chemconnections.orgchemconnections.org/Libretexts/NSF 1204981- Digital... · Web viewFederal Grant or Other Identifying Number Assigned by Agency: 1204981. Project Title: Digital

Federal Grant or Other Identifying Number Assigned by Agency:

1204981

Project Title:

Digital Modeling, Analysis and Fabrication (DMAF) Project

PD/PI Name:

Daniel Abbott, Principal InvestigatorRecipient Organization:

Contra Costa Community College District

Project/Grant Period:

05/01/2013 - 04/30/2018

Reporting Period:

05/01/2017 - 04/30/2018

Submitting Official (if other than PD\PI):

Daniel Abbott Principal Investigator

Submission Date:

07/27/2018

Signature of Submitting Official (signature shall be submitted in accordance with agency specific instructions)

Daniel Abbott

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Accomplishments

* What are the major goals of the project?

The overarching goal of the Diablo Valley College (DVC) Digital Modeling, Analysis and Fabrication (DMAF) project is: To recruit and prepare students for innovation-based technological employment by developing a replicable model that incorporates classroom-based instruction, industry partnerships, and project-based learning.

* What was accomplished under these goals (you must provide information for at least one of the 4 categories below)?

Major Activities:As of October 30th, 2016, approximately $66,000 of the project grant remained in unspent salaries and benefits, and $15,000 in indirect costs. Therefore, a no-cost extension was requested, and approved in November 2016 to allow for another year of work toward significant grant objectives.

Major project activities that were continued into the no-cost extension year included:

Knowledge Dissemination

During the no-cost extension period we documented instructional outcomes and student work from our project implementation for publication on our website. Broader goals behind documentation included marketing and promotion of the our new technological curriculum, as well as documentation of lessons learned and dissemination of images of our work to a broader audience.

We continued to cultivate relationships with industry partners such as Autodesk, Lawrence Livermore National Laboratory, and Lawrence Berkeley National Laboratory; and developed some new relationships with partners such as Benchmark Electronics who expressed an interest in our Geometric Dimensioning and Tolerancing course and the need for trained CNC technicians.

Additionally, we traveled to the annual NSF Conference in 2017. With the help of leveraged funds, two faculty and three students were able to attend to share examples of our work and have discussions about our project with other industry and academic participants.

Also during this period, we were included as a case study for Insight Policy Research as part of their NSF evaluation, and spoke with Scientia magazine about a possible publication of findings related to our project.

Website Development

Our website was online by the end of the no-cost extension period. Although still in development due to the very large scope of the site, it is getting better every day and has become the primary source for dissemination of information about our program. The website features examples of student work, postings of events and news, listings of visiting professionals and industry partners for the Architecture Lecture Series, and documentation of the broad range of projects that were completed under the NSF grant. Images of the Cal Poly Design Village competition projects from the past five years have been uploaded, as well as a large number of images from our classes which utilized NSF funded technology.

The website is developed to provide a broad framework for publication of material

related to all disciplines in our department including Engineering Technology, Industrial Design, Electricity and Electronics, Architecture, Construction, and Manufacturing. Some of these pages are still under construction, but preliminary material and images have been posted.

Curriculum and DegreesDevelopment of the Industrial Design core curriculum continued, and the additional course offering of IDSGN 121 Industrial and Product Design Foundations was offered in the Spring 2017 term. The Industrial Design degree was approved by the State Chancellor’s office, and published in the 2017-18 DVC catalog. Additionally, IDSGN 120 Introduction to Industrial and Product Design met unit transfer for UC.

In terms of the engineering technology curriculum and manufacturing courses, a significant amount of work has gone into course revisions and degree planning, the most recent efforts which have included making stackable degrees that will help to give incentives and clarity to course progression. We are also rethinking the prerequisites to make the advanced classes more accessible, but to also ensure necessary skill sets for students entering into manufacturing courses.

Course offerings and utilization of equipment and resources

All of the machines that were purchased as part of the NSF grant are fully operational, and functioning at greater levels. Technology continues to be updated beyond NSF funding. Using Strong Workforce funds, we purchased an additional high quality Stratasys 3D printer, two smaller Type A Machines 3D printers with updated technology and more reliability. These purchases were made after research and tours of the UC Berkeley Jacobs Institute and the department of Mechanical Engineering machine shop in Etcheverry Hall. Recent funding from Perkins funds also provided a Coordinate Measuring Machine (CMM) and a fourth Haas CNC Minimill for three axis milling to provide more throughput for large classes of students in the ENGTC 168 course.

Work in the extension period involved cleaning up the curriculum and creating stronger organization and taxonomy for our existing courses in their respective appropriate locations. Of those that were NSF related, ARCHI 138 Parametric Modeling with Grasshopper was deleted, as enrollment was low and not sustainable in the long term until more significant changes are made to recruitment and accessibility of the course to a broader range of student populations in different fields of study. The ARCHI 137 Digital Fabrication and Prototyping curriculum is now IDSGN 137, and is currently in the system for course outline updates and revision so that it may become active in Fall 2019. While applicable to industrial design and related to curriculum and equipment at transfer schools, we found that many of the architecture students avoided or dropped the digital fabrication and prototyping course because it was not transferable or degree related.

We cross-listed other classes between Architecture and Engineering Technology, attempting to further strengthen the identity of the Engineering Technology department and continue DMAF development as an interdisciplinary, cross-campus resource. We have continued growth of courses in manufacturing with offerings such as ENGTC 162 Geometric Dimensioning and Tolerancing in Spring 2018 as a late-start short-term course in coordination with student employees from Benchmark Electronics; in addition, the partner class ENGTC 160 Introduction to Manufacturing is scheduled in Fall 2018. Both courses together satisfy transfer requirements for UC Berkeley Mechanical Engineering and Cal Poly San Luis Obispo Manufacturing Engineering.

ENGTC 168 Introduction to Computer Numerical Control has become a fully functional class with predictable enrollment. Prior to the extension period, the course was delayed by infrastructural upgrades and a prerequisite that prevented students from enrolling. However, in the no-cost extension period there have been 53 enrollments in the class. A large body of work was generated by Professor Thurlow in his initial semester teaching the course, and the class is now taught by our full time tenure track faculty in Engineering Technology, Jeffrey Smith.

Outreach and data collection

In Fall 2017, models of student work were on display at the NSF Conference. Student work from Architecture, Industrial Design, and Industrial Manufacturing was also on exhibition at the main DVC art gallery. The exhibit was coordinated by faculty in the Art Department who reached out to faculty and students in our department for a campus-wide show of student work in these emerging disciplines.

Outreach has continued through the recruitment of cohorts of students from industry partners (e.g., Lawrence Livermore National Laboratory, Benchmark Electronics) and schools (e.g., Mt. Diablo High School). We find this cohort model to be a particularly effective form of outreach, strengthening partnerships with both educational and industry affiliates, maintaining DMAF enrollment, and building the reputation of our program as a leader in 21st century skills development. Faculty member Jeffrey Smith has participated in significant outreach with industry partners for engagement with DVC students and facilities in the Manufacturing and Industrial design programs.

For our evaluation, we were able to collect data from two years prior to project implementation (Fall 2011) through Spring 2018. Our external evaluators have analyzed the data and shared the results with us in an addendum to our final evaluation report.

Specific Objectives:

The objectives of the DMAF project are:

1. Build effective programs to educate and train students in DMAF technologies by creating pedagogical links between classroom-based theory and project-based application in design, manufacturing, and engineering.

2. Develop technical skills for two year graduates for employment in research and development, prototyping and manufacturing.

3. Increase access to work-based learning and industry experience through enhanced industry partnerships.

4. Create an updated digital fabrication facility to serve multiple departments and majors as an interdisciplinary cross campus resource.

5. Strengthen ties with four year institutions in architecture, engineering, industrial design, and manufacturing.

6. Engage K-12 schools in DMAF-related courses and projects.7. Promote diversity in DMAF-related courses and projects.8. Integrate elements of sustainable design and manufacturing info DMAF-related

curricula.Significant Results:

The no-cost extension period focused on extending developments from the prior years of program implementation and applying lessons learned to help with the long-term sustainability and legacy of DMAF programming.

During the no-cost extension period, professor Andrew Thurlow, and technician Bob Logan advanced the use of our 3D modeling software and technological capabilities of the five axis CNC ShopBot router. In the past, the college utilized RhinoCAM software to run our five-axis ShopBot router, which is the specified software recommended by ShopBot. While RhinoCAM provided indexed milling on all five axis, it was not possible to do continuous milling with multiple axis turning simultaneously to produce complex geometry and swarf cuts. Furthermore, this software had an annual licensing fee and was targeted mainly towards architecture students.

Working together, professor Thurlow and Mr. Logan transitioned to Autodesk’s Fusion360 software, which is free to educational institutions and is quickly becoming the industry standard. Continually expanded and updated, Fusion360 allows for continuous milling with simultaneous axis of our five axis machine. With Fusion, our students can make fluid cuts without having to reorient to an established workplane. The router functions like a robotic arm, allowing for a more contoured surface to modeling, and simultaneous cutting in what is called a swarf cut utilizing the side of the milling tool for contours and material removal across broad surfaces. Experiments with this type of cutting were conducted on foam blocks, allowing student models to take on a new dimension.

The 3D ceramic printer which was constructed in a previous semester from available plans and instructions also benefited from further refinement and development during

the no-cost extension period. A group of dedicated students worked with Professor Qi Zhu, Professor Thurlow, and ceramics artist and DVC professor Juan Santiago, to test the printer’s capabilities and work towards its deeper integration into the digital fabrication curriculum. As a team, these students and faculty tackled and fixed some of the printer’s biggest issues, including leveling of the base, research and experimentation with ceramic consistency and mixtures, feed rates and pressure levels, and firing and glazes.

3D ceramic objects subsequently developed by students have been on display at the NSF conference and several images of them are currently posted on the website. The photos showcasing results from this printer are posted on the architecture website and the San Francisco Museum of Modern Art was also contacted to see if they had any interest in showcasing the work of the printer.

In Fall 2017 Professor Thurlow taught ARCHI 137 Digital Fabrication and Prototyping in which he focused on modeling Gothic and Islamic vaults of canonical buildings in history. These buildings were modeled in a variety of 3D modeling programs and milled from the CNC router to form both positive and negative molds. This work was also on display at the NSF conference in Washington DC and at the main DVC art gallery. Further examples can currently be seen on the DVC website. Professor Kevin Leeper, full time faculty head of Art Digital Media at DVC enrolled in this class to gain skills around the use of the routers and to investigate the possible integration of the course and equipment into his degree in the future.

In the prior reporting period, our dean Tish Young had been involved in the cultivation of a relationship with Lawrence Livermore National Laboratory. As a result, a cohort of students were specifically recruited for training in our classes, helping to establish our significance as an industry partner and ensure the sustainability of our program. This reporting period, a member of our faculty, Jeffrey Smith, continued to explore industry partnerships. Most significantly, he spoke at some length with Benchmark Electronics, forming a new cohort of students to be trained in our ENGTC 162 Geometric Dimensioning and Tolerancing class specifically for their workplace. Additionally, outreach has continued at Mt. Diablo High School, and seats in our classes have been reserved for a summer cohort of their students.

We have also established a relationship with the Apprenticeship Program Coordinator for California Tooling and Machining who has long been concerned about the caliber and skill level of aspiring manufacturers. Having heard about our program and seen the skill set of students coming out of our DMAF classes he was recently in touch with us about partnering with him to train up apprentices in manufacturing. This partnership will be cultivated in the years to come.

We had several additional conversations this period with potential educational and industry partners to explore new ideas for collaboration. For example, we spoke with

City College of San Francisco (CCSF) Fort Mason about the possibility of working further together, spoke with the DVC Art Digital Media faculty about co-listing ARTDM classes, and spoke with Cal Poly San Luis Obispo about a possible Bay Area summer camp to better prepare students for transfer into their third year Architecture curriculum. These ideas have not yet come into fruition, but the discussions offered potential for future collaboration and deepened the relationships which may lead to collaborative work in the future.

Two faculty and three students attended the NSF conference in 2017. One student displayed a propulsion model of an ion thruster which utilized 3D printing technology and had components that were produced using DVC manufacturing facilities. The model emitted a stream of charged particles that, theoretically on a very large scale, could propel a rocket ship. For display purposes and due to the relatively low power of the apparatus, the model moved the flame of a candle by generating a gentle stream of charged particles. He also displayed a test frame that he had developed with Arduino to measure propulsion force. The other two students participated on two separate design build projects at the Cal Poly Design Build competition, and brought books with them about their projects, which included descriptions about how the routers and other technology were used to enhance their experience. Both projects focused on lightweight construction and also the implementation of origami folds and lightweight paper surfaces as a building enclosure. We also brought some 3D milled vault models from the Digital Fabrication and Prototyping class for display as well as components in aluminum from our CNC machining course.

In July 2018, our external evaluator presented us with an addendum to our final evaluation report, which included analysis of data through Spring 2018. Among their findings, compared to baseline levels, DMAF course enrollment is up, traditionally under-represented students (females, African-Americans, Hispanic/Latinos and American Indians) are enrolling at higher levels, a higher percentage of students are coming from the closest county school districts, persistence rates are higher, and the number of students earning awards increased slightly. We feel that these findings are encouraging and indicative of the lasting impact of project activities that will continue to define Diablo Valley College as center for innovation-based technological advancement for years to come.

We are currently brainstorming ideas for the next iteration of our program. We would like to apply for new grants that will help us to establish ourselves as a regional center. A proposal for a Perkins major project is in draft form in order to provide preliminary investigation into the character and scope of such a center and the future of our curriculum and facilities. We have had many discussions about where to go next as a cross-campus resource. Although still in its early planning stages, we are excited to think about what will come next.

Key outcomes or Other achievements:

In the last progress report data was analyzed to speak to cumulative progress toward all 8 program objectives. By the end of the originally-funded program implementation period, 5 of the 8 objectives were fully achieved and 4 were partially achieved. Progress was made in all areas, even if not all targets were reached.

Although beyond the original target period for the grant, in the final extension year, the following progress was made toward program objectives:

Objective 1: An additional 1,024 unique students were enrolled in DMAF classes, continuing to

greatly exceed the original program target of 300 total enrollees.Objective 2:

There was a total of 1,285 enrollments in DMAF classes, also continuing to greatly exceed the original target of 300 enrollments.

Although still far short of the target of 50, we began to see some students (n=4) earn certificates in Computer Aided Drafting & Digital Media for Architecture, Industrial Design & Engineering. Prior to the no cost extension period the certificate did not include the Industrial Design component.

An additional 38 students received credit for a collaborative design-build project (ARCHI 110).Objective 3:

An additional 36 students were enrolled in ARCHI 221, the capstone class with a strong work-based component.

A cohort from Benchmark Electronics enrolled in ENGTC 162 Geometric Dimensioning and Tolerancing, to build up their job-related skill set.

The Advisory Committee continued to meet, with the same committed group of industry partners.

The 2018 Spring Lecture Series featured speakers from local workplace affiliates including T.Y. Lin International, EHDD, Opticos Design, Feldman Architecture, CCS Architecture, Skidmore Owings and Merrill, and Leddy Maytum Stacy.Objective 4:

All of the equipment purchases had been made prior to the no-cost extension period, but during the no-cost extension we continued to develop, refine and integrate their use in the classroom.Objective 5:

An additional 38 students persisted in the Design Build competition at Cal Poly San Luis Obispo. Combined with the 48 students who persisted during the program implementation period the total number of students collaborating with peers from other institutions exceeded the target goal of 50, even though it took the extra no-cost extension period to get there.

9 additional students were designated as “transfer ready” during the no-cost extension period.Objective 6:

18 out of 36 summer 2017 enrollments (50%) were high school students. This represents 15 unique participants (out of 29), or 52% of summer 2017 enrollees.Objective 7:

Women and underrepresented minorities, averaged 45% during the no-cost extension period (continuing to exceed to target of 30%, and even increasing slightly from the time of implementation)Objective 8:

ARCHI 221 Architectural Design III was offered in both spring semesters of the extension period, and continued to use Safaira energy and lighting analysis. Additionally, IDSGN 120 Introduction to Industrial and Product Design projects focused heavily on sustainability and the use of green product materials.

More detail about program outcomes and additional analyses are included in the attached program evaluation report addendum.

* What opportunities for training and professional development has the project provided?

Nothing to report.

* How have the results been disseminated to communities of interest?

The 2017 NSF conference gave us one final opportunity to showcase the work developed under the grant and share information about the project directly with our peers. This year we were able to leverage funds to bring three students and two faculty to the conference. During the conference we displayed our best examples of models produced using the 3- and 5-axis routers and 3D printers, and were on hand to talk about how the program developed through the NSF grant.

Our website is now online, so now those who are interested in learning about our program can gain easy access to information.

Additionally, communities of interest have actually been coming to us to disseminate information on our behalf. Insight Policy Research interviewed some of our faculty and one of our industry partners, Lawrence Berkeley National Laboratory, to feature as a case study in their NSF ATE evaluation; and Scientia magazine has expressed interest in writing an article about the work that resulted from this grant. It is exciting for us to know that word has gotten out about our project, and is being documented as part of larger studies.

Supporting FilesFilename Description

(Download) DVC DMAF Evaluation Report Addendum 2011-18 FINAL.pdf Final Evaluation Report Addendum (2018)

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Products

Books

Book Chapters

Inventions

Journals or Juried Conference Papers

Licenses

Other Conference Presentations / Papers

Other Products

Models.

Again this spring as part of our Design Build Studio class, students were able to use the 3-axis router to produce full-sized structures for the Cal Poly San Luis Obispo Design Village competition. The structures were proudly displayed on campus upon their return.

Models.

Students in the robotics class continued to work on a variety of robotic projects. Thes projects required students to conduct independent research on a variety of topics including science, engineering and computer programming. Final models have been displayed on campus, and has been brought to events and conferences as examples of project work.

Models.

Students produced architectural site models, building models, and engineering models using laser cutters and manual methods as well as 3D printers that we were able to purchase through this project. These models were placed on display in the department building, were referenced as part of various architecture studios, and were brought to conferences, such as the annual NSF conference in Washington DC, to serve as project examples.

Models.

Students produced many CNC routered projects this year using materials such as foam, a variety of species of wood, plastics and metals. This was possible thanks to the project-funded purchase of several 3-axis routers for our department.

Models.

This year, students in the machine shop again produced many CNC milled machine parts and components. These were milles from metal using the Haas machines that were purchased through this project. The models were displayed internally throughout the department and in the shop, and several have also been displayed at events and conferences (such as the annual NSF conference) as examples of project work.

Models.

With the 3D ceramic printer up and running this year, students were able to produce several 3D ceramic models which have been displayed on campus, and were presented at the October 2017 NSF conference in Washington DC.

Other Publications

Patents

Technologies or Techniques

With all of our new machinery, students and faculty continued to explore new technologies for 3D printing of ceramics, and 3-axis milling of wood, plastics and metal.

Thesis/Dissertations

Websites

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Participants/Organizations

What individuals have worked on the project?

Name Most Senior Project Role Nearest Person Month Worked

Abbott, Daniel PD/PI 4

Smith, Jeffrey Community College Faculty 6

Thurlow, Andrew Community College Faculty 6

Zhu, Qi Community College Faculty 2

Carson, Glenn Other Professional 2

Logan, Bob Technician 6

Bhatt, Mihir Undergraduate Student 0

Name Most Senior Project Role Nearest Person Month Worked

Halim, Celine Undergraduate Student 0

Kan, Pek Man (Stacy) Undergraduate Student 0

Li, Can Undergraduate Student 0

Oetomo, Evelyn Undergraduate Student 0

Valencia, Therese Undergraduate Student 0

Glatze, Kristie Consultant 0

Toussaint, Danielle Consultant 0

Vikulin, Ilya Consultant 0

Full details of individuals who have worked on the project:

Daniel Abbott

Email: [email protected]

Most Senior Project Role: PD/PI

Nearest Person Month Worked: 4

Contribution to the Project: As the Principal Investigator for this project, Mr. Abbott continued to oversee the project as a whole. This included the management of staff, curriculum

development, equipment purchases, upgrades to facilities, and coordination of classroom and lab space.

Funding Support: Was supported by Diablo Valley College and some Perkins funding

International Collaboration: No

International Travel: No

Jeffrey Smith


Most Senior Project Role: Community College Faculty


Contribution to the Project: Jeffrey Smith has worked on the development of Industrial Design curricula, degrees and certificates, and teaches several Engineering, Engineering Technology,

and Industrial Design classes.

Funding Support: Paid for entirely by Diablo Valley College



Andrew Thurlow




Contribution to the Project: Set up and coordination of CNC Routers, integration of Fusion 360 into curriculum, development of curriculum, teaching of classes.

Funding Support: n/a



Qi Zhu




Contribution to the Project: Professor Zhu provides some instruction and curriculum development for Arduino, Robotics, Architecture Design, Digital Fabrication for Woodshop, Digital

Ceramics and ShopBot CNC classes. She is also still involved with collaboration with the Art Department. She has been an active faculty advisor (i.e., Engineering Club, Architecture students)

on this project. She is responsible for programming and operation of the 3D Ceramic Printer.

Funding Support: Paid for entirely by Diablo Valley College



Glenn Carson


Most Senior Project Role: Other Professional


Contribution to the Project: Mr. Carson lends his professional expertise to the CNC shop. Although he is not faculty, his level of expertise is higher than that of a technician.

Funding Support: N/A



Bob Logan


Most Senior Project Role: Technician


Contribution to the Project: Bob Logan contributes to the project through technical support.

Funding Support: Strong Workforce Funding



Mihir Bhatt


Most Senior Project Role: Undergraduate Student


Contribution to the Project: Worked as a student technician, supporting the use of equipment in the Laser Lab and 3D Printer Lab.

Funding Support: Paid for entirely by Diablo Valley College.



Celine Halim








Pek Man (Stacy) Kan








Can Li








Evelyn Oetomo








Therese Valencia








Kristie Glatze


Most Senior Project Role: Consultant


Contribution to the Project: External evaluator (helps to ensure that evaluation activities are implemented and meet project requirements, works with project staff to collect and analyze data);

assistance with required project reporting.




Danielle Toussaint




Contribution to the Project: Director of Research and Evaluation at Hatchuel Tabernik and Associates; as part of the external evaluation team she oversees the evaluation and contributes to

all evaluation-related activities.




Ilya Vikulin




Contribution to the Project: Ilya specializes in computer programming, and has contributed to the revitalization of the department website.




What other organizations have been involved as partners?

Name Type of Partner Organization Location

AutoDesk Industrial or Commercial Firms San Francisco

Benchmark Electronics Industrial or Commercial Firms Concord, CA

Mountain Hardwear Industrial or Commercial Firms Richmond, CA

San Jose State University Academic Institution San Jose, CA

UC Berkeley Academic Institution Berkeley, CA

Z-line Designs Industrial or Commercial Firms San Ramon, CA

Brita Industrial or Commercial Firms Oakland, CA

California College of the Arts Academic Institution Oakland, CA

California Polytechnic State University (Cal Poly) Academic Institution San Luis Obispo, CA

Name Type of Partner Organization Location

CareProdx Industrial or Commercial Firms San Ramon

Exploratorium Other Nonprofits San Francisco, CA

Lawrence Berkeley National Laboratory Other Organizations (foreign or domestic) Berkeley, CA (University of California)

Lawrence Livermore National Laboratory Academic Institution Livermore

Monte Vista High School School or School Systems Danville, CA

Full details of organizations that have been involved as partners:

AutoDesk

Organization Type: Industrial or Commercial Firms

Organization Location: San Francisco

Partner's Contribution to the Project:

Other: Consultation and Collaboration

More Detail on Partner and Contribution: AutoDesk is collaborating with DVC to create Memoranda of Understanding for shared curricula. They provide technical and instructional

resources for our program. They offer design topics and challenges for student projects and participate in student design reviews.

Benchmark Electronics


Organization Location: Concord, CA



More Detail on Partner and Contribution: This partner sends some of their workforce to our school to receive training relevant to their positions through our Geometric Dimensioning and

Tolerancing class (ENGTC 162). We also send some of our students there to learn about possible career opportunities when seeking employment.

Brita


Organization Location: Oakland, CA


Other: Collaboration

More Detail on Partner and Contribution: This partner was primarily involved with the Industrial Design program. As an industry design partner, they sponsored a design project for

students and came to their design review.

California College of the Arts

Organization Type: Academic Institution

Organization Location: Oakland, CA


Other: Consultation

More Detail on Partner and Contribution: This partner was primarily involved as an advisor for the development and continuation of the Industrial Design program. They continue to

participate in board meetings, and provide advice for our curriculum, degree, and program development.

California Polytechnic State University (Cal Poly)


Organization Location: San Luis Obispo, CA


Other: Consultation

More Detail on Partner and Contribution: Consulting on technical requirements for the machine shop, equipment purchases, curriculum-for-transfer, and project-based learning models;

hosts the Design Village competition.

CareProdx


Organization Location: San Ramon



More Detail on Partner and Contribution: This company has provided physical samples of their products and has collaborated with the DVC Industrial Design program, creating a design

challenge for students to teach them about fabrication and 3D modeling of ADA devices and accessories.

Exploratorium

Organization Type: Other Nonprofits

Organization Location: San Francisco, CA


Other: Consultation

More Detail on Partner and Contribution: Member of DVC NSF Advisory Committee; advises on equipment purchases, curricula, project-based learning, etc.; possible internship

opportunities.

Lawrence Berkeley National Laboratory

Organization Type: Other Organizations (foreign or domestic)

Organization Location: Berkeley, CA (University of California)


Other: Consultation

More Detail on Partner and Contribution: Part of the DVC NSF Advisory Committee; has advised on machine shop and CNC equipment purchases, curricula, and project-based learning;

possible internship opportunities.

Lawrence Livermore National Laboratory


Organization Location: Livermore


Other: Collaboration and Consultation

More Detail on Partner and Contribution: Lawrence Livermore National Laboratory provides us with consultation and an educational partnership for student internships and employment.

Together, we have established cohorts of students that will move through the DVC machining and fabrication program to gain the technical skills that prepare them for employment at

Lawrence Livermore Labs.

Monte Vista High School

Organization Type: School or School Systems

Organization Location: Danville, CA


Other: Consultation

More Detail on Partner and Contribution: Advises on such things as equipment, curricula, project-based learning, and high school student recruitment.

Mountain Hardwear


Organization Location: Richmond, CA



More Detail on Partner and Contribution: This partner served primarily as an advisor for the Industrial Design program. They participated in advisory meetings and student design reviews.

San Jose State University


Organization Location: San Jose, CA


Other: Consultation

More Detail on Partner and Contribution: This partner has primarily served as an advisor for the Industrial Design program. They provided some feedback about the curriculum and

continue to review courses to determine if they articulate to their program.

UC Berkeley


Organization Location: Berkeley, CA


Other: Information resource

More Detail on Partner and Contribution: UC Berkeley faculty have been available to share ideas and feedback around curriculum development.

Z-line Designs


Organization Location: San Ramon, CA



More Detail on Partner and Contribution: This partner was primarily involved with the Industrial Design program and serve as Advisory Committee members.

What other collaborators or contacts have been involved?

Nothing to report

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Impacts

What is the impact on the development of the principal discipline(s) of the project?

In this no-cost extension year, the impact of grant funding was largely associated with our ability to conduct further experimentation with our Industrial Design, Engineering Technology and Architectural classes which focused on digital modeling, fabrication and prototyping. We were able to connect our 5-axis router to Fusion 360 software, enabling us to use it to its maximum potential. Additionally, we were able to focus our attention on maximizing the use of all of our new technology, building greater department awareness of the capabilities of technological resources, and implementing relatively new digital tools and resources in a variety of courses and curriculum.

Utilizing the advanced capabilities of the fabrication equipment and software helped us to engage a large group of students who are committed to advancing the technology we have acquired. There is a general sense that our students are being trained with contemporary tools and skills that are used at the forefront of the industry and emerging fields, and that they are able to produce more sophisticated designs at a more rapid pace.

An awareness of fabrication methods, construction techniques, limits of materials, and the impact and constraints of cost and time factors has also been more strongly ingrained in our student population as they tackle real-world assembly of projects. In addition, as student populations utilize rapid prototyping for the quick conceptualization of concepts, both digital and physical, an accelerated learning curve is apparent as feedback and evaluation can be done in a shorter time frame and multiple conceptual iterations and variations can be explored.

Over the course of several generations of students experimenting with design development and fabrication, new innovations and refinements have occurred as we have not only learned about the capabilities of the machines, but about the strength and properties of materials as well. This collective knowledge that is shared from generation to generation of students is transferred not only verbally and instructionally but is also apparent in our online material and images which can be sued as a learning resource.

We have observed that students have produced continually improved projects that have resulted from pushing the CNC router to new uses and building on the work of previous student cohorts. This growth of knowledge and development of a department culture centered around assembly and fabrication has allowed students to develop thinner and lighter parts as well as new types of joints and connections, faster fabrication and construction times as well. Greater complexity and refinement has also appeared in many projects over the course of a number of semesters. This work has been showcased at the NSF Conference in Washington DC and at the annual Cal Poly Design Build competition.

What is the impact on other disciplines?

This year we saw increased interest in our programs and technologies from other department faculty on campus and interdisciplinary opportunities for collaboration.

Development and refinement of the 3D ceramic printer strengthened connections with the ceramics department and its engagement in the new technology we have been developing for rapid prototyping. The work in this area with professor Juan Santiago, Professor Qi Zhu and a group of students in robotics and engineering broadened interdisciplinary opportunities for collaboration and also served to produce highly attractive visual media and objects for display and promotion.

The chair of the Art Digital Media (ARTDM) program, Kevin Leeper, enrolled in one of our courses so that he could learn how to use the CNC routers and how to integrate the machines into his curriculum for future revisions to degrees and certificates. This collaboration between Professor Leeper and Professor Thurlow with students in the creation of a variety of CNC molds and forms created greater synergy between our departments and led to bigger discussions of how we may collaborate in the future for a potential regional center or other grant projects related to similar technical areas.

The chair of the Art (ART) program, Hopi Breton, was in touch with us about exploring the material properties of metals from a performance perceptual base and in using our technology for the casting of sculptures. Professor Breton expressed interest in collaborating with our department to make CNC molds in wood for metal casting, and to expand awareness for herself and her students of the role of materials and material processes in fabrication.

It is sensible that our project has deepened connections with the arts, as much of our work is interrelated.

What is the impact on the development of human resources?

The growth of our department over the past several years has continued to put a strain on the demand for technicians to manage shop equipment. More technology leads to more protocols, which leads to a need for more safety and supervision, and more planning and maintenance to keep things functioning. In response to this, the campus has funded a 24 hour technician position to manage wood shop and/or machine shop responsibilities. The position is expected to be filled in Fall 2018.

Additionally, we are utilizing quite a bit of new software in our department. Not counting regular computer programs, our program alone requires the imaging of 23 software packages. The software is installed on one computer, and then the image is replicated throughout our lab. Imaging and software purchases and licensure requires careful management.

Essentially, this project brought to the forefront awareness that the integration of technology does eliminate the need for people, rather it demands that human resources be made available to keep things up and running.

What is the impact on physical resources that form infrastructure?

Space issues continue to be a major and ongoing concern for us. These issues include noise, competition for limited space, scheduling conflicts for rooms and laboratories and lack of availability of technology for the large student population. The desire for an updated staging and construction lab still remains a high priority.

Recent visits and tours of the shops and facilities at Cal Poly San Luis Obispo, the UC Berkeley Jacobs Institute and AutoDesk Pier 9 have provided faculty and administration with concepts of how facilities can be developed in the future to better accommodate project-based learning.

What is the impact on institutional resources that form infrastructure?

We have witnessed more digitally-focused classes on campus overall, and our campus is using more technology universally. Within the Architecture and Engineering Department the NSF grant has strongly increased the use of technology for modeling and fabrication purposes. While student work has embraced the technology and results are very professional and able to utilized contemporary means of production there is more of a strain on technological resources.

What is the impact on information resources that form infrastructure?

Nothing to report.

What is the impact on technology transfer?

Nothing to report.

What is the impact on society beyond science and technology?

Access to education and the technological resources that it provides as well as the professional skills and analytical skills continues to be a necessity for all developing societies and economies. By providing state of the art technological resources, and up to date instruction the campus can continue its mission to attract a diverse group of students to pursue technical training and develop a relevant, real-world skill set that they will bring with them to the workplace and the world.

California remains one of the pivotal states in respect to these needs as it contains one of the most diverse cultural populations and a significant economy. We hope that our

endeavors with this project have strengthened not only the technological and pedagogical culture of the school but the cultural and economic welfare of the community and beyond.

Documents

chemconnections.orgchemconnections.org/Libretexts/NSF 1204981- Digital... · Web viewFederal Grant or Other Identifying Number Assigned by Agency: 1204981. Project Title: Digital