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Making in the Colonias: Motivating STEM Participation through a Making as Micro-Manufacturing Model

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

NSF Grantees: K-12 Session 1

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

14

DOI

10.18260/1-2--34943

Permanent URL

https://peer.asee.org/34943

Download Count

382

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Paper Authors

biography

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

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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.

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

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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.

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Sharon Lynn Chu University of Florida

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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 and Applications and a graduate certificate in Human-Computer Interaction from Virginia Tech, and her Ph.D in Human-Computer Interaction from Texas A&M University. She is the Director of the the Embodied Learning and Experience Lab at the University of Florida. The ELX Lab conducts research in two main areas: cyberlearning and positive computing.

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

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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.

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Francis Quek Virginia Polytechnic Institute and State University

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Francis Quek is a Professor at Texas A&M University (Visualization, and Computer Science and Engineering and Psychology - by courtesy). He joined Texas A&M University as an interdisciplinary President’s Signature Hire to bridge disparities in STEM. Formerly he has been the Director of the Center for Human-Computer Interaction at Virginia Tech. Francis received both his B.S.E. summa cum laude (1984) and M.S.E. (1984) in electrical engineering from the University of Michigan. He completed his Ph.D. in Computer Science at the same university in 1990. Francis is a member of the IEEE and ACM.
He performs research in Human-Computer Interaction (HCI), learning sciences and technology, embodied interaction, embodied learning, HCI for accessibility (especially for individuals with blindness), multimodal verbal/non-verbal interaction, multimodal meeting analysis, vision-based interaction, multimedia databases, medical imaging, assistive technology for the blind, human computer interaction, computer vision, and computer graphics. http://teilab.tamu.edu

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Alexander Nicholas Berman Texas A&M University

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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.

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Abstract

Student Making kits and structured projects are designed to encourage Making as an activity but often have the effect of portraying Making as an abstract activity. These Making kits are challenging for students to understand how their acquired skills may be applied outside of the classroom and organizations. We argue that the abstract nature of these Making kits obscures students perception of how Making is relevant to their everyday experience and future pursuits. ITEST and AISL has a long-standing interest in enhancing Maker-based learning in both formal and informal environments. Together, they partnered together to support innovative models in Maker-based curriculum to support STEM learning and innovation. The product of ITEST and AISL’s collaboration was an Early Concept Grant for Exploratory Research (EAGER) that tested the feasibility of coupling Maker concepts with real world concerns in manufacturing and production engineering in high school classrooms. Through this EAGER, we engaged in pilot research on our Making as Micro-Manufacture (M3) model, where individuals make things in the scales of tens to hundreds for real-life everyday use. We examined how M3 could be used as a framework for supporting STEM learning, identity, and self efficacy in high school students. In our application of M3, we combined Making, Engineering, and domain knowledge in elementary science as the foundation for a practice based learning career and technology education (CTE) course.

Students who participated in the CTE were assembled as part of an autonomous Making/Production team that worked under supervision by University researchers. For three years, University researchers conducted a daily teleconference supported class to teach basic Making and engineering skills. As a motivating scenario, students are tasked to make/produce materials for instructional hands-on activities for elementary school students in the same community. Year 1 of the project focused on familiarizing students with core Maker skills (basic soldering, wire connections, 3D printing) and production engineering concerns (bulk production, supply chains, and inventory management). Year 2 followed a similar procedure as year 1, differing where the students would engage in 6 week-long production schedules where they were expected to prototype, build, package, deliver, and deploy instructional science kits in a local elementary school classroom. Findings from Year 1 and 2 from our study saw increases in the students’ own self efficacy in Making and in engineering. Year 3 of the program investigated how experienced participants can support new participants orientation in M3. ‘Junior’ members, who are new to the class, are provided a survey of knowledge and skills necessary to engage in the M3 model. ‘Senior’ members, who’ve previously participated, acted as peer-mentors for ‘Juniors’. Findings from Year 3 saw an initial rise in ‘asked help’ and ‘intervened help’ instances during the earlier stages of the school year but later saw a decrease school year progressed as Junior students master M3 practices through guidance by Seniors. Our work, through this EAGER, demonstrates an approach to providing a situated and scalable curriculum that models practices in real world industries and those that are yet to come.

Okundaye, O. J., & Natarajarathinam, M., & Chu, S. L., & Kuttolamadom, M., & Quek, F., & Berman, A. N. (2020, June), Making in the Colonias: Motivating STEM Participation through a Making as Micro-Manufacturing Model Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34943

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