully completed the Honors Option Contract requirements, the Registrar is notified to enter Honors Option annotation on the student's transcript.
In addition to Prof. Subasi's instructions that apply to all Honors Option Contracts for anyone, see the following:
Picking a subject from that pre-approved list means that no one needs to review the specifics of any particular student's Honors project.
Excel attachment: Fill in the appropriate cell on the attached spreadsheet to indicate which course and which Honors Activity you choose.
Go to HonorsActivityBrenner.xlsx. On that form, I want you to fill the box yellow for the activity that you are doing and which class it applies to. Note that some activities do not count for certain classes because they are expected for non-honors students in those classes.