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Defining Makers Making: Emergent Practice and Emergent Meanings

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

NSF Grantees' Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

8

Page Numbers

23.368.1 - 23.368.8

Permanent URL

https://peer.asee.org/19382

Download Count

87

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Paper Authors

biography

Micah Lande Arizona State University

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Dr. Micah Lande is an assistant professor in the Department of Engineering in the College of Technology and Innovation at Arizona State University. He teaches human-centered design innovation and researches how engineers learn and apply a design process to their work.

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Shawn S. Jordan Arizona State University, Polytechnic campus Orcid 16x16 orcid.org/0000-0002-1639-779X

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Dr. Shawn Jordan is an assistant professor in the Department of Engineering in the College of Technology and Innovation at Arizona State University. He teaches junior and senior-level, project-based electrical engineering courses and researches how kids learn engineering through informal engineering education activities.

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James Nelson Arizona State University

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James Nelson is an undergraduate student in the Department of Engineering in the College of Technology and Innovation at Arizona State University.

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Abstract

Should Makers Be the Engineers of the Future?We can probably all recall a friend or colleague who fits Apple’s Think Different tribute to thepractically ingenious. While sometimes they succeed in making big changes, they often lackrequisite resources to fully realize their dreams - resources that could be facilitated byengineering training. Building on the work understanding student engineering pathways, ourresearch seeks to examine the community of self-described Makers engaged in informalengineering education and tinkering activities. As Makers embolden characteristics from theEngineer of 2020, and in particular practical ingenuity, creativity, and propensity toward lifelonglearning, we explore the question: Should Makers be the engineers of the future?Using qualitative research methods of critical incident, artifact, and context elicitationinterviews, we are developing a theory describing Makers and their engineering educationpathways. Our primary research questions are: (RQ1) What knowledge, skills, and attitudes doMakers possess that could be related to engineering? and (RQ2) How do pathways of Makersintersect with engineering?This study is grounded in the conceptual framework of Bloom’s taxonomy and pathways theory,which provides a useful means to knowledge, skills and attitudes Makers may posses as well asengineering pathway decisions. A total of 24 participants are being sampled purposefully andequally stratified across the dimensions of age (college age and post-college age Makers) andengagement (through their formal engineering education, informal engineering education andtinkering activities). The study population is being over-sampled for underrepresented groupsbased on ethnicity and gender.This study will advance the currently limited knowledge of the Maker community by developingtheory characterizing Makers and their pathways through the lens of formal engineeringeducation. The aim is to establish evidence as to how Makers embody specific attributes of theEngineer of 2020 and discover additional attributes of Makers that could define the engineer ofthe future. By highlighting such connections to engineering, the results will inform subsequentplanned research of “early makers” (pre-college age) and their pathways to successfulengagement in engineering.The results of this study can transform the conversation of who the engineer of the future couldbe, linking “making” with engineering in the same way that students who excel in science andmath are pointed toward engineering by parents and career counselors. By sharing a diverse(gender and ethnicity) set of success profiles of engineering Makers widely in the formaleducation system (students, K-12 school administrators, university leaders, and admissionsofficers) and to Makers both online and at Maker community events, we aim to illuminatepathways for Makers to become the engineers of the future. In addition, this study could informfuture innovation in formal engineering education pedagogy based on successful attributes ofinformal engineering education and tinkering activities. By characterizing the engineeringactivities of Makers, this study will provide a scholarly foundation to awarding academic creditto both students and lifelong learners for their informal engineering education experiences.

Lande, M., & Jordan, S. S., & Nelson, J. (2013, June), Defining Makers Making: Emergent Practice and Emergent Meanings Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19382

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: © 2013 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