Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The objective of this paper is to outline a new model for motivating STEM participation and developing self-efficacy among high-schoolers, and to detail the major implementation activities involved, preliminary impressions/results, impacts, and lessons learned. These insights gained during year-1 of a National Science Foundation-funded project, is now being applied to the full-scale deployment phase during year-2 of the project.
In this model titled, “Making as Micro-Manufacture (M3),” high-variability products in low-volumes were manufactured in real-world settings and for a real-life purpose. The model combined “Making” with engineering concerns attendant to manufacturing at micro scales (batch sizes of tens to hundreds) along with domain knowledge in elementary school science. Practice-based learning was implemented, in which a cohort of high school students from an underserved border community in Texas worked as autonomous Making-Production Teams (MPT) to manufacture instructional hands-on science kits for their own community’s elementary school classes. By working in a scenario simulating professional practice, the MPT members pragmatically integrated Making activities with aspects of scaling-up that involved process flow, time/motion study, production scheduling, inventory control, supply-chain management, and distribution. The eventual goal of this activity was for the MPT members to learn engineering concepts and develop a STEM self-concept that only such thick practice could provide.
Supported via distance mentoring and summer training workshops by Texas A&M University’s faculty and engineering technology undergraduate students, the model and approach was tested in a rural underserved border community with populations typically underrepresented in STEM. Evaluation mechanisms consisted of questionnaires and interviews with MPT and other key stakeholders, the high-schoolers’ diary reflections, documents/products/plans created, and video recordings of the MPT’s work sessions. Altogether, the preliminary results and evaluation, and the ensuing lessons learned helped shed light on aspects of implementation critical to the successful full-scale deployment of such self-sustainable MPT teams, both in developing themselves, as well as in serving and growing within their own close-knit communities.
Okundaye, O. J., & Kuttolamadom, M., & Natarajarathinam, M., & Chu, S. L., & Quek, F. (2018, June), Motivating STEM Participation through a 'Making as Micro-manufacture (M3)' Model Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30822
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: © 2018 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