A group of high school and college students from across Central Florida gathered around 3D printers, watching as their digital designs slowly transformed into physical objects layer by layer during a hands-on workforce development workshop
Coordinated by the Naval Air Warfare Center Training Systems Division (NAWCTSD) in collaboration with the UCF Center for Autism and Related Disabilities (CARD) and DoD STARBASE Central Florida, the workshop introduced students to 3D modeling and guided them through designing and printing their own objects while learning about workforce skills connected to modeling, simulation and training (MS&T).
The workshop was initially planned as a one-day session, but organizers added a second day after students expressed excitement about seeing the full process of designing and 3D printing their creations.
During the first workshop on Jan. 24, students learned how to use Tinkercad, a beginner-friendly design program that allows users to work in a 3D space, combine shapes to build models and understand measurements and dimensions used in engineering design.
The students designed personalized dog tags, giving them the opportunity to apply what they had just learned in the software. After completing their designs, the files were sent to 3D printers so the tags could be produced, allowing students to see how a digital model can become a physical object through the printing process.
“It was really powerful for them to see something they created on a computer literally come to life in front of them,” said Abbie Easter, business operations manager of DoD STARBASE Central Florida. “They designed it themselves, sent it to the printer and then watched it being made.”
When they returned for the second session on Feb. 7, their designs had been printed and were ready for review. Students discussed what worked, what needed adjustment and how small design changes can affect print outcomes — an authentic introduction to iterative engineering.
The follow-up workshop also challenged students to design and print custom chopstick holders within a three-hour window. The project was intentionally selected to demonstrate how 3D printing can be used to create accessibility tools that make everyday tasks easier.
“It’s really exciting because students can create tools that help them in everyday life,” Easter said. “Accessibility tools can be used by anyone, and with 3D printing they can design something that works specifically for them.”
Students experimented with using chopsticks independently before testing their own assistive designs, comparing effectiveness and comfort. The exercise sparked important conversations about how additive manufacturing can empower individuals to create affordable, customized solutions tailored to their specific needs.
Unlike the first session, where they modified a base template, students in the second workshop built their models from scratch. Guided by step-by-step instructional videos created by Chris Voltzke, educator at DoD STARBASE Central Florida, they assembled components, prepared files for printing and sent their completed designs to the printers.
“We wanted them to be able to go through the whole process themselves,” Voltzke said. “They started with the basic components, built the rest of the design and then sent it to the printers.”
The session also introduced key material science concepts through hands-on comparison of polylactic acid (PLA), a firm plastic, and thermoplastic polyurethane (TPU), a more flexible material. Students selected their preferred material and explored how temperature, bonding properties and printer settings influence performance and durability.
Questions quickly moved beyond the basics. One student asked whether an object could be printed using both materials at once, opening discussion about printer temperature requirements and material compatibility — real-world manufacturing constraints that professionals navigate every day.
Troubleshooting became another valuable learning moment. When one design began printing in midair because it lacked a proper base connection, students saw firsthand how digital design decisions directly impact physical results, reinforcing the importance of planning, precision and perseverance.
The workshop focused on workforce readiness through MS&T. 3D modeling software like Tinkercad introduces foundational skills used across defense, engineering, healthcare, manufacturing and other high-demand industries, expanding access to career pathways that students with disabilities are not always encouraged to explore.
“Students with disabilities don’t always get access to these kinds of technical skills,” Lindsey Spalding, Director of Workforce Development at DoD STARBASE Central Florida,
said. “Being able to introduce them to tools like this helps open doors to career paths they might not otherwise see.”
Students were also given login access to Tinkercad so they could continue working on their designs and access their projects from home. Having their own accounts allowed them to revisit the models they created during the workshop, make adjustments and continue experimenting with 3D design outside the scheduled sessions.
By combining accessible technology, inclusive instruction and hands-on experimentation, the Navy workforce workshop demonstrates how digital tools can build confidence, creativity and practical technical skills — one printed layer at a time.