Integration of sustainable design and additive manufacturing in design education

Author(s):  
S. Junk
2021 ◽  
Author(s):  
Rohan Prabhu ◽  
Mohammed Alsager Alzayed ◽  
Elizabeth Starkey

Abstract Empathy plays an important role in designers’ ability to relate to problems faced by others. Several researchers have studied empathy development in engineering design education; however, a majority of this work has focused on teaching designers to empathize with primary users. Little attention in empathy development research is given to empathizing with those affected in a secondary and tertiary capacity. Moreover, little research has investigated the role of students’ empathy in influencing their emphasis on sustainability, especially in the concept evaluation stage. Our aim in this paper is to explore this research gap through an experimental study with engineering students. Specifically, we introduced first-year engineering students at a large public university in the northeastern United States to a short workshop on sustainable design. We compared changes in their trait empathy and attitudes towards sustainability from before to after participating in the workshop. We also compared the relationship between students’ trait empathy, attitudes towards sustainability, and the self-perceived sustainability of their solutions in a design task. From our results, we see that students reported an increase in their beliefs and intentions towards sustainability and a decrease in their personal distress from before to after participating in the workshop. Furthermore, students’ trait empathy correlated negatively with the self-perceived sustainability of their solutions. These findings highlight the need for future work studying the role of empathy in encouraging a sustainable design mindset among designers.


Author(s):  
Erin Irick ◽  
Rachel J. Eike ◽  
Sunhyung Cho ◽  
Minsu Kim

Author(s):  
Alain Bernard ◽  
Mary Kathryn Thompson ◽  
Giovanni Moroni ◽  
Tom Vaneker ◽  
Eujin Pei ◽  
...  

Author(s):  
Bryony DuPont ◽  
Addison Wisthoff

The School of Mechanical, Industrial, and Manufacturing Engineering at Oregon State University is home to one of the largest academic Mechanical Design groups in the country. As a leader in undergraduate design education, we have been able to keep in touch with a large group of mechanical design graduates, and as such are capable of assessing how students retain information learned in undergraduate coursework to see how this understanding is employed in real-world engineering practice. However, the principles governing the design of sustainable products and processes are relatively novel and are only now being integrated into the undergraduate and graduate mechanical design curriculum. It is our hypothesis that particular means of learning and understanding sustainable design — via lectures, homework assignments, design projects, and the use of various sustainability-related LCA tools — will enable the highest retention of sustainable design understanding, and a higher likelihood that this sustainable design knowledge will be propagated into design practice in industry. Multiple curricular studies that explore dissemination and retention of sustainable design skills are being explored, including a junior-level introductory mechanical design course and a graduate level sustainable product development course. In the junior-level course, baseline sustainability knowledge is tested by allowing students to make sustainable design decisions by applying varied skill sets, including general principles, a list of sustainable design guidelines, and an innovative online survey (The GREEn Quiz). The graduate-level course, which employs sustainable design principles within a larger product development architecture, will capitalize on more “expert” knowledge. Future work will also be discussed, including planned validation studies and curriculum improvements, as well as the means of quantifying the retention of sustainable design information.


Author(s):  
Aysem G. Basar ◽  
Pinar Cartier

The development of the sustainability concept began primarily in the European continent. Its integration into lifestyles and with it, the increase of social awareness, were formed with the contributions of various NGOs. In this context, we see the contribution of integrating sustainable design principles into the academic program. The factors that are important in sustainable design such as lower usage of raw materials, environmentally friendly materials, convenience in production and assembly, energy consumption, and ease of recycling are conveyed to the students through various courses in the academic program. A case study was carried out to analyze the transfer of sustainable design principles to the education process and its implications. This research was carried out in three stages: creating a theoretical framework, fieldwork, and practical work with students who attended the Sustainable Design course. According to the results students create new designs before recycling waste products within the scope of repurposing concept.   Keywords: Repurposing, sustainability, industrial design, education, application    


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