Collaborative Research: The Making of Engineers: Influence of Makerspaces on the Preparation of Undergraduates as Engineers

合作研究：工程师的培养：创客空间对本科生成为工程师的准备的影响

• 批准号: 1902829
• 负责人: Louis Nadelson
• 金额: $ 9.11万
• 依托单位: University of Central Arkansas
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-30 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1902829&HistoricalAwards=false
• 关键词: Collaborative; Research; Making; Engineers; Influence

Makerspaces are physical locations that include equipment and tools to allow its users to create and invent prototypes, develop ideas into models, and collaborate to design new products and solutions. The presence of makerspaces has increased substantially over the last 5 years and are now commonly integrated into undergraduate engineering preparation programs. The increased attention makerspaces are receiving in the STEM disciplines, and particularly within engineering education, provides justification for examining the influence of these spaces on undergraduate student development into professionals. There is wide speculation that access to and interactions within makerspaces enhance engineering students' undergraduate learning experiences by exposing the students to activities that enhance their development as engineers. Yet there is a lack of data supporting the notion that engineering students' involvement in university affiliated makerspace experiences and activities positively influences their professional development. This project is conducting six case studies of university engineering education makerspace programs to determine the influence of makerspaces on the professional formation of undergraduate engineering students and the use and impact of makerspaces on faculty members. Building upon the case studies, the project will develop and disseminate a national survey to engineering education students and faculty members working in makerspace-affiliated engineering education programs. The project will increase our understanding of how makerspaces influence students' professional identity development, motivation, expertise, and propensity for persistence. Data gathered from this project will document the sustainability and scalability of makerspaces in engineering education programs through examination of undergraduate engineering education students, faculty, programs, and institutions. Finally, the work informs new lines of research regarding makerspaces in postsecondary professional engineering preparation programs. Using six two-year long case studies and a nationwide survey, this project is examining the influence of makerspace integration into undergraduate engineering programs. The project uses interviews, observations, focus groups and artifact analysis (e.g. course syllabi) to longitudinally study 6 makerspace-affiliated engineering education programs. The project focuses on faculty members' and students' interactions with makerspaces and the impact the makerspaces are having on the development of students' professional identities, motivation, achievement, and persistence. Case study data is being examined using content analysis applying both a priori and inductive coding approaches. Case study analysis will inform the development of surveys for a nationwide assessment of makerspace-affiliated university engineering preparation programs. The research project will inform new lines of inquiry about the formation of engineers and will provide those promoting makerspaces in engineering education programs with data to inform their development and support of their programs. Results will be shared though host webinars and other virtual outlets. In addition, via STEM-Central.net, the information is being shared with the larger STEM community and the American Association of Colleges and Universities about models of leadership and organizational structures in makerspaces that can improve the development of engineering students' professional identities. Furthermore, in collaboration with the Cooperative Extension program at each of the investigators' home institutions, teaching and informative briefs will be disseminated to K-16 STEM teachers and communities through conferences such as the National Science Teacher Association, American Education Research Association, American Society of Engineering Education, and STEMTech. Overall, this work will inform makerspace leaders, engineering faculty members, undergraduate engineering students, and researchers and policymakers interested in makerspaces and STEM education.

Makerspaces是物理位置，包括设备和工具，可让用户创建和发明原型，将想法发展为模型，并协作以设计新产品和解决方案。 在过去的五年中，制造商空间的存在大大增加，现在通常融入本科工程准备计划中。 在STEM学科中，尤其是工程教育中，人们正在接受更多的关注者空间，这为检查这些空间对本科生发展的影响提供了理由。 有广泛的猜测，可以通过使学生接触到可以增强他们作为工程师发展的活动来访问Makerspaces中的互动和互动，从而增强了工程学生的本科学习经验。 然而，缺乏数据支持这样的观念，即工程专业的学生参与大学附属机构空间经验和活动会对他们的专业发展产生积极影响。 该项目正在进行六个案例研究，对大学工程教育制造商计划进行六个案例研究，以确定制造商空间对本科工程专业学生专业形成的影响以及制造商对教职员工的使用和影响。 在案例研究的基础上，该项目将开发并传播一项全国调查，以向工程教育的学生和在制造者空间附属工程教育计划中工作。 该项目将增加我们对制造空间如何影响学生的专业身份发展，动力，专业知识和持久倾向的理解。 从该项目中收集的数据将通过检查本科教育学生，教职员工，计划和机构来记录工程教育计划中制造商空间的可持续性和可扩展性。 最后，这项工作为大专专业工程准备计划中的创造者空间提供了新的研究。该项目使用六个为期两年的案例研究和一项全国范围的调查，正在研究Makerspace集成在本科工程计划中的影响。 该项目使用访谈，观察，焦点小组和人工制品分析（例如课程教学大纲）纵向研究6个由Makerspace隶属的工程教育计划。 该项目着重于教师和学生与创客空间的互动，以及制片人空间对学生的专业身份，动力，成就和持久性的影响所产生的影响。 案例研究数据正在使用内容分析（同时采用先验和归纳编码方法）进行检查。 案例研究分析将为制造商相关大学工程准备计划的全国性评估调查的开发提供信息。 该研究项目将为有关工程师形成的新调查提供信息，并将为那些在工程教育计划中促进创造者空间提供数据，以告知他们对计划的发展和支持。 结果将通过主机网络研讨会和其他虚拟插座共享。 此外，通过STEM-CENTRAL.NET，该信息正在与更大的STEM社区和美国大学协会共享有关在制造商中领导和组织结构模型的模型，这些模型可以改善工程学生专业身份的发展。 此外，通过在每个调查人员的家庭机构中与合作扩展计划合作，教学和信息介绍将通过诸如美国国家科学教师协会，美国教育研究协会，美国工程教育学会和Stemtech等会议来传播给K-16 STEM教师和社区。总体而言，这项工作将为创造者空间领导者，工程教师，本科工程专业的学生以及对制造商空间和STEM教育感兴趣的研究人员和政策制定者提供信息。

项目成果

Knowledge in the Making: What Engineering Students are Learning in Makerspaces

制造中的知识：工程专业的学生在创客空间中学到了什么

• DOI: 10.18260/1-2--33039
• 发表时间: 2019
• 期刊: ASEE Annual Conference proceedings
• 作者: Nadelson, L S;Villanueva, I;Bouwma-Gearhart, J;Lanci, S;Youmans, K;Lenhart, C. A.;Van Winkle, A. K.
• 通讯作者: Van Winkle, A. K.

Understanding Equity of Access in Engineering Education Making Spaces

• DOI: 10.3390/socsci10100384
• 发表时间: 2021-10
• 期刊: Social Sciences
• 作者: Idalis Villanueva Alarcón;R. Downey;L. Nadelson;Y. Choi;J. Bouwma-Gearhart;Chaz Tanoue

Beyond Making: Application of Constructionist Learning Principles in Engineering Prototyping Centers

超越制作：建构主义学习原理在工程原型中心的应用

• 发表时间: 2021
• 期刊: Zone 1 Conference of the American Society for Engineering Education
• 作者: Youmans, K. and