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

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。它衡量学生在以人为本的设计和制造课程的背景下产生和实施创造性设计解决方案的能力的影响。本项目旨在了解该课程如何影响那些通过传统正规教育可能改变（或减少）创造潜力的研究生。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（design）和人机交互（HCI）。来自不同背景的研究生被鼓励去理解事物是如何运作的；通过多次迭代来发明和重新设计事物；并以经济有效的方式快速开发和测试原型。在这种MAKER学习背景下，研究人员正在调查行业经验和学科知识对学习者创造性成果的影响。这个项目增加了不同学科如何考虑和处理创造力和设计的集体知识，以及工业经验以何种方式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（制作过程）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，这种对制造环境中创造力的系统调查的影响将提供支持增加美国STEM工人数量的信息。该项目有可能引进和吸引广泛的学习者，包括来自农村社区的优秀学生。拟议方案的计划可持续性也确保所有学习者的潜在吸引力的连续性，包括那些高优点，但手段不足；因此，S-STEM联合资助被认为是适合这个项目的。这种情境参与/制作入门将为学习者提供追求STEM学位的途径。该项目是美国国家科学基金会“制造商致同事信”（DCL）项目（NSF 15-086）的一部分，该项目是教育与人力资源（EHR）、计算机与信息科学与工程（CISE）和工程（ENG）部门的合作投资。

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).