TY - JOUR
T1 - Preparing industry for additive manufacturing and its applications
T2 - Summary & recommendations from a National Science Foundation workshop
AU - Simpson, Timothy W.
AU - Williams, Christopher B.
AU - Hripko, Michael
N1 - Funding Information:
National Institute for Standards and Technology (NIST) : NIST recognizes that AM is a multidisciplinary effort, and they are engaging numerous inter-agency working groups, federal agencies/labs, non-governmental organizations, public-private partnerships (e.g., America Makes), universities, and industries in their work. Dr. Paul Witherell, Project Lead for Systems Integration for Additive Manufacturing, gave an overview of the ongoing efforts in measurement science for AM within NIST’s Engineering Laboratory. They are currently focusing on four areas critical for AM adoption: (1) characterization of AM materials; (2) real-time control of AM processes; (3) qualification of AM materials, processes, and parts; and (4) systems integration for AM. NIST offers opportunities for undergraduate, graduate, and post-graduate training grants through programs such as NIST’s Summer Undergraduate Research Fellowship (SURF) program , which provides financial support and housing for the students. NIST is also involved in AM standards development through the American Society for Testing and Materials (ASTM) F42 Committee on AM Technologies.
Funding Information:
The authors express their gratitude for the members of the workshop steering committee for their help in shaping the agenda and soliciting speakers and participants: Katie Feldman (NSF), Paul Witherell (NIST), Raj Manchanda (ASME), Ed Tackett (RapidTech), Perry Morrisette (Boeing), Jesse Roitenberg (Statasys), Shawn Kelly (EWI), David Rosen (Georgia Tech), Richard A. Wysk (NC State), and Carolyn Conner-Seepersad (University of Texas—Austin). The authors acknowledge support from NSF Grants CMMI-1431566 and CMMI-1431785 . Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2016 Elsevier B.V.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - Accompanying the increasing advances and interest in Additive Manufacturing (AM) technologies is an increasing demand for an industrial workforce that is knowledgeable about the technologies and how to apply them to solve real-world problems. As a step towards addressing this knowledge gap, a workshop was held at the National Science Foundation (NSF) to discuss the educational needs to prepare industry for AM and its use in different fields. The workshop participants – 66 representatives from academia, industry, and government – identified several key educational themes: (1) AM processes and process/material relationships, (2) engineering fundamentals with an emphasis on materials science and manufacturing, (3) professional skills for problem solving and critical thinking, (4) design practices and tools that leverage the design freedom enabled by AM, and (5) cross-functional teaming and ideation techniques to nurture creativity. This paper summarizes the industry speakers and presentations from the workshop, along with several new educational partnerships identified by small working groups. Based on the presentations and partnerships, the following recommendations are offered to advance the AM workforce. First, ensure that all AM curricula provide students with an understanding of (i) AM and traditional manufacturing processes to enable them to effectively select the appropriate process for product realization; (ii) the relationships between AM processes and material properties; and (iii) “Design for AM”, including computational tools for AM design as well as frameworks for process selection, costing, and solution generation that take advantage of AM capabilities. Second, establish a national network for AM education that, by leveraging existing “distributed” educational models and NSF's Advanced Technology Education (ATE) Programs, provides open source resources as well as packaged activities, courses, and curricula for all educational levels (K-Gray). Third, support K-12 educational programs in STEAM (STEM plus the arts) and across all formal and informal learning environments in order to learn the unique capabilities of AM while engaging students in hands-on, tactile, and visual learning activities to prepare them for jobs in industry while learning how to think differently when designing for AM. Fourth, provide support for collaborative and community-oriented maker spaces that promote awareness of AM among the public and provide AM training programs for incumbent workers in industry and students seeking alternative pathways to gain AM knowledge and experience. Recommendations for scaling and coordination across local, regional, and national levels are also discussed to create synergies among the proposed activities and existing efforts.
AB - Accompanying the increasing advances and interest in Additive Manufacturing (AM) technologies is an increasing demand for an industrial workforce that is knowledgeable about the technologies and how to apply them to solve real-world problems. As a step towards addressing this knowledge gap, a workshop was held at the National Science Foundation (NSF) to discuss the educational needs to prepare industry for AM and its use in different fields. The workshop participants – 66 representatives from academia, industry, and government – identified several key educational themes: (1) AM processes and process/material relationships, (2) engineering fundamentals with an emphasis on materials science and manufacturing, (3) professional skills for problem solving and critical thinking, (4) design practices and tools that leverage the design freedom enabled by AM, and (5) cross-functional teaming and ideation techniques to nurture creativity. This paper summarizes the industry speakers and presentations from the workshop, along with several new educational partnerships identified by small working groups. Based on the presentations and partnerships, the following recommendations are offered to advance the AM workforce. First, ensure that all AM curricula provide students with an understanding of (i) AM and traditional manufacturing processes to enable them to effectively select the appropriate process for product realization; (ii) the relationships between AM processes and material properties; and (iii) “Design for AM”, including computational tools for AM design as well as frameworks for process selection, costing, and solution generation that take advantage of AM capabilities. Second, establish a national network for AM education that, by leveraging existing “distributed” educational models and NSF's Advanced Technology Education (ATE) Programs, provides open source resources as well as packaged activities, courses, and curricula for all educational levels (K-Gray). Third, support K-12 educational programs in STEAM (STEM plus the arts) and across all formal and informal learning environments in order to learn the unique capabilities of AM while engaging students in hands-on, tactile, and visual learning activities to prepare them for jobs in industry while learning how to think differently when designing for AM. Fourth, provide support for collaborative and community-oriented maker spaces that promote awareness of AM among the public and provide AM training programs for incumbent workers in industry and students seeking alternative pathways to gain AM knowledge and experience. Recommendations for scaling and coordination across local, regional, and national levels are also discussed to create synergies among the proposed activities and existing efforts.
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U2 - 10.1016/j.addma.2016.08.002
DO - 10.1016/j.addma.2016.08.002
M3 - Article
AN - SCOPUS:84995538674
VL - 13
SP - 166
EP - 178
JO - Additive Manufacturing
JF - Additive Manufacturing
SN - 2214-8604
ER -