An Interdisciplinary Collaboration in

3D Printing

Monica Dean Allison Lehr Samuels

Zoe Sheehan Saldaña

   

▪  3rd Largest Public University System

▪  Nation’s Largest Urban University

▪  540,000 Students (46% of New York’s College population)

▪  24 Institutions ▪  11 Senior Colleges ▪  7 Community

Colleges

Baruch  

Baruch College

• 18,000+ students, ~82% are New York City residents and 67% major in business

• 170+countries represented; 110 languages spoken • 41% of students are first in family to attend college

Students

• 14,082 (80.4%) Undergraduates • 3,423 (19.6%) Graduate • Female 49.4%; Male 50.6%

Enrollment

• 39.9% Asian • 34.7% White • 14.3% Hispanic • 10.9% Black •  .2% American Indian

Ethnicity

• School of Public Affairs • Weissman School of Arts and Sciences • Zicklin School of Business

(Fall  2014)  

Schools

Baruch Computing

and Technology

Center

Weissman School of Arts and Sciences

&

Zicklin School of Business

Bernard L. Schwartz

Center for Communication

Lawrence N. Field Center

for Entrepreneurship

Key Players

MGT 4993: Business Meets 3D Digital Design and Fabrication Interested in 3D printing, product design and the DIY movement? This course will explore how the choices and processes one makes when designing and creating three-dimensional objects are also a series of business choices, processes and decisions. Readings, case studies, and hands-on projects emphasize the development of critical skills and their application to business and design issues of the present. Students will learn some of the fundamental principles of three-dimensional design (line-plane-volume-mass-space-light) and have access to using digital tools in the design and creation process such as computer-aided design (CAD) programs and rapid prototyping (RP) technologies for three-dimensional visualization. The course focuses on the business context of entrepreneurial and startup ventures. 

ART 3041: Three-Dimensional Digital Design

This course examines the creation of three-dimensional forms (including construction, rendering, and output) using digital tools. Investigation of the fundamental principles of three-dimensional design (line-plane-volume-mass-space-light). Applied study of computer-aided design (CAD) programs and rapid prototyping (RP) technologies for three-dimensional visualization. Readings, case studies, and hands-on projects emphasize the development of critical skills and their application to design issues of the present. Potential applications for packaging, product, and industrial design as well as architecture, art, and new media.

Resources

•  Departmental support •  Printers •  Laptops •  Scanners •  3D design software •  Tech support •  Computer lab for classes •  Classroom for workshops & lectures •  Blogs@Baruch support

MGT 4993 and ART 3041 Interdisciplinary Collaboration

Zicklin School of Business

Weissman School of Arts and Sciences

Undergrad Business Students

Fine and Performing Art Professor

MGT 4993 ART 3041

FUNCTIONED AS ONE COURSE

Entrepreneurship Professors

Undergrad Liberal Arts Students

Shared Resources Studio time 3D Printers

Faculty Combined blog

& Blackboard site

Shared Course Structure Same guest speakers All instructors taught

Combined teams Met at same time Worked in teams

Assignments & reading

Year 1: Transporting Coffee

Class Projects

Year 2: Accessing Water

Year 3: ???

Design Thinking (Kelley & Kelly, 2013)

Define

Ideate Empathize

Prototype

Test

http://dschool.stanford.edu/dgift/

Research activities informs

empathy

Focus on defining one

need

Brainstorm on solutions

Develop 2D sketches and 3D

digital designs

Print prototype

and presented business

model pitch

Ideation Sketchup model

Failed print Successful print

h0ps://blsciblogs.baruch.cuny.edu/3dfall2013/?page_id=183  

Group 9: INSTIRR

INSTIRR

Theoretical Framework: Entrepreneurship Method

(Neck and Green, 2011)

Expect & embrace

failure

Design

Do-Learn Reflection

Practice

Applied the pedagogy by: ▪ Designing assignments to be iterative and ambiguous ▪ Highlighting failure ▪ Offering opportunities to “practice” taking risks ▪ Emphasizing reflection ▪ Giving students a “toolkit” ▪ Accepting the unknown

Results

Learn  by  Doing  Issues  

Grade  Concerns  

Fear  of  Ambiguity  

Role  of  Failure