"Making" a Bridge: Critical Making as Synthesized Engineering/Humanistic Inquiry

Nieusma, Dean; Malazita, James W.

doi:10.18260/p.26234

Cited by 6 publications

(7 citation statements)

References 14 publications

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“…Critical pedagogies have also been at the center of alternative engineering education (Riley, 2008;Lachney, 2014;Nieusma and Malazita, 2016). Given the historical racial dynamics that excluded African Americans from entering the engineering disciplines (Slaton, 2010) and the long-lasting struggles that persist for women trying to enter the field (Bix, 2015), Riley (2003) proposes the use of feminist and critical pedagogies to address the need for all students to recognize the political, non-neutral nature of engineering while being responsive to the needs of women and minority students.…”

Section: Violence and Neutrality In Engineering Educationmentioning

confidence: 99%

Engineered Violence: Confronting the Neutrality Problem and Violence in Engineering

Banks

Lachney

2017

IJESJP

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Engineering educators continue to challenge the social/technical dichotomy by framing engineering as a set of non-neutral activities. Faced with the historical realities that engineers are often “hired-guns” for the military interventions and capital accumulation, educators have sought to establish new canons for engineering ethics that are based on paradigms of peace and critically engaged pedagogies. We aim to situate nuanced understandings of violence—as understood by 21st century social movements—into the larger goal of reorienting engineering ethics for a more peaceful and socially just world. Literature is presented about particularly challenging what we identify as the “neutrality problem” in engineering education. We argue that theories of interpersonal and structural violence will better help engineers confront the neutrality problem in classrooms and workplaces. Our ultimate goal is to open up a larger research agenda on violence for engineering educators and practitioners.

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Section: Violence and Neutrality In Engineering Educationmentioning

confidence: 99%

Engineered Violence: Confronting the Neutrality Problem and Violence in Engineering

Banks

Lachney

2017

IJESJP

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“…5 Each of the authors of the referenced paper was associated with one of the profiled makerspaces and provided the information for that makerspace. Attributes of the spaces are reproduced as Figures 1 and 2.…”

Section: Example Of the Higher Education Makerspace Classification Symentioning

confidence: 99%

“…4 The concept of learning by creating in the physical and digital space has also been adopted by liberal arts programs to promote critical and innovative thinking. 5 In a related development, the American Library Association identified makerspaces as an important trend in the evolution of libraries, including university libraries, as a method to explore innovations that propel scientific learning and discovery. 6 The range and types of activities in higher education makerspaces is large.…”

Section: Introductionmentioning

confidence: 99%

A Classification System for Higher Education Makerspaces

Wilczynski

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Makerspaces exist in a variety of forms on college campuses. The terms "academic makerspaces" and "higher education makerspaces" are used interchangeably to distinguish these spaces and their users from those that exist in industry, K-12 schools, and within communities as non-profit and for-profit entities. Over the last decade, many forms of higher education makerspaces were established for a variety of purposes. It is proposed that standardized nomenclature be developed to structure discussions about and comparisons between higher education makerspaces. This paper proposes a classification system for higher education makerspaces and applies the proposed classifications to existing spaces. The classification system indicates the purpose of the space and includes indices for the space's accessibility, population, size, and staffing. While noting that interpretation differences can result from system-wide generalizations, the concepts of categories and classes are routinely applied in nearly all fields to assimilate data and make comparisons. The higher education makerspace community is now large enough to benefit from an enterprise-wide classification system. It is suggested that such a classification system will be helpful to improve current spaces and guide the development of future spaces.

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“…Understanding CAD as having strategic and epistemic dimensions, along with the technical, can help designers both understand and describe these translations. In addition, being introduced to the command, strategic, and epistemic dimensions of CAD platforms simultaneously may be an important identity-building exercise for participating students, in that it may provide them with a framework to understand their own struggles as they seek to span different disciplinary traditions [8].…”

Section: Extending Chester's Domains Of Cad Knowledge: Command Strategic and Epistemicmentioning

confidence: 99%

From Learning to CAD to CADing to Learn: Teaching the Command, Strategic, and Epistemic Dimensions of CAD Software

Nieusma¹,

Malazita²,

Krauss³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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"Making" a Bridge: Critical Making as Synthesized Engineering/Humanistic Inquiry

Cited by 6 publications

References 14 publications

Engineered Violence: Confronting the Neutrality Problem and Violence in Engineering

Engineered Violence: Confronting the Neutrality Problem and Violence in Engineering

A Classification System for Higher Education Makerspaces

From Learning to CAD to CADing to Learn: Teaching the Command, Strategic, and Epistemic Dimensions of CAD Software

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