2023 ASEE Annual Conference & Exposition

There are critical conversations happening right now around Diversity, Equity, and Inclusion (DEI) in work and educational settings. Educational settings need to prepare students to collaborate with diverse populations in their engineering workplace. DEI concepts can be incorporated in first-year engineering curriculum to enhance student design and exposure to diverse cultures during this unique design for additive manufacturing (DfAM). This paper describes the development of a DfAM workshop that incorporates historical and cultural themes. Students’ perception of the design experience was measured using an engineering self-efficacy validated tool, pre- and post-workshop survey, and measured design outcomes (CAD model) after engaging in a DfAM workshop. The workshop uses activities guided by the Kern Engineering Entrepreneurial Network (KEEN) framework which includes curiosity, connections, and creating value. The workshop introduces the entrepreneurial-minded learning (EML) with DEI efforts through the design prompt. It is beneficial to make connections from historical designs to inspire novel approaches to design opportunities. Reflecting on individual’s unique designs and their individual influences from historical approaches can bring awareness. It can be difficult to have conversations around DEI especially in engineering design classrooms. The incorporation of DEI in DfAM workshop helps to naturally coach students to engage in an inclusive classroom environment where they feel an increased sense of belonging and become more socially aware of others backgrounds. This workshop spearheads discussions on diversity, equity, and inclusion focused on engineering design. Historical inspiration can increase student creativity and improve sensitivity and appreciation for other cultures. During the DfAM workshop, students search for art forms from their own cultural background or a significant time in history that are then used as inspiration to create unique CAD designs to produce 3D printed models. Presentations are made to explain the chosen design. Student work was displayed in an art gallery format and viewed by the entire class. Preliminary evidence showed that the students enjoyed presenting designs with cultural elements. The presentations elicited questions from fellow classmates that provided opportunities for cultural conversations and an in-class discussion on inclusion in the engineering classroom. This work provides a pathway for educators to implement DEI in engineering design activities that can better prepare students for the future of work in a diverse, equitable population.