The academic community can contribute to the transformation in space technology that Makers have begun. From satellites on a chip to interplanetary spacecraft, academic makers are democratizing access to space and offering unprecedented opportunities for students, faculty, and DIY scientists to take ownership of space exploration. Inspiring students of all ages, academia’s successful efforts to eliminate barriers to personal exploration of the solar system will create a new generation of space entrepreneurs, technologists, and scientists.
Your Makerspace should run itself. Learn clever solutions for training, maintenance, inventory, safety, tours, and managing all those special requests you never anticipated.
The methods shared were created and refined at think[box], an innovation center at CWRU that’s free and open to the public. With an overwhelming 3000 visits each month and only 2 full time staff members and a team of student workers, efficiency is a necessity.
At Intel, we believe that a solid math and science foundation – coupled with critical thinking, collaboration, and problem solving skills – is crucial for students’ success and for the development of a well-rounded workforce. A founding sponsor of the Maker Education Initiative, Intel has expanded its STEM outreach recently to include maker education programs. Learn more about why Intel cares and what else the company is doing to help encourage the next generation of young innovators.
The growth of any movement is predicated upon young people discovering the benefits of the experience and embracing it at their core. Making young makers is no different: engaging K-12 students through project-based learning helps them develop confidence, unleashes their creativity in new ways, and endows a culture of sharing and collaboration. This session explores peer-to-peer learning and a new way of looking at instruction (inside and outside the classroom) that opens young minds, establishing a lifelong love of curiosity, exploration and discovery through making.
Maker Ed’s national portfolio project aims to develop a common set of practices for portfolio creation, reflection, sharing, assessment, and technology solutions to create an open, decentralized, and distributed lifetime portfolio system for makers.
Traditional engineering education in the US emphasizes basic science and math over hands-on problem solving. I will tell the story of how we converted the engineering library into a makerspace for the Yale community. I will give examples of the exciting work our members have done, for course credit and for fun, in the Center for Engineering Innovation and Design.
MacGyver. Iron Man. Maker or Engineer? Engineering degree or experience making? What can we learn about Makers to improve how we teach engineering in the undergraduate classroom? How could the shifting landscape in higher education make right now the time to bring Making to the forefront in how we prepare engineers and builders of the future? How can we develop educational programs to fill a gap to help Young Makers become Adult Makers?
Dr. Micah Lande and Dr. Shawn Jordan will share learnings from a pair of NSF-sponsored research projects on the pathways of Adult Makers and Young Makers. Aspects of Making, include “additive innovation”, playful invention, and a sharing ethos within the community to contribute to a constructive and collaborative Maker learning ecology. As Makers embolden the Engineer of 2020 characteristics of practical ingenuity, creativity, and propensity toward lifelong learning, we pose the following question: Should Makers be the engineers of the future?
Coupled with experiences teaching Making and (mechanical and electrical) engineering at the Arizona State University’s Fulton Schools of Engineering’s Polytechnic School, collaboration with TechShop to build a community and university makerspace in Chandler, AZ, and being thought leaders in a growing national engineering education research community, Drs. Lande and Jordan will talk about the decades-long evolution of engineering programs towards hands-on, project-based learning and how that continued rise could shape Making in higher education programs. Drs. Lande and Jordan will talk about the opportunities and possible concerns about overlapping Making and engineering education.