A Project-based Approach to RPAM Technician Training

When Ed Tackett and I realized the need to train technicians in the area of Rapid Prototyping and Additive Manufacturing (RPAM), we began to search in 1999 for curriculum and resource guides so we could develop a program at our colleges, none existed. We had to start from scratch as it appeared that no one had addressed technician training - most training was equipment specific and vendor operated.

We knew it was critical for future engineers and technicians to understand the technology and the potential value in the evolution of product design and, ultimately, additive manufacturing. As a result, we had only one choice, develop our own curriculum and resource material so we could better prepare our students for the workplace. To do this, we needed funding for time and development so we turned to the National Science Foundation (NSF) and obtained the NSF Advanced Technical Education ATE project grants for three years each. As a result of this funding source, we began our journey to develop the needed materials. However, before we started on the development phase, we worked with early adopters from industry such as:

• Seabotix - Emerging ROV manufacturer using RPAM to decrease product development time.
  
• Z Corporation - Assisted in the creation of step by step processing guides for Z Corp.
  
• AARK (San Diego Office) - Interviewed about basic skills and emerging trends
• Hester Studios - Emerging animation technology company using additive processes for the entertainment industry
  
• BF Goodrich Aerostructures - Used RP for various check fit and tooling applications
  
• RHOR Industries - Used RP in production of mock ups for aircraft/missile structures
  
• Senior Aerospace Ketema - Created master tool for aerospace projects using RP

We also made some basic assumptions from the information gathered.

• The curriculum needed to be modularized
  
• The curriculum needed to be skills-based
  
• The curriculum needed to focus on the processes, not equipment
  
• The course(s) developed needed to be project based and team oriented to closely mirror the private sector

We began our curriculum development journey with funding from the NSF in 2001 and trained instructors from around the country - chosen through national associations of NCATC and SME - on this technology and curriculum. This quickly became a three-year journey of passion for the technology and the potential in our manufacturing and engineering industries. Since we did not have anything to start from, we used our staff and industry experts from around the country to develop the materials which were then made available on the project web page. (We no longer have it on the Web page since the college now owns IP for it; the material is now available through us.) The course process was laid out by identified tasks, skills required and knowledge set required for three types of RP technicians - RP technologists, RP operator and RP finish technician. The program was created in modular format so pieces could be taken and added to existing courses until institutions were ready to develop standalone courses.

We have since been funded by NSF through 2008 to produce instructor's lab manuals and other support material which will be available in Spring 2007. We will also continue the "National RPAM Teacher Training Workshop." This is a continuation of the "series" from the first three-year grant. We do this each summer and update the material to reflect the technology and industry changes. We also get more technical with each offering based on the attendees' expanding experiences.

The First Course

Our first full course in RPAM, Introduction to Rapid Prototyping, proved to us that we were on the right track in our approach to the curriculum and training. We disseminated information about the course through the National Coalition of Advanced Technology Centers (NCATC), The National Science Foundation contact list, and through the American Society of Engineering Education (ASEE) as well as published papers. Our initial course had 19 students enroll and the mix was interesting. We had three CEO's, seven technicians and engineers from industry, and the rest of the class was comprised from the traditional student population. The results of the "skills," "project" and "process" team approach proved to us that we were dead on target.

After the first two weeks of instruction covering the technologies of additive processes, we divided the "students" into three teams. They were charged with the task of coming up with a new product. The product had to be commercially viable, manufacturability needed to be addressed, cost analysis of manufacturing, price point for commercialization, a functional prototype had to be produced, custom packaging and justification of selected technology provided at each step of the evolution of the product design cycle. I [Ed Tackett] acted in the role of consultant/mentor for the student teams. At about the halfway point of the course, it was on-the-job learning. Peer review was held throughout the course of the class for validation and discussion. During the design to functional test phases of the project, they designed custom packaging for the presentation to the panel. With each technology, they provided cost analysis and justification for the technology chosen at each of the design phase iterations. At the conclusion of the course, the products were presented to a panel consisting of venture capitalists, industry experts and economic developers that included:

• Gary Barnak - Sony Manufacturing Systems America
  
• Paul Garza - Angel Strategies Venture Capital
  
• Bill Craig - 3D Rapid Prototyping
  
• Richard McCullough - President, Saddleback College

The three teams and products were:

1. Your Moms Products - A mountain bike chain guard and chain stabilizer using free floating "un-bearings"
   
2. Team Green - redesigned RC car that used trailing arms rather than traditional a-arms
   
3. Team Vision - Consumer level cell phone designs for specific target markets including a club phone with a place for credit cards and money in a hidden compartment

In our opinion, and that of the industry evaluators, the approach was an outstanding success. The learning curve of the students and their accomplishments were truly amazing. We hired two of the students from the team that produced the example above, as student technicians. Both are now working very successfully with our private sector clients as a result of our approach. The students' work directly with the clients on product development from design to manufacture with myself [Ed Tackett] acting as the mentor/consultant. The student technicians' work to date has been exemplarity, having worked on several products that have been successfully commercialized.

The course was very successful. The first offering of a standalone course was offered last spring with a maximum enrollment. It led to a full class in SolidWorks as well. Our second offering this semester (Fall 2006) is also well attended. Both of these classes' students will enroll in the advanced RP course in the Spring semester.