AdditiveManufacturingInsight.com August 2015 — 23
Rippl3D: Bridging the Gap
in 3D Print Education
Introduction by Tim Shinbara, VP of Manufacturing Technology, AMT–Te Association For
Manufacturing Technology
Article co-authored by Bill Macy, founder, Rippl3D.com and Brian Federal, flmmaker, "3D Printing Revolution"
Te manufacturing industry continues to focus on AM/3DP
for industrial solutions as a means to advance the current
state of manufacturing capabilities. While many obvious
areas like materials and equipment receive due atten-
tion, one area not to be dismissed (or missed completely)
is the talent pipeline to sustain and manage this evolution.
AMT's Smartforce initiative focuses the talent development
discussion on not just high technology, but leading-edge
technologies such as AM/3DP. AMT engaged Bill Macy,
founder, Ripple3D.com, to help with the IMTS 2014 Smart-
force Student Summit and continues to work with Bill to
advocate for such active engagement with stakeholders like
AMT's members, industry end users and academia. Ensuring
the manufacturing industry is aware of such resources is
paramount for optimal planning and market positioning.
Educators are quickly becoming aware of the value 3D
printing brings to the table in the development and imple-
mentation of STEM curriculum for our schools. As news
unfolds that the Chinese government has committed to
adding 3D printing machines and curriculum to 400,000
schools in China over the next 12 months, it is vital that
we provide American students the skills they need to
compete in the digital global workplace of the future.
Rippl3D has answered this call to action by designing
simplifed tools that assist students and teachers in this
digital manufacturing transition.
3D printing can be used in a wide variety of academic
subjects. Biology classes can use 3D printing to visually
demonstrate complex biological systems and life forms.
And while 3D printing has unlimited applications in the
arts, it can also be used to teach geography, geology and
metrology. However, what we see today in education is
a wide gap between the realization and the reality of 3D
printing technology. Getting 3D printers into our schools
is only the beginning of the story. We need to establish
sustainable budgets to purchase 3D printers and flament,
as well as a reasonable plan to maintain the equipment.
We need to integrate 3D printing into the current system
in a way that is seamless for administrators and teachers
by developing a plan to train skilled teachers and to
design an engaging curriculum for our students.