By Tyler Barth
PICATINNY ARSENAL, N.J. - In partnership with Emergent Futures Lab, the U.S. Army Combat Capabilities Development Command (DEVCOM) Armaments Center is expanding STEM education through a comprehensive 3D printing curriculum which equips educators with skills to integrate additive manufacturing into the classroom.
Launched in 2023 as part of the STEM Office’s outreach strategy, the Emergent Futures Lab initiative provides teachers with methods of introducing principles of computer-aided design, additive manufacturing, engineering design processes and more to students. It focuses on teacher development instead of student group educating, allowing it to create lasting impact so educators can weave manufacturing concepts into their instructions.
By equipping educators with the necessary technology and understanding, the curriculum allows them to expose students to the field. For students, the curriculum pushes them to their limits, engaging them in critical thinking while teaching them the ins and outs of Autodesk Fusion and Tinkercad.
“We are working to build the future STEM workforce long before someone submits an application for a job at Picatinny Arsenal. Programs like the Emergent Futures Lab 3D printing curriculum allow us to reach students through one of the most influential people in that pipeline, their teachers,” said Picatinny STEM Office Project Manager Robert Barea.
According to Barea, STEM outreach requires not just introducing students to opportunities but also giving students the capacity to continue the work independently. The curriculum aims to create a more diverse pipeline of students who see themselves pursuing STEM careers, sharing those interests with peers and future generations. Teachers, too, factor into this exponential growth, educating many students over their careers, who themselves will converse and share interests.
Barea emphasized that advanced manufacturing today represents a convergence of engineering, digital design, automation, additive manufacturing, data and other specialized technical skills. Students must take in what modern manufacturing actually looks like, because overcoming outdated perceptions often determines whether they see themselves pursuing opportunities in industry. Educators don’t have to be experts in manufacturing but must have recognized how the field has evolved, he added, as by understanding the technology and career pathways behind it, they’ll more effectively connect classroom learning to genuine opportunities in the American manufacturing ecosystem.
Teachers consistently report that the program has deeply improved student engagement and independence. According to Tanya Olibrice, a teacher at South Street School in Newark, her students explored the program, applied skills they’d learned months earlier in the program and demonstrated considerable perseverance while solving problems creatively and collaboratively. For Crystal Kacerek of Saint Theresa's School in Kenilworth, integrating Tinkercad and 3D printing led to noticeable increases in test scores, transforming one of her historically difficult assessment topics.
Highland Regional High School teacher Dustin Keyser shared that the academy’s approach was far more thoughtful and effective than any training he had previously experienced, that the course reshaped how he plans to teach digital design, and that it has inspired changes to his curriculum. He also emphasized his enthusiasm for continuing his learning, noting that he intends to take additional courses, especially those covering Bambu Labs and Cura.
Most striking, however, has been the change to students’ identities and aspirations, as teachers have described shy and disengaged students becoming active collaborators and young learners continuing their projects from home because they were having so much fun. Oradell Public School teacher Rosemarie Cataldo said her third graders sent messages expressing their love for Tinkercad, while Clora Holyoak of Blairstown Elementary School said one student wants to be a surgeon and has gained considerable confidence since beginning.
The Picatinny STEM Office encourages schools to establish contact to identify classroom resource needs, collaborative programming and potential development opportunities. According to Barea, the office especially wishes to support those who do not have strong STEM infrastructure yet, believing it’s where the best opportunities exist, as the office wants students to not only thrive, but discover a pathway ahead of them.
| Date Taken: |
09.14.2026 |
| Date Posted: |
09.14.2026 08:32 |
| Story ID: |
574601 |
| Location: |
PICATINNY ARSENAL, NEW JERSEY, US |
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