Asee peer logo

Developing Communities of Practice through Peer Mentorship in Making through Micro-manufacturing Model

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

STEM Issues

Tagged Division

Engineering Technology

Tagged Topic

Diversity

Page Count

13

DOI

10.18260/1-2--32639

Permanent URL

https://peer.asee.org/32639

Download Count

222

Request a correction

Paper Authors

biography

Osazuwa John Okundaye Jr. Texas A&M University Orcid 16x16 orcid.org/0000-0003-1197-8197

visit author page

Osazuwa is a first year PhD student at Texas A&M University. He is a part of the Texas A&M Embodied Interaction Lab (TEILab). His research is motivated by the idea of an embodied conception of the mind. He comes from an interdisciplinary background having earned a Bachelor's degree in psychology and a Masters of Science in Visualization afterward. He is versed in engaging the theoretical aspects of Human-Computer Interaction while able to engage in computer graphics applications (computer-aided design, modeling, animation, and 3D fabrication) and concepts pertaining to Computer Science.

visit author page

biography

Malini Natarajarathinam Texas A&M University Orcid 16x16 orcid.org/0000-0003-1684-6476

visit author page

Dr. Malini Natarajarathinam joined the faculty of Industrial Distribution Program at Texas A&M University in 2007. Natarajarathinam received her Ph.D. in Supply Chain Management from The University of Alabama. She received her Bachelor of Engineering (Major: Industrial and Systems Engineering) from Anna University [Tamilnadu, India], her MS in Industrial Engineering from Auburn University, her MA in Management Science and MS in Applied Statistics from The University of Alabama. She has experience working with many industries such as automotive, chemical distribution etc. on transportation and operations management projects. She works extensively with food banks and food pantries on supply chain management and logistics focused initiatives. Her graduate and undergraduate students are integral part of her service-learning based logistics classes.

She teaches courses in strategic relationships among industrial distributors and distribution logistics. Her recent research focuses on engineering education and learning sciences with a focus on how to engage students better to prepare their minds for the future. Her other research interests include empirical studies to assess impact of good supply chain practices such as coordinated decision making in stochastic supply chains, handling supply chains during times of crisis and optimizing global supply chains on the financial health of a company. She has published her research in Journal of Business Logistics, International Journal of Physical Distribution and Logistics Management and peer-reviewed proceedings of the American Society for Engineering Education.

visit author page

biography

Mathew Kuttolamadom Texas A&M University Orcid 16x16 orcid.org/0000-0002-3627-4885

visit author page

Dr. Mathew Kuttolamadom is an associate professor in the Department of Engineering Technology & Industrial Distribution and the Department of Materials Science & Engineering at Texas A&M University. He received his Ph.D. in Materials Science & Engineering from Clemson University’s Int'l Center for Automotive Research. His professional experience is in the automotive industry including at the Ford Motor Company. At TAMU, he teaches Mechanics, Manufacturing and Mechanical Design to his students. His research thrusts include bioinspired functionally-graded composites, additive/subtractive manufacturing processes, laser surface texturing, tribology, visuo-haptic VR/AR interfaces and engineering education.

visit author page

biography

Sharon Lynn Chu University of Florida

visit author page

Dr. Chu received her B.Soc.Sci (1st Class Honors) in Communication and New Media from the National University of Singapore, her MS in Computer Science & Applications and a graduate certifcate in Human-Computer Interaction from Virginia Tech, and her Ph.D in Human-Computer Interaction from Texas A&M University. She was an Assistant Professor at Texas A&M for three years, and is now an Assistant Professor in the Department of Computer and Information Science and Engineering at the University of Florida. She directs the Embodied Learning & Experience (ELX) Lab, which conducts research primarily on learning technologies and child-computer interaction.

visit author page

biography

Elizabeth Deuermeyer Texas A & M University

visit author page

Assistant Research Scientist
Department of Visualization

visit author page

biography

Alexander Nicholas Berman Texas A&M University

visit author page

Alex Berman is a computer science PhD student in TEILab at Texas A&M University, researching how both pedagogical processes and computational tools can support learning similar to what would occur in STEM-related communities of practice. His research leverages existing online tools and resources, in conjunction with machine learning methods, to help support the learning of 3D printing practices.

visit author page

Download Paper |

Abstract

The purpose of this paper is to focus on how the “Making as Micro-Manufacture (M3)” model, can elucidate STEM learning and self-efficacy outcomes in high-school students through the development of communities of practice in the classroom. We focus on a dual-tiered curriculum for motivating STEM participation and self-efficacy in high school students. Here, we will detail how a dual-class curriculum was designed, established, and implemented alongside STEM learning and self-efficacy outcomes for students. The M3 model focuses on how high-variability, low volume-products may be manufactured in real-world settings and for the real-life purpose. We use the M3 model as a motivating scenario in the form of practice-based learning course where high-school students produce instructional, hands-on science kits for a partnered elementary school of the same community. The program has two cohorts of students in the classroom, one of which has prior experience in engaging in the M3 model and its application in the production pipeline for instructional science kits. In our second year of the program, we investigated how these two cohorts interacted with each other in the classroom. ‘Junior’ members, who are of the incoming class, are provided a survey of knowledge and skills necessary to engage in the M3 model. ‘Senior’ members, who previously participated in the program one year prior, are charged with a focus on the managerial aspects of the production, delegating process-oriented roles,’ and acting as peer-mentors for ‘Juniors’. Participants of the program were supported via a combined team of an on-site high school and elementary school teachers, distance mentoring and training workshops by a Tier I University’s engineering technology graduate students and professors. The participating population are situated in a rural, underserved border community consisting of populations typically underrepresented in STEM. The evaluation was performed through the joint use of questionnaires, interviews, and video recordings of daily class sessions. Collectively, our results demonstrate how a community of practice is developed among the two-class cohorts, holding implications for the potential for STEM learning and self-efficacy outcomes as students are given personal charge of classroom outcomes.

Okundaye, O. J., & Natarajarathinam, M., & Kuttolamadom, M., & Chu, S. L., & Deuermeyer, E., & Berman, A. N. (2019, June), Developing Communities of Practice through Peer Mentorship in Making through Micro-manufacturing Model Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32639

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: © 2019 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