EAGER: MAKER: Inspiring the Flathead Indian Reservation's Next-Generation Workforce through Mobile, Cultural Making

创客空间为STEM和青年榜样参与提供了强大的机会，但在农村和部落社区仍然很少。该项目将创建一个移动的创客空间，将传统和文化制作编织在一起，丰富的美国印第安人STEM榜样和Salish，Kootenai和Pend d 'Oreille部落的传统工具和实践。该项目追求的研究问题：配对文化和传统makerspace活动是否促进设计思维和社区能力？该项目旨在为农村和部落社区开发一个社区驱动的制作国家模式，通过创建一个移动的文化创客空间和一个文化制作课程和参与模式，与非正规科学教育和创客领域分享，该项目力求使文化工具和知识能够提高农村和部落社区的制作能力。通过对蒙大拿州平头印第安人保留地的每个社区的访问，该项目旨在提高K-12学生对文化制作和设计思维的兴趣和意识;他们接触参与设计思维的文化榜样;以及他们的创造性信心，实验心态/思维转变和设计思维技能。该项目的移动的创客空间是与文化遗产专家、工匠和部落长老合作设计的，将在一系列学校和社区环境中吸引大约5,000名K-12青年。所有这些努力都追求的最终目标是灌输对STEM的归属感，设计思维和制作，以及授权平头保留地本土的美国印第安人STEM劳动力。这个项目有可能引入和吸引广泛的学习者，包括优秀的学生，从美国印第安人的农村社区，以文化意识的方式进行具体的制作，并更广泛地进行STEM。拟议方案的计划可持续性也确保了潜在的所有学习者，包括那些优秀但手段不足的学习者的连续性;因此，S-STEM共同资助被认为适合该项目。这种背景下的参与/介绍制作将为学习者提供一条攻读STEM学位的途径。该项目是NSF的Maker Dear Colleague Letter（DCL）组合（NSF 15-086）的一部分，该组合是计算机信息科学工程（CISE），教育和人力资源（EHR）和工程（ENG）董事会的合作投资。

Makerspaces provide powerful opportunities for STEM and role-model engagement with youth but remain scarce in rural, tribal communities. This project will create a mobile makerspace that weaves together conventional and cultural making, rich with American Indian STEM role models and traditional tools and practices of the Salish, Kootenai, and Pend d'Oreille tribes. The project pursues the research question: does pairing cultural and conventional makerspace activities advance design thinking and community capacity in making? The project is designed to develop a national model for community-driven making in rural, tribal communities.By creating a mobile, cultural makerspace and a cultural making curriculum and engagement model to share with the informal science education and maker fields, this project seeks to enable cultural tools and knowledge to increase making capabilities in rural, tribal communities. Through visits to each of the communities on Montana's Flathead Indian Reservation, the project aims to increase K-12 students' interest in and awareness of cultural making and design thinking; their access to cultural role models engaged in design thinking; and their creative confidence, experimental mindset/mindshift, and design thinking skills. Designed in partnership with cultural heritage experts, craftspeople, and tribal elders, the project's mobile makerspace will engage an estimated 5,000 K-12 youth in an array of school and community settings. All of these efforts pursue the end goals of instilling a sense of belonging in STEM, design thinking, and making, as well as empowering a homegrown, American Indian STEM workforce on the Flathead Reservation.This project has the potential to introduce and engage a wide range of learners, including meritorious students, from a rural American Indian community to making specifically, and to STEM more broadly, in a culturally aware way. The planned sustainability of the proposed program also ensures continuity of potentially engaging all learners, including those of high merit but insufficient means; therefore, S-STEM co-funding is deemed appropriate for this project. This in-context engagement/introduction to making will present a pathway for learners to pursue STEM degrees. This project is a part of NSF's Maker Dear Colleague Letter (DCL) portfolio (NSF 15-086), a collaborative investment of Directorates for Computer & Information Science & Engineering (CISE), Education and Human Resources (EHR) and Engineering (ENG).