This project aims to serve the national interest by advancing engineering design education through the use of artistic practice to support student learning of additive manufacturing. The field of additive manufacturing (AM) and colloquially known as 3D printing is expanding to a worldwide revenue of more than $21 billion, making it an important facet of the United States' future global manufacturing competitiveness. However, due to the organic, freeform geometries possible with AM, rapidly educating a capable and innovative future AM workforce requires an interdisciplinary approach that is not always leveraged in engineering education. To address this limitation, this project aims to establish new, relevant paradigms in engineering education for AM within the domain of Science, Technology, Engineering, Art, and Math, better known as STEAM education. Through this lens, it will be possible to investigate and understand the potential impact that the integration of arts-based educational practice can have on AM educational outcomes with engineering undergraduates. Without this understanding, the ultimate potential of STEAM as an inherent part of undergraduate AM design education remains limited. The objective of this project is to establish foundational knowledge of how (1) engineering students' intrinsic STEAM agency and (2) the introduction of arts-based epistemic practice influence the outcomes of the early-stage design process within the context of additive manufacturing