Findings from a University of Nevada, Reno, project indicate that higher education's need for 3D printing services could be both substantial and broad-based across disciplines.
Users from across disciplinary and organizational boundaries quickly adopted a 3D printing service implemented in a UNR academic library, with the new printers operating at or near capacity throughout the service's first year.
Anecdotal observation suggests that 3D printer access directly enables deeper engagement with and construction of knowledge.
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