EAGER: MAKER: Student Learning Trajectories from Making Activities

亚利桑那州立大学试图了解开放式、动手实践的工作和活动如何反映学生在正规工程教育中的学习成果，特别是在本科、以产品为基础的课程中。其目的是扩大对工程设计教育背景下的制作和通过制作学习的理解。在这项研究中产生的结果将描述工程师在学习制造时的学习轨迹。这些结果将说明工程教育课程中可以进一步研究的教育途径。通过考察工科学生的学习体验，对工程设计教学质量产生影响。这个项目的智力价值将是通过在工程课堂上使用多种定性方法捕获经验证据来提高对制作学习途径的认识。这个探索性项目将探讨制造思维与工程设计实践的关系。研究结果将有可能突出制造学习的途径，从而说明通往工程的途径，同时也为教师和机构在工程设计学习中采用更具包容性的制造思维方法提供了一种手段。该项目是NSF“制造商致同事信”（DCL）项目（NSF 15-086）的一部分，是计算机与信息科学与工程（CISE）、教育与人力资源（EHR）和工程（ENG）部门的合作投资。

Arizona State University seeks to understand how open-ended, hands-on Making work and activities can reflect student learning gains in formal engineering education, particularly in an undergraduate, product-based course. The aim is to expand understanding of what Making and learning through Making in the context of engineering design education might be. The results generated during this study will describe the learning trajectories of engineers as they learn Making. These results will illustrate educational pathways within the engineering education curriculum that could be further studied. By examining the engineering student Making learning experience this work can impact the quality of engineering design teaching.The intellectual merit of this project will be the advancement of knowledge of the learning pathways of Making through capturing empirical evidence in the engineering classroom using multiple qualitative methods. This exploratory project will address the relationship of a Making mindset and engineering design practice. The results will have the potential to highlight routes to Making learning that can illustrate pathways to engineering as well as a means for faculty and institutions to adopt a Making mindset approach in engineering design learning that is more inclusive.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).