Reap, J. (2023, March), Structuring Learning in a Makerspace Using a Design Method  Paper presented at ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania. 10.18260/1-2--45077

\bibitem{asee_peer_45077}
  Reap, J. (2023, March), \emph{Structuring Learning in a Makerspace Using a Design Method}
  Paper presented at ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania.
  10.18260/1-2--45077

John Reap.  "Structuring Learning in a Makerspace Using a Design Method".  ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/45077 Internet.  13 May, 2024

\bibitem{asee_peer_45077}
  John Reap.
  "Structuring Learning in a Makerspace Using a Design Method".
  \emph{ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/45077 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_45077
author = "John Reap"
title = "Structuring Learning in a Makerspace Using a Design Method"
booktitle = "ASEE Zone 1 Conference - Spring 2023"
year = "2023"
month = "March"
address = "State College,, Pennsylvania"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45077}
number = {10.18260/1-2--45077}
}

TY  - CPAPER
AB  - Makerspaces appear in settings ranging from public libraries to schools of engineering.  Motivations for founding them vary, but they generally promote technical creativity and support invention.  When found in schools and other settings associated with formal education, opportunities to incorporate makerspaces into the curriculum exist.  Investigation of these opportunities opens the possibility to improve curricular offerings and enhance the creative and inventive purposes of makerspaces.  To these ends, this article, first, briefly reviews literature on the use of makerspaces to enhance collegiate engineering education.  Then, it offers an additional idea for teaching using makerspaces, an idea partially motivated by student demand for pedagogical guidance.  This article reports on an exploratory course that incorporates an engineering school’s makerspace into its mechanical engineering curriculum while teaching a design method to senior undergraduate students.  The work states the objectives of the course, and it describes the curricular structure, studio-based design activities and methods of evaluation.  Where appropriate, it connects the elements of this approach to prior engineering education research.  The described idea for teaching matches the rapid, low-cost prototyping capabilities of a makerspace with the need to generate data points for experiments when using Taguchi’s Method.  The introduction of a data driven design technique such as Taguchi’s Method structures each student’s interaction with the makerspace, guiding the process of converting design requirements into physical parameters that fulfill stated needs.  A brief description of student project objectives and achievements provide insight into the effectiveness of this course.  The article closes with reflection upon the objectives, course structure, supporting makerspace equipment and student outcomes associated with the implementation of this idea for teaching.
AU  - John Reap
CY  - State College,, Pennsylvania
DA  - 2023/03/30
PB  - ASEE Conferences
TI  - Structuring Learning in a Makerspace Using a Design Method
UR  - https://peer.asee.org/45077
DO  - 10.18260/1-2--45077
ER  -