2026 ASEE Annual Conference & Exposition

As additive manufacturing (AM) technologies become increasingly prevalent in engineering education, their proper integration within core curricula is critical to preparing students for modern design and fabrication challenges. This study examines the educational impact of classroom-based fused filament fabrication (FFF) 3D printing in a mandatory second-year mechanical engineering design and manufacturing course that fulfills the ABET manufacturing requirement. A mixed-methods survey with paired responses and Wilcoxon signed-rank tests for pre- and post-intervention was used. Through surveys and project analyses of 159 undergraduate students, the study shows that having additive manufacturing equipment located within the lab increases AM utilization compared to a centralized campus makerspace, raising moderate use from 22% to 56% of project teams and reducing nonuse from 41% to 11%. However, despite high physical access to 3D printers, student self-efficacy with AM tools remains significantly lower (17–18% report low confidence) than with traditional manufacturing tools such as mills, lathes, and computer-aided design (CAD) (<2% report low confidence). Analysis of pre- and post-course self-assessments across both tool-related and design-related domains demonstrates statistically significant improvements in all areas (Wilcoxon Signed-Rank Tests, all p < .001). While the 3D printing intervention produced meaningful gains, the magnitude of improvement was smaller than in the more familiar domains. These findings indicate that physical access alone does not translate into confidence or effective use of AM in student projects. Structured, scaffolded learning experiences and targeted instructional interventions are identified as critical factors for boosting student competence and engagement with manufacturing technologies. The study recommends integrating mandatory, guided AM learning experiences that complement traditional manufacturing technologies, emphasizing iterative design, hands-on practice, and reflective learning.