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

本项目调查了通过制造获得的工业经验对研究生工程课程的影响。 它衡量学生的能力产生和实施创造性的设计解决方案的背景下，以人为本的设计和制造过程中的影响。本项目旨在了解该课程如何影响研究生，他们的创造潜力可能已经通过传统的正规教育改变（也许减少）。将调查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（设计）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学习环境中，研究了工业经验和学科知识对学习者创造性成果的影响。该项目增加了关于不同学科如何考虑和处理创造性和设计的集体知识，以及工业经验如何影响研究生的创造性成果。这个项目将帮助我们更好地培养学生的跨学科和融合的创造力，并通过以创造力为中心的教学和快速原型设计（制造过程）提供更全面的设计理解。该项目的长期目标之一是培养训练有素的科学、技术、工程和数学（STEM）工作者的创造力。最终，这项系统性调查对创造环境中创造力的影响将提供信息，支持增加美国STEM工人的数量。 这个项目有可能引进和吸引广泛的学习者，包括优秀的学生，从农村社区到制造。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，该组合是教育和人力资源（EHR），计算机信息科学工程（CISE）和工程（ENG）董事会的合作投资。

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).