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Rapid prototyping (RP), also known as 3D Printing, has gained an important role in engineering education. It can be used to fabricate mechanical designs in a timely manner and hence is useful for design and manufacturing courses. In fact, many higher education institutions now have RP machines for research and teaching. Current literature reports that involving RP in design and manufacturing courses can significantly enhance active learning by providing quick and direct feedback on their designs via prototypes. In some cases, functional mechanical components can be made directly, which is especially useful for capstone design projects. While RP has become a beneficial addition to engineering curricula, it can also be a burden to the instructors and students. In engineering, RP is typically introduced with an emphasis on the special features it can provide (e.g. freeform shaping and direct manufacturing), while the limitations and practical issues of RP often do not receive equal attention. Without a proper preparation, students’ knowledge about RP can be superficial or even incorrect. As a result, students often overlook the constraints and fail to use RP appropriately. This paper investigates the use of RP in design and manufacturing courses with a focus on preparing students and instructors to use the technology properly. With the experience of managing two different RP machines (i.e. fused deposition modeling and 3D printing), the authors have documented a collection of failures of student projects involving RP. The causes of failure have been categorized into Dimensional, Functional, Operational, and Economical. Finally, a guideline is provided for preparation of using RP in design or manufacturing courses in hopes of helping the readers create a more enjoyable and effective learning environment.

Preparing to Use Rapid Prototyping: Lessons Learned from Design and Manufacturing Projects