Wilczynski, V., & Zinter, J., & Wilen, L. (2016, June), Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27351

\bibitem{asee_peer_27351}
  Wilczynski, V., \& Zinter, J., \& Wilen, L. (2016, June), \emph{Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.27351

Vincent Wilczynski, Joseph Zinter III, and Larry Wilen.  "Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/27351 Internet.  16 May, 2025

\bibitem{asee_peer_27351}
  Vincent Wilczynski, Joseph Zinter III, and Larry Wilen.
  "Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/27351 Internet.  16 May, 2025

@INPROCEEDINGS{asee_peer_27351
author = "Vincent Wilczynski, Joseph Zinter III, and Larry Wilen"
title = "Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27351}
number = {10.18260/p.27351}
}

TY  - CPAPER
AB  - Abstract for ASEE Design in Engineering Education Division

Recommended sessions abstract is relevant to:
1. Design Methodology

Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems

The proliferation of academic makerspaces – sites where students, faculty and staff design and build solutions to engineering and other problems – suggests that such spaces have a positive impact on campus. This paper reports on the impact of an academic makerspace on design education. A model of instruction and student engagement, as applied in a collection of courses spanning multiple disciplines is presented, will be presented. Using examples from 8 different courses taught in the profiled academic makerspace, a design-focused pedagogical model has been developed that integrates course instruction, skill development (using the tools within the makerspace), knowledge acquisition (of technical data related to the discipline), and client-based problem solving by student teams. In these courses, clients present a real-world problem within their technical domains that are then assigned as projects to student teams. This instructional model, similar to that used for capstone design courses, has been applied in courses closely aligned with biomedical engineering, environmental engineering, mechanical engineering, and engineering as a whole (for an introductory course). This academic makerspace model for instruction exploits features common to many academic makerspaces, including open and collaborative communities where participants help each other learn and develop. The paper will present this model for teaching design skills in a collaborative environment and include examples of its use in a variety of courses.

AU  - Vincent Wilczynski
AU  - Joseph Zinter III
AU  - Larry Wilen
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Teaching Engineering Design in an Academic Makerspace: Blending Theory and Practice to Solve Client-based Problems
UR  - https://peer.asee.org/27351
DO  - 10.18260/p.27351
ER  -