Science and Technology, both in mechanical engineering. Since joining James Madison University, Nagel has helped to develop and teach the six course engineering design sequence which represents the spine of the curriculum for the Department of Engineering. The research and teaching interests of Dr. Nagel tend to revolve around engineering design and engineering design education, and in particular, the design conceptualization phase of the design process. He has performed research with the US Army Chemical Corps, General Motors Research and Development Center, and the US Air Force Academy, and he has received grants from the NSF, the EPA, and General Motors Corporation. Dr. Julie S Linsey, Georgia Institute of TechnologyDr. Julie S. Linsey is an Assistant Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. Dr. Linsey received her Ph.D. in Mechanical Engineering at The University of Texas. Her research area is design cognition including systematic methods and tools for innovative design with a particular focus on concept generation and design-by-analogy. Her research seeks to understand designers' cognitive processes with the goal of creating better tools and approaches to enhance engineering design. She has authored over 100 technical publications including twenty-three journal papers, five book chapters, and she holds two patents. A Review of University Maker Spaces IntroductionAs society continues to progress in a globalized world, the necessity for more and better engineers is increasingly apparent. The engineer of the future needs to be able to harness creativity and innovation in order to stay competitive and relevant in an economy with ever growing needs.1 It is therefore the responsibility of the university to cultivate and grow these skills in their students. It has been seen, though, that the undergraduate curriculum lends itself to diminishing creativity in students.2 As such, there is opportunity for improvement in the undergraduate experience in order to not only alleviate this effect, but to also improve on vital engineering skills that are currently underdeveloped in graduating engineers. According to the creators of the Conceive-Design-Implement-Operate initiative (CDIO), skills beyond strictly technical knowledge such as interpersonal skills and critical thinking are in high demand in industry. 3,4 This is supported by the recently released ASEE Transforming Undergraduate Education in Engineering (TUEE) Phase I report.5 Fostering these skills is, however, no easy feat in the already tightly packed engineering curriculum. The current system has a heavy emphasis on theory and mathematical modeling as opposed to a more practice based curricula, which was the standard engineering education approach until the modern approach gained favor in a shift that occurred between 1935 and 1965.6 As a result of this shift, many engineering students do not spend much of their time engaged in actual design and build processes until late in their degree pr...

Science and Technology, both in mechanical engineering. Since joining James Madison University, Nagel has helped to develop and teach the six course engineering design sequence which represents the spine of the curriculum for the Department of Engineering. The research and teaching interests of Dr. Nagel tend to revolve around engineering design and engineering design education, and in particular, the design conceptualization phase of the design process. He has performed research with the US Army Chemical Corps, General Motors Research and Development Center, and the US Air Force Academy, and he has received grants from the NSF, the EPA, and General Motors Corporation. University Maker Spaces: Discovery, Optimization and Measurement of Impacts AbstractIt is essential that modern engineers not only master engineering science and analysis, but they must also learn to drive the next generation of design, creation, and innovation. In parallel to the success of community maker spaces outside of academic settings, many universities are moving beyond traditional machine shops and building multi-disciplinary maker space design centers. This project seeks to understand and use these new environments to achieve elusive aims in engineering education such as improving at-risk student retention, fostering diverse learning environments, and promoting multi-disciplinary teams. We will also investigate the potential of maker spaces to positively influence females and minorities and thereby broaden participation in engineering.Impact will be measured through engineering design self-efficacy; retention in the engineering major; and idea generation ability. Impacts will be measured at two levels. The first level of the project will use a randomly assigned experimental design to assess the impact of early maker space engagement on females and minorities through longitudinal measurements. In the second level, we compare segment snapshots and longitudinal measurements between extensive maker space users and those with minimal exposure. We will also identify best-practice approaches and guidelines for designing maker spaces, through discussions and interviews with leaders of maker spaces from educational institution around the country.

Science and Technology, both in mechanical engineering. Since joining James Madison University, Nagel has helped to develop and teach the six course engineering design sequence which represents the spine of the curriculum for the Department of Engineering. The research and teaching interests of Dr. Nagel tend to revolve around engineering design and engineering design education, and in particular, the design conceptualization phase of the design process. He has performed research with the US Army Chemical Corps, General Motors Research and Development Center, and the US Air Force Academy, and he has received grants from the NSF, the EPA, and General Motors Corporation. for innovative design with a particular focus on concept generation and design-by-analogy. Her research seeks to understand designers' cognitive processes with the goal of creating better tools and approaches to enhance engineering design. She has authored over 100 technical publications including twenty-three journal papers, five book chapters, and she holds two patents.

Background: The constructs of interest and motivation are often identified as factors that contribute to the persistence of undergraduate college women in physics, mathematics, engineering, engineering technology, and computer science. A review of the literature regarding interest development and motivation as related to women as science, technology, engineering and mathematics (STEM) learners in diverse communities is presented. The goal of this study was to gain a deeper understanding of the experiences women credited for influencing the development of their career interest goals and the sources of motivation they attribute to success in their academic course outcomes in their fields of study.

Science and Technology, both in mechanical engineering. Since joining James Madison University, Nagel has helped to develop and teach the six course engineering design sequence which represents the spine of the curriculum for the Department of Engineering. The research and teaching interests of Dr. Nagel tend to revolve around engineering design and engineering design education, and in particular, the design conceptualization phase of the design process. He has performed research with the US Army Chemical Corps, General Motors Research and Development Center, and the US Air Force Academy, and he has received grants from the NSF, the EPA, and General Motors Corporation. Paper ID #16097 (e.g. arts-based STEM integration). At her free mobile makerspace for K-12 students and teachers, The MAKE Lab (http://themakelab.wp.txstate.edu), she is currently researching how recurring experiences within these design-based technologies impact self-efficacy and positive attitudes toward failure.Dr. Julie S. Linsey, Georgia Institute of Technology Dr. Julie S. Linsey is an Assistant Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. Dr. Linsey received her Ph.D. in Mechanical Engineering at The University of Texas. Her research area is design cognition including systematic methods and tools for innovative design with a particular focus on concept generation and design-by-analogy. Her research seeks to understand designers' cognitive processes with the goal of creating better tools and approaches to enhance engineering design. She has authored over 100 technical publications including twenty-three journal papers, five book chapters, and she holds two patents.c American Society for Engineering Education, 2016 MAKER: How to Make a University Maker Space AbstractMany universities are interested in founding a makerspace, but there is a lack of organized tips and best practices for creating and maintaining a maker space in the university environment. We report on an initial list of best practices to help current and developing university maker spaces thrive and give schools considering establishing their own space an avenue to seek guidance and advice.