New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Liberal Education/Engineering & Society
Over the past decade, considerable attention has been devoted to “making” practices: celebrating the potential of making to reinvigorate the US manufacturing base and economy; highlighting the “democratization” of technology development as ordinary people directly create the products they will use; anticipating the possibility of a whole new generation of students primed for STEM education and careers. Making practices, facilities, and integrated “makerspaces” have been enthusiastically embraced within engineering education programs at high school and university levels, and are proliferating rapidly within diverse educational settings. Perhaps surprising to many within engineering and other STEM fields, making practices are also being embraced and adapted within the humanities, particularly a branch of humanistic inquiry labeled “digital humanities.” As humanists organize research practices and supporting theoretical frameworks around making, new possibilities arise for using making practices to integrate technical and liberal educational goals within the context of engineering education.
This paper provides an overview of contemporary work in digital humanities involving making activities and the potential of this work to inform engineering education making activities in a way that bridges technical and humanistic concerns. It highlights how making practices themselves can be understood as a form of inquiry, with modalities drawing on—but distinct from—traditional engineering and humanities epistemologies. The paper draws on a larger research-and-teaching initiative at [Our Institution] titled, “Making as Critical Inquiry,” which is currently being integrated into our interdisciplinary undergraduate design program. This program has a well-established history of bridging content from engineering and liberal education, but the making activities that are currently practiced have not yet been theorized as one of the mechanisms through which technical-social integration is achieved. The paper provides specific examples of making practices and projects that exemplify the desired integration and then highlights how even engineering-centered design pedagogy can use making activities as a vehicle for building a bridge between engineering and critical social inquiry based in humanistic educational frameworks.
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: © 2016 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