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Text Box: Knowledge from the Margins: Speaker & Abstract
Text Box: VAN
NATTA

“’Si no de aqui, de'onde?’: Understanding              Sustainability Discourses in Andean Peru”

Wigner, Aubrey: Arizona State University

The Maker Movement is often cited as inspiration for integrating hands-on, project based learning into engineering education.  In 2014, the first White House Maker Faire was held and “A Letter to President Obama on Fostering a Generation of Makers” was signed by over 150 university presidents wherein they pledged to take steps towards integrating making into their universities. In the National Academies “Engineer of 2020”, many of the qualities recommended for future engineers are practiced in makerspaces.  Clearly, there is interest in universities for integrating makerspaces with engineering.  However, engineers often do not see makerspaces as places for “real engineering”.  For the merger of traditional engineering programs with hands on interdisciplinary workspaces to be successful it is necessary to understand what the points of epistemological conflict may be.  This conflict between visions of what is and is not engineering could be explained through perceptions of what is valid expertise, both by makers and engineers. What vision do students and faculty hold when they imagine the traits of a successful engineer?  How does the vision of a successful engineer correspond to, and conflict with, the vision of a successful Maker?  By making these differences clear, and by focusing on the values shared between Makers and Engineers, we can create spaces which broaden engineering students’, and instructors’, experiences by grounding them in realistic valuations of expertise.  This research explores these questions through word association surveys, participant observation at three Arizona State University makerspaces, and brief interviews with Makers, students, and faculty.

Text Box: WIGNER

“Making and             Engineering Visions of           Expertise in               Interdisciplinary      Project Spaces”