2026 ASEE Annual Conference & Exposition

Additive manufacturing (AM) education requires instructional approaches that support not only technical knowledge but also communication, teamwork, and design-for-manufacturing skills. This paper presents an interactive teaching framework implemented in a junior–senior level AM course that integrates small-group discussion, student micro-presentations, and iterative design-to-print laboratory cycles. The novelty of the approach lies in the intentional coupling of peer teaching and rapid concept exploration with immediate application through fabrication, followed by structured reflection on design decisions, process constraints, and outcomes.
In this model, students work in teams to research focused AM topics, deliver short presentations, and directly apply concepts in laboratory activities that require design, slicing, manufacturing, and evaluation of printed parts. Each cycle reinforces connections between theory and practice, emphasizing process–property–cost tradeoffs.
Student perceptions were evaluated through an end-of-course survey (n =26). The proposed framework offers a structured and transferable model for integrating active learning with fabrication-based instruction in additive manufacturing, with 88.5% of students reporting increased engagement, 84.6% reporting improved understanding of AM topics, and 73.1% expressing preference for the interactive approach over traditional lectures. Open-ended responses further highlight the value of peer explanation, hands-on fabrication, and iterative reflection in supporting learning.
Findings are based on self-reported survey data, and results reflect perceived benefits rather than direct measures of learning outcomes. These findings are based on self-reported survey data and reflect perceived benefits rather than direct measures of learning outcomes.