TY - JOUR
T1 - The engineer of 2020, in the making
T2 - Understanding how young adults develop maker identities and the implications for education reform
AU - Weiner, Steven
AU - Lande, Micah
AU - Jordan, Shawn
N1 - Funding Information:
Acknowledgements—This material is based upon work supported by the National Science Foundation under Grant No. 1329321. We thank the professors and fellow students from Arizona State University Engineering Education Systems and Design PhD program for providing guidance, feedback, and encouragement during this research project. We are also grateful for the participation of our research participants.
Publisher Copyright:
© 2018 Tempus Publications. All rights reserved.
PY - 2018
Y1 - 2018
N2 - Making is a social phenomenon that encourages the adoption of many of the practices, skills, and knowledges associated with STEM (Science, Technology, Engineering, and Mathematics) disciplines. It also incorporates many of the key personal attributes of the Engineer of 2020. Although educators have started to institutionalize this connection through the establishment of makerspaces and Maker-based curriculum, less effort has been made to understand how the current population of ''grassroots'' Makers have come to identify with this movement. In this qualitative research study, we analyze critical incident interviews of young adults who frequent shared-use community workshops, or makerspaces. Employing a theory-driven thematic analysis, we developed an initial process framework for Maker identity formation that could provide educators with a useful perspective when implementing Maker-based programs in their institutions. # 2018 TEMPUS Publications.
AB - Making is a social phenomenon that encourages the adoption of many of the practices, skills, and knowledges associated with STEM (Science, Technology, Engineering, and Mathematics) disciplines. It also incorporates many of the key personal attributes of the Engineer of 2020. Although educators have started to institutionalize this connection through the establishment of makerspaces and Maker-based curriculum, less effort has been made to understand how the current population of ''grassroots'' Makers have come to identify with this movement. In this qualitative research study, we analyze critical incident interviews of young adults who frequent shared-use community workshops, or makerspaces. Employing a theory-driven thematic analysis, we developed an initial process framework for Maker identity formation that could provide educators with a useful perspective when implementing Maker-based programs in their institutions. # 2018 TEMPUS Publications.
KW - Future engineers
KW - Identity formation
KW - Maker Movement
KW - STEM education reform
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M3 - Article
AN - SCOPUS:85044348360
SN - 0949-149X
VL - 34
SP - 833
EP - 842
JO - International Journal of Engineering Education
JF - International Journal of Engineering Education
IS - 2
ER -