EAGER: Maker: Industrial Experience and Disciplinary Knowledge Impact on Creative Outcomes in a Making Context

EAGER：创客：工业经验和学科知识对创客环境中创意成果的影响

• 批准号: 1723736
• 负责人: Gul Kremer
• 金额: $ 30万
• 依托单位: Iowa State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-06-01 至 2021-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1723736&HistoricalAwards=false
• 关键词: EAGER; Maker; Industrial; Experience; Disciplinary

This project investigates the impacts of industrial experiences gained through MAKING on graduate engineering programs. It measures the impact on student's ability to generate and implement creative design solutions in the context of a human-centered design and manufacturing course for MAKING. This project seeks to understand how the course may impact graduate students whose creative potential may have been altered (perhaps diminished) through traditional formal education. The four distinct graduate programs that will be investigated are: industrial engineering (IE), mechanical engineering (ME), industrial design (Design), and human-computer interaction (HCI). Graduate students from different backgrounds are encouraged to understand how things work; to invent and redesign things through multiple iterations; and to develop and test prototypes quickly in a cost-effective manner. Within this MAKER learning context, the impacts of industrial experiences and disciplinary knowledge on learners' creative outcomes are being investigated.This project adds to the collective knowledge of how various disciplines consider and approach creativity and design, and in what ways industrial experiences affect graduate students' creative outcomes. This project will help us to better prepare students with cross-disciplinary and convergent creativity and provide more comprehensive understanding of design through creativity-focused teaching and rapid prototyping (MAKING processes). Part of the long term goal of this project is the development of creativity in highly trained Science, Technology, Engineering, and Mathematics (STEM) workers. Ultimately, the impact of this systematic investigation on creativity in a MAKING environment will provide information that will support increasing the number of STEM based workers in the United States. This project has the potential to introduce and engage a wide range of learners, including meritorious students, from a rural community to MAKING. 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 Education and Human Resources (EHR), Computer & Information Science & Engineering (CISE), and Engineering (ENG).

这个项目调查了通过制造获得的工业经验对研究生工程项目的影响。它衡量了在以人为中心的制造设计和制造课程的背景下，对学生生成和实施创造性设计解决方案的能力的影响。本项目旨在了解这门课程将如何影响那些通过传统正规教育改变(也许是削弱)了创造潜能的研究生。将研究的四个不同的研究生课程是：工业工程(IE)、机械工程(ME)、工业设计(Design)和人机交互(HCI)。鼓励来自不同背景的研究生了解事物的工作原理，通过多次迭代来发明和重新设计事物，并以具有成本效益的方式快速开发和测试原型。在Maker学习的背景下，工业经验和学科知识对学习者创造性结果的影响正在被调查。本项目增加了关于不同学科如何考虑和接近创造力和设计，以及工业经验如何影响研究生创造性结果的集体知识。这个项目将帮助我们帮助学生更好地培养跨学科和融合的创造力，并通过以创造力为重点的教学和快速原型制作过程提供对设计的更全面的理解。该项目长期目标的一部分是开发训练有素的科学、技术、工程和数学(STEM)工作人员的创造力。最终，这项系统调查对制造环境中创造力的影响将提供支持在美国增加STEM工人数量的信息。这个项目有可能介绍和吸引广泛的学习者，包括优秀的学生，从农村社区到Make。拟议方案的计划可持续性也确保了潜在吸引所有学习者参与的连续性，包括那些优秀但手段不足的学习者；因此，S-STEM联合资助被认为是适合该项目的。这种背景下的接触/制作入门将为学习者提供一条攻读STEM学位的途径。这个项目是NSF的Maker Dear Coreat Letter(DCL)投资组合(NSF 15-086)的一部分，该投资组合由教育和人力资源主管(EHR)、计算机与信息科学与工程主管(CEISE)和工程主管(ENG)共同投资。