Student Skills Growth in a Prototyping and Fabrication Course: Increase in Operation and Technique-based Knowledge as a Result of an Apprenticeship Model

Abstract

The essence of prototyping is solving problems through the creation of physical or digital artifacts. In professional practice, engineers use these artifacts for many purposes: to communicate creative ideas, explore design alternatives, evolve the details of a solution, and achieve functional design solutions. The process of prototyping exists on a spectrum of scope (whole solution versus component of solution) and complexity (simple tools and materials versus manufacturing tools and materials). Years of study, practice, and repetition on machines and software packages are needed to acquire deep expertise in prototyping. Unfortunately, engineering students are expected to produce physical prototypes without the luxury of dedicated training in this skill, as much of their time is occupied by fundamentals and other course content. There exists a need to upskill engineering students to a point where they can gain momentum on physical and digital prototypes using trial-and-error processes. Prototyping schemas do exist but they are heavily abstract; other methods of instruction use principles to guide action in prototyping. Very few instructional materials exist that are step-by-step or heavily guided by the instructor. In academic makerspaces, prototyping education is completed through several avenues, including informal workshops, independent self-directed learning, and formal courses. This paper details over five years of results from a course that teaches skills in prototyping and fabrication seeking to increase student confidence towards producing high-resolution prototypes. This course includes modules that instruct students in many useful techniques for producing prototypes: how to build a box with hand tools (3 ways), post-processing and finishing objects, 2D drawing (digital), vector-based cutting, additive and subtractive 3D manufacturing methods, and the application of multiple toolchains/processes to produce objects. The course is designed to be high-touch and to simulate apprenticeship with an expert. All aspects of the course involve active learning and routine hands-on workshops. This structure enhances the student experience by making the environment practical instead of didactic. Grading is proficiency-based so students have standards of excellence to work towards. Students peer grade each other, which helps them to develop a critical eye for high-quality products as well as to articulate (and receive) feedback on their work. Students detail their progress in the class through a publicly viewable blog that showcases their process, decisions, failures, and triumphs. Through surveys and analyses of work products, we evaluated the learning outcomes of the course and found that a proficiency increase was measured in each of the techniques and tools that were instructed, furthermore, students recognized these proficiency increases.