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A Review of University Maker Spaces

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Additive Manufacturing Practices

Tagged Division

Manufacturing

Page Count

17

Page Numbers

26.101.1 - 26.101.17

DOI

10.18260/p.23442

Permanent URL

https://peer.asee.org/23442

Download Count

125

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Paper Authors

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Thomas William Barrett James Madison University

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Matthew Cole Pizzico James Madison University

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Bryan Levy Georgia Institute of Technology

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Robert L. Nagel James Madison University

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Dr. Robert Nagel is an Assistant Professor in the Department of Engineering at James Madison University. Dr. Nagel joined the James Madison University after completing his Ph.D. in mechanical engineering at Oregon State University. He has a B.S. from Trine University and a M.S. from the Missouri University of Science and Technology, both in mechanical engineering. Since joining James Madison University, Nagel has helped to develop and teach the six course engineering design sequence which represents the spine of the curriculum for the Department of Engineering. The research and teaching interests of Dr. Nagel tend to revolve around engineering design and engineering design education, and in particular, the design conceptualization phase of the design process. He has performed research with the US Army Chemical Corps, General Motors Research and Development Center, and the US Air Force Academy, and he has received grants from the NSF, the EPA, and General Motors Corporation.

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Julie S Linsey Georgia Institute of Technology

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Dr. Julie S. Linsey is an Assistant Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. Dr. Linsey received her Ph.D. in Mechanical Engineering at The University of Texas. Her research area is design cognition including systematic methods and tools for innovative design with a particular focus on concept generation and design-by-analogy. Her research seeks to understand designers’ cognitive processes with the goal of creating better tools and approaches to enhance engineering design. She has authored over 100 technical publications including twenty-three journal papers, five book chapters, and she holds two patents.

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Kimberly G. Talley Texas State University Orcid 16x16 orcid.org/0000-0002-6235-0706

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Dr. Kimberly G. Talley is an assistant professor in the Department of Engineering Technology at Texas State University and a licensed Professional Engineer. She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management Program, and her research focus is in student engagement and retention in engineering and engineering technology education. Contact: kgt5@txstate.edu

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Craig R. Forest Georgia Institute of Technology

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Craig Forest is an Associate Professor of Mechanical Engineering at Georgia Tech where he also holds program faculty positions in Bioengineering and Biomedical Engineering. He is a Fellow at the Allen Brain Institute in Seattle WA and he is one of the inaugural recipients of the NIH BRAIN Initiative Grants, a national research effort to invent the next generation of neuroscience and neuroengineering tools. He is cofounder/organizer of one of the largest undergraduate invention competitions in the US—The InVenture Prize, and founder/organizer of one of the largest student-run prototyping facilities in the US—The Invention Studio. He was named Engineer of the Year in Education for the state of Georgia (2013).

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Wendy C. Newstetter Georgia Institute of Technology

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Dr Wendy C. Newstetter is the Director of Educational Research and Innovation in the College of Engineering at Georgia Tech.

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Abstract

Maker Spaces and Pedagogy: A Review of University Maker SpacesThe Engineer of 2020 recognizes that creativity, invention, and innovation are indispensablequalities for engineering. 1 Engineers need opportunities to begin to develop these critical skillsduring their education. These skills are not inherent and fixed, but rather can be fostered.Unfortunately with limited resources and time, adding innovation-fostering experiences toalready over-packed curriculums seems to be an insurmountable challenge.Well-designed maker spaces have the potential to enhance students’ deep learning of engineeringby supplementing the traditional curriculum with non-linear, open-ended, student-driven projectsthat require hands-on designing, prototyping, modeling, and testing. Many universities are in theprocess of building and expanding their student design spaces. These spaces go well beyond thetraditional machine shop by integrating typical machine tools with a wider variety of rapidprototyping and low-tech building approaches while simultaneously providing meeting space forstudent design teams to foster supportive cultures. Some research has begun on maker spacesoutside the university, 2 but studies have yet to determine the impacts and best practicesassociated with university maker spaces. We believe that university maker spaces will increasestudent retention as well as improve students’ engineering innovation skills, confidence and deeptechnical knowledge of engineering.This paper will present a review of university maker spaces compiling operational models (e.g.,student-run, lab technician-run, faculty-run), pedagogical integration (e.g., capstone requiringuse of Maker Spaces), and administrative details (e.g., budgeting, safety, and oversight). Basedon this review of university maker spaces, a discussion will describe common trends, advancesand innovations, and perceived benefits to the university community. The goal of this paper is tocreate a baseline of current state-of-the-art with respect to university maker spaces.                                                                                                                1  National Academy of Engineering, 2002, The Engineer of 2020: Visions of Engineering in the New Century.  2  Lande, M., Jordan, S.S., and Nelson, J., 2013, Defining Makers Making: Emergent Practice and EmergentMeanings. ASEE Annual Conference & Exposition, Atlanta, GA.  

Barrett, T. W., & Pizzico, M. C., & Levy, B., & Nagel, R. L., & Linsey, J. S., & Talley, K. G., & Forest, C. R., & Newstetter, W. C. (2015, June), A Review of University Maker Spaces Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23442

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015