Contents

BACKGROUND AND PURPOSE 1

SUMMIT AGENDA 2

PLANNING COMMITTEE 4

ASEE STAFF 5

SUMMIT ATTENDEES 6

RESOURCES 19

PARTICIPANTS’ FEEDBACK 20

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 1

Background and Purpose

The growth of the Maker Movement has gained national recognition as having the potential to transform how people are educated in STEM disciplines. Agreeing that such a transformation is possible, during the 2014 White House Maker Faire, President Obama launched an “all-hands” on deck effort. He petitioned mayors, federal agencies, schools and educational institutions, companies, foundations, libraries and museums to support Makers. Specifically, he issued a call to action that “every company, every college, every community, every citizen join us as we lift up makers and builders and doers across the country.” Optimistic about the potential impact Makers can have on innovation, many of those who were petitioned, responded with commitments. Commitments included: (i) helping Makers launch new businesses and create jobs; (ii) expanding the number of students that have the opportunity to become Makers; and (iii) challenging Makers to tackle our most pressing problems. Twenty-one federal agencies are currently on board to provide services to help individuals who are interested in engineering and manufacturing. Services are comprised of expanded access to startup grants; paths to make it easier for Makers to manufacture their products domestically, and business mentoring and training. An excess of 150 colleges and universities, more than 125 libraries, and over 90 mayors pledged to take action to ensure the advancement of “Making” in the United States. (https://www.whitehouse.gov/nation-of-makers).

In response to this call to action, the American Society for Engineering Education (ASEE), with support from the National Science Foundation, is hosting the 2015 NSF Maker Summit. The goals of the Summit are to:

• Forge connections across different segments of the Maker Movement. • Envision the future of Making for the engineering and education communities. • Identify how Maker spaces can be designed to foster inclusiveness and broaden participation.

Summit attendees represent diverse sectors including:

• Informal engineering and science education (museums, libraries, etc.); • Making/hacking in community spaces; • University Maker spaces; • Engineering and science researchers engaged in Making; and • Education researchers engaged in Making

2 | 2015 Maker Summit

Summit Agenda

Monday, November 2, 2015

8:00 AM - 8:30 AM Breakfast

8:30 AM - 9:00 AM Welcome and Setting the Stage Norman Fortenberry, Executive Director, ASEE Elliot Douglas, Program Director, Engineering Education Research (ENG/EEC), National Science Foundation Stacie Gregory, Postdoctoral Fellow, ASEE

9:00 AM - 9:45 AM Lightening Talks: Part I Participants will have 60 seconds to discuss any topic of their choosing. As they listen to each other, participants will have an opportunity to get acquainted and identify areas for further conversations.

9:45 AM - 10:00 AM Break

10:00 AM - 11:30 AM Session 1: Relationship between formal & Informal learning Making is a diverse practice that means many things to different people. According to an often quoted survey, 40 million adult Americans identify as a Maker. For this first session, we’d like to establish some common context about what Making is for the purpose of this summit.

11:30 AM - 12:00 PM Lightening Talks: Part II

12:00 PM - 1:30 PM Networking Lunch

1:30 PM - 3:00 PM Session 2: Teaching and Learning In this session, we will discuss how Making can be translated to the K-12 and undergraduate formal education environment where standards, accreditation, and student learning outcomes direct curricular decisions. The inclusion of engineering in the recent NGSS standards provides an additional opportunity for Making to be integrated into formal education. We will also discuss how Making can be used to enhance student pathways toward STEM careers.

3:00 PM - 3:15 PM Break

3:15 PM - 4:45 PM Session 3: Diversity and Inclusion The modern Maker movement is sometimes regarded as a great opportunity to increase participation in STEM fields, and at the same time receives frequent criticism for being a narrow monoculture. In this session we will discuss whether Making can be an effective means for broadening participation, and we will gather your stories of inclusivity or exclusivity from within the Maker community. We will also discuss what we’d like the community and culture of Making to look like, and how to get it there.

6:00 PM - 8:00 PM Networking Dinner

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 3

Tuesday, November 3, 2015

7:15 AM - 7:45 AM Breakfast

7:45 AM - 8:15 AM Recap from Day 1 and Maker Survey Overview We will provide an overview of the Maker Survey project and seek feedback from attendees.

8:15 AM - 9:45 AM Session 4: New Innovations to Support Making With a substantial influx of interest from industry, Makerspaces and schools are being flooded with options for tools and technologies that may or may not be useful for Maker-related activities. In addition to discussing future technologies, we will discuss what tools people are currently using and how they are using them effectively.

9:45 AM - 10:00 AM Break

10:00 AM - 11:30 AM Session 5: Making Beyond the STEM Pipeline The STEM pipeline describes educational programs created to support qualified, diverse, candidates in scientific research and technical positions; but are we missing something? Are these programs too limited in scope to meaningfully engage underserved populations in science technology, engineering and math? It's challenging when inspired engaging making and tinkering programs for youth are seen as trivial to STEM pipeline stakeholders. How can we help others see the value in these processes and practices, both long term and across contexts?

11:30 AM - 12:15 PM Next Steps Attendees will be guided to establish concrete next steps on how to execute ideas and potential opportunities discovered at the Summit.

4 | 2015 Maker Summit

Planning Committee

Kipp Bradford (kippb@media.mit.edu) Kipp Bradford is a biomedical engineer and senior Research Scientist at the MIT Media Lab. He has founded start-ups in the fields of transportation, consumer products, HVAC, and medical devices, and holds numerous patents for his inventions. Kipp co-wrote Distributed Network Data (hardware hacking for Data Scientists) and cofounded the Data Sensing Lab. He supports several startup accelerators, including Highway1. Kipp co-founded RI’s Maker Faire and the National Maker Faire. He is a USA SciFest’s “Nifty Fifty” speaker. Kipp was recognized as a leading innovator at Frost & Sullivan’s GIL 2013. As the former Senior Design Engineer and Lecturer at the Brown University School of Engineering, Kipp taught engineering design and entrepreneurship. He serves on nonprofit boards, including The Maker Education Initiative. He is also on the tech advisory board of MAKE Magazine, is a Fellow at the College of Design, Engineering and Commerce at Philadelphia University.

Shawn Jordan (Shawn.S.Jordan@asu.edu) Shawn Jordan, Ph.D. is an Assistant Professor of engineering and a Fulton Exemplar Faculty member in the Ira A. Fulton Schools of Engineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S. /B.S. in Electrical and Computer Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects, including an NSF Early CAREER Award entitled “Engineering Design Across Navajo Culture, Community, and Society” and “Might Young Makers be the Engineers of the Future?,” and is a Co-PI on the NSF Revolutionizing Engineering Departments grant “Additive Innovation: An Educational Ecosystem of Making and Risk Taking.” He has also been part of the teaching team for NSF’s Innovation Corps for Learning, and was named one of ASEE PRISM’s “20 Faculty Under 40” in 2014.

Warren C. Lathe (trey@makered.org) Trey joined Maker Ed as its Executive Director in October 2014. Trey received his Ph.D. in molecular biology in 1997, and after four years of genomics research at the European Molecular Biology Laboratory in Heidelberg Germany, he started the company OpenHelix with two others. Trey and his partners sold the company in 2014. In 2012, Trey became an AAAS Fellow at that National Science Foundation. In this role he worked in the CISE directorate supporting programs to broaden participation of women and underrepresented minorities in the computer and technology fields. Additionally, Trey served as co-chair for both the first D.C. Mini-Maker Faire and the “Making Education Great” symposium that sought to bring educators, makers, and government agencies together to discuss the power of making in education.

Karen Wilkinson (karenw@exploratorium.edu) Karen Wilkinson directs the Tinkering Studio at San Francisco’s Exploratorium. Her worldview was shaped growing up surrounded by artists and scientists who overlooked those disciplinary distinctions. A maker and tinkerer at her core, she believes deeply in studio pedagogy and is continually inspired by the beauty and complexity found in mundane materials and phenomena. She and her partner, Mike Petrich, wrote a book called The Art of Tinkering, highlighting the playful intersection of art, science and technology. In the museum field for more than 20 years, her recent roles as author and MOOC producer have been some of the most rewarding of her career. Passionate about constructionism as a powerful way of learning, Karen sees herself as an advocate for this approach. Tinkering and making is a way of reconnecting people to their own learning and inherent capabilities – something she sees as a vital 21st century skill.

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 5

Jen-Mei Wu (veganjenny@gmail.com) Jen-Mei is president and founder of Liberating Ourselves Locally (aka LOLspace), a people-of-color-led and gender diverse maker and hacker space in Oakland, CA. She also works as a lead software engineer at Indiegogo, working to democratize access to funding for all. Jen-Mei is also on the board of Peacock Rebellion, a queer and trans people of color arts organization based in the Bay Area that runs Brouhaha, a training program for using comedy for transformational justice. She's frequently performing or speaking, often with intersectional themes. Some recent examples include "JavaScript the Musical", a keynote presentation at Fluent; "Time to break up with your codebase? Or can you make it work?" at Grace Hopper; lion (slam) dancing with Comrade Lover (social justice lion dance troupe) in support of Black Lives Matters; talking about how to survive the zombie apocalypse on KPFA. Jen-Mei's interests include transformative justice, diversity and inclusion in STEAM, alternative input and user interfaces, non-traditional paths to STEAM careers (she studied English and History at UCI), teaching programming to non-programmers, finding sustainable alternatives to the non-profit industrial complex, entrepreneurship, leadership development, and self-determination through knowledge.

ASEE Staff

Ashok Agrawal (a.agrawal@asee.org) Dr. Agrawal is the Managing Director for professional services and director of outreach and engagement at the ASEE. Agrawal holds a Doctorate in Management degree from the University of Maryland University College, an MS degree in Materials Science, an MS degree in Mining Engineering from the University of Kentucky, and a BS degree in Metallurgical Engineering from Nagpur University in India. Prior to assuming his present position he was the vice president for Academic Affairs, Dean of the Math, Science, Engineering, and Technology Division at St. Louis Community College at Florissant Valley. Over the last 35 years Agrawal has served as a faculty member and administrator of engineering science and engineering technology Associates and Baccalaureate programs and has many professional and academic positions.

Rocio C. Chavela Guerra (r.chavela@asee.org) Rocio Chavela is Director of Education and Career Development at the American Society for Engineering Education (ASEE). She holds a Ph.D. in Engineering Education from Purdue University, a B.S. and a M.S. in Chemical Engineering from Universidad de las Americas, Puebla in Mexico, where she served as a faculty member for five years. Dr. Chavela is a past graduate fellow of the National Academy of Engineering’s Center for the Advancement of Scholarship in Engineering Education. Her current efforts focus on faculty and graduate student development, with particular emphasis on the adoption of evidence-based instructional practices in engineering education.

6 | 2015 Maker Summit

Stacie Gregory (s.gregory@asee.org) Stacie is a Postdoctoral Fellow at ASEE. Dr. Gregory earned her doctorate in Engineering Education at Utah State University. Her research interest is in developing intervention strategies to reduce the negative consequences of Stereotype Threat which may be contributing to the lack of persistence of female and under-represented minority students in engineering. She is also interested in inclusive pedagogical practices, as well as, the integration of Human-Centered Design and Service Learning opportunities to recruit and retain underrepresented students in engineering. At ASEE, she is focusing on projects aimed at developing and sustaining online communities for STEM faculty in support of their teaching and research roles. She champions online community engagement efforts to generate knowledge on community building, management and evaluation. Stacie has a BS in Physics from Spelman College and a MS in Materials Science and Engineering from Georgia Institute of Technology.

Ray Phillips (r.phillips@asee.org) Ray Phillips is a program assistant at the American Society for Engineering Education (ASEE). He received his B.S in Computer Information System from Livingstone College. He serves as a website designer and photographer for projects such as Virtual Communities of Practices (VCP) and Transforming Undergraduate Education in Engineering (TUEE).

Brian L. Yoder (b.yoder@asee.org) Brian L. Yoder, PhD is director of Assessment, Evaluation, and Institutional Research at the American Society for Engineering Education guiding the overall direction of research and evaluation activities. He oversees annual data collection for ASEE's benchmark surveys of engineering schools and leads research and evaluation of federally funded and foundation-funded projects in areas related to engineering education and STEM education. Prior to working at ASEE, Brian worked at NASA Education, overseeing the development of an on-line performance management system to assess NASA’s educational investments nationally. He also serves as President of the Washington Evaluators, a local affiliate of the American Evaluation Association.

Summit Attendees

Danny Beesley (danny.beesley@gmail.com) Danny Beesley is focused on an increased demand from industry for hands-on skilled workers proficient in, advanced manufacturing, digital fabrication and engineering. Founder of Idea Builder Labs, Danny brings a decade of experience in the fields of Construction, Technology, and Education with a focus on Digital Fabrication and Advanced Manufacturing. Danny has worked with a variety of clients and organizations which include Colleges, High Schools, School Districts, Community Based Organizations, private businesses and even sovereign governments. Coming from a long line of builders Danny has been able to bring knowledge of construction and technology to formal education. From his diverse background Danny has attained significant expertise in the following areas: strategic planning, project management, community building, lab design, curriculum development, and educator training. His experience intersects across diverse disciplines and capabilities which include proficiency in numerous 3D modeling programs, public speaking, and sustainable design.

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 7

Jasmine Brackett (jasmine@hackaday.com) Jasmine Brackett is a community manager for Hackaday.io, an online collaboration platform for people who like to make things. She will be part of the team heading up the Supplyframe Design Lab for hardware and engineering innovation, which is due to open in early 2016. Originally from the UK, where she worked with charities and museums to reach their goals on the web, and trained in theatrical costume making, she now resides in LA.

Lisa Brahms (lbrahms@pittsburghkids.org) Lisa Brahms, Ph.D. is Director of Learning and Research at Children’s Museum of Pittsburgh, as well as a visiting researcher with the University of Pittsburgh Center for Learning in Out of School Environments (UPCLOSE). Lisa earned her PhD in Learning Sciences and Policy at the University of Pittsburgh and holds a master’s degree in Museum Education and Childhood Education from Bank Street School of Education. Lisa has been an educator and designer of formal and informal learning experiences and environments for over a decade, working in schools and at numerous children’s, art and history museums across the country. Lisa’s research considers the design of informal learning environments for meaningful participation in creative processes with physical and digital media.

Jay Brockman (jbb@nd.edu) Jay Brockman is Associate Dean of Engineering for Student and Community Engagement at the University of Notre Dame. He is currently leading a "Making Music" initiative that is exploring the relationships between STEM education and music in collaboration with Third Coast Percussion, an ensemble based in Chicago, and Autodesk. He is also part of the leadership of the Bowman Creek Educational Ecosystem, collaboration with area K-12 and higher education institutions that is focused on improvements to an impaired waterway and the surrounding neighborhood in South Bend, Indiana. He was a founder of Emu Solutions, Inc., a startup company that is commercializing custom processor technology for high performance parallel computing. Prior to his academic career, he worked for Intel, including a year in the Philippines during the startup of a new testing facility. He has a PhD in Computer Engineering from Carnegie Mellon University.

Quincy Brown (qbrown@nsf.gov) Quincy Brown, Ph.D., is an AAAS S & T Policy Fellow. She earned her Ph.D. in Computer Science from Drexel University and was the recipient of a CI Fellows Postdoctoral Research Fellowship award. Prior to the fellowship, she was a Computer Science Professor at Bowie State University. Her research interests include Mobile HCI, CS Education, and Broadening Participation in Computing. In 2011 she founded Girls Who Will, a summer program for middle and high school girls. Each summer girls engage in activities including game design, mobile app development, wearable computing, and 3D printing. Through her research she seeks to identify methods of facilitating human interaction with advanced technologies, including mobile devices, to support learning. Her current projects include exploring the ways in which young children use touch and gesture interactions with mobile devices, first responders use of mobile devices during emergency evacuations, and modeling inquiry behaviors on mobile devices.

8 | 2015 Maker Summit

Tim Carrigan (tcarrigan@imls.gov) Tim Carrigan has been with the Institute of Museum and Library Services since 2007, currently serving as a Senior Program Officer with a portfolio focused on learning in libraries, with special emphasis on making and early learning. Prior to coming to IMLS, Tim worked at the National Building Museum. He earned a B.S. in marketing and art history from Plymouth State University and a master’s degree in arts management from the H. John Heinz III College of Public Policy and Management at Carnegie Mellon University.

Dean Chang (deanc@umd.edu) Dean Chang is committed to helping students and researchers cultivate the innovator and entrepreneurial mindset inside of them. He is the University of Maryland’s Associate VP for Innovation & Entrepreneurship, reporting to the President and Provost and tasked with engaging every student in all 12 colleges in innovation. He is also a lead PI and instructor in the National Science Foundation’s (NSF) I-Corps Node program. Prior to UMD, Dean spent 15 years in Silicon Valley where he served as the Chief Technology Officer and Vice President, Gaming Business of Immersion Corporation. He joined Immersion as employee #4 and helped transform the venture-backed, Stanford University robotics lab spinout into a publicly traded (NASDAQ: IMMR) licensor of haptics technology embedded in products from Microsoft, Apple, BMW, Samsung, and Electronic Arts. Dean holds over 40 patents, a B.S. degree from MIT and M.S. and Ph.D. degrees from Stanford, and an MBA from Wharton.

Alan Cheville (alan.cheville@bucknell.edu) Alan Cheville studied optoelectronics and ultrafast optics at Rice University, then spent fourteen years as a faculty member at Oklahoma State University working on terahertz frequencies and engineering education, developing resources in photonics and engineering design. After serving for two and a half years as a program director in engineering education at the National Science Foundation, he took a chair position in the Electrical & Computer Engineering Department at Bucknell University. He is currently interested in engineering design education, engineering education policy, and the philosophy of engineering education. He serves on several national-level advisory boards. Recently he helped found the Maker-E, an electronic MakerSpace for students, and is starting a new venture on the frontiers of electronic games.

Erica A. Compton (ericac@cableone.net) Erica Compton has a background in education, technology, and training and has worked primarily with educational and training organizations for over 25 years. Much of her work experience has been in the area of STEAM (Science, Technology, Engineering, Arts, and Math) education with students ages 6-18. In 2013 Erica co-developed the Idaho Commission for Libraries' Make It at the Library project, implementing MAKING in public libraries in Idaho. The project focuses on supporting libraries in the creation of makers regardless of space restrictions, and incorporates extensive hands-on training, tools, and ongoing support. The Make It at the Library project has been highlighted in conferences & presentations across the United States and has been met with enthusiasm and interest. Erica recently accepted the Program Manager position at the newly formed Idaho STEM Action Center located in the Governor's office. The Center will focus on improving STEM in K-12 education.

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 9

Andrew Coy (andrew@digitalharbor.org) Educator, technologist, mentor and entrepreneur interested in bridging the gap between education and technology. Passionate about educational equality and dedicated to reinventing education to empower students to take their place the 21st century digital workplace.

Mark R. Davidson (mark@thetechtoybox.org) I was a faculty member at UF for >20 years, while also a serial entrepreneur and consultant. About 7 years ago, I realized that our R&D work was exactly what was needed for early "garage" startups--i.e. a maker space with emphasis on getting a prototype ready for demo. I had seen (and participated in) many startup blunders, and wanted to provide an environment for inventors to make their ideas work, while using that platform to guide and teach the garage startup process. Thus, The Tech Toybox was born. We are now extending that process to complete the pipeline to full manufacturing with Make.Work, LLC -- a shared manufacturing facility designed to help fledgling companies make product to sell, while providing a teaching platform to help with much needed advanced manufacturing skills training.

Eric Dean (eric.dean@ni.com) Eric currently serves as Academic Business Development Manager for the U.S., working with educators and students to incorporate National Instruments hardware platforms into engineering & science educational labs, as well as build proficiency in LabVIEW graphical programming. Eric began his career at NI in 1997, having prior experience as an NI customer at Lockheed Martin. He joined NI as an Applications Engineer before heading to Virginia as a Field Sales Engineer. In Virginia, he assisted key accounts including NASA Langley, NSWC, Ericsson, and Virginia Tech. In 2002, he returned to NIC to work with the Academic team focusing on Academic educational sales and LabVIEW proficiency. He’s raising three sons to be makers, through FIRST LEGO League and exposure to engineering & science concepts.

Marc De Vinck (mad312@lehigh.edu) Marc De Vinck is the Dexter F. Baker Professor Of Practice In Creativity at Lehigh University. He co-developed and co-teaches in the Masters of Engineering in Technical Entrepreneurship program. Before coming to Lehigh, Marc de Vinck was Director of Product Development at MAKE magazine where he developed products that can be purchased both online and at traditional brick-and-mortar stores nationwide. He also serves as a member of the MAKE Technical Advisory board, and he has written numerous articles on do-it-yourself science and technology, as well as featured builds in the print version of MAKE. Marc continues to author books, and speak at events across the country about product development, entrepreneurship, and creativity. When he’s not developing a new product in his studio – a rare occurrence – he’s skiing, playing ice hockey, or out sailing with his family.

10 | 2015 Maker Summit

Lorraine Fleming (lorraine.fleming@gmail.com) Dr. Lorraine Fleming serves as the interim dean of the College of Engineering, Architecture, and Computer Sciences and a professor of civil engineering at Howard University. She is a licensed professional engineer, who has led a number of research and intervention initiatives to attract and retain African American students in the STEM disciplines and to improve the quality of undergraduate engineering education. President Obama recently awarded her the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring (PAESMEM). Lorraine is a fellow of the American Society of Civil Engineers and a commissioner of the Engineering Accreditation Commission of ABET. She chairs the Engineering Education Workgroup of the American Association of Engineering Societies. She earned her doctorate from the University of California at Berkeley, a Master of Science degree from the George Washington University and a Bachelor of Science degree from Howard University, all in civil engineering.

Christopher Hoadley (choadley@nsf.gov) Dr. Chris Hoadley is a program officer in the Directorate of Computer and Information Science and Engineering and the Directorate of Education and Human Resources Division of Research on Learning on loan from New York University, where he is associate professor in the Educational Communication and Technology Program, the Program in Digital Media Design for Learning, and the Program on Games for Learning. He has over 35 years’ experience designing and building educational technology, and has researched connections between technology, learning, and collaboration for 25 years. His research focuses on collaborative technologies, computer support for cooperative learning (CSCL), and design-based research methods, a term he coined in the late 1990s. He was an affiliate scholar for the National Academy of Engineering's Center for the Advancement of Scholarship in Engineering Education (CASEE) and was awarded a Fulbright for 2008-2009 in the South Asia Regional program to study educational technologies for sustainability and empowerment in rural Himalayan villages. From 2011-2013, he was program director of the Educational Technology programs and founding program director of the world's first Games for Learning degree program. Hoadley previously chaired the American Educational Research Association's Special Interest Group for Education in Science and Technology (now SIG: Learning Sciences), and served as the first president of the International Society for the Learning Sciences. Hoadley earned his baccalaureate in cognitive science from MIT, and a master in computer science and doctorate in education from UC Berkeley. He previously taught at Stanford University, Mills College, and Penn State University in education, computer science, and information sciences, and has authored or co-authored over 100 peer-reviewed publications and presentations.

Margaret A. Honey (mhoney@nysci.org) Dr. Margaret Honey joined the New York Hall of Science (NYSCI) as President and CEO in November of 2008. Under her leadership, NYSCI has adopted Design-Make-Play as its signature strategy to promote STEM engagement and learning. The defining characteristics of these strategies – open-ended exploration, imaginative learning, and personal relevance – are the very ingredients that develop inspired and passionate STEM learners. She holds a doctorate in developmental psychology from Columbia University and serves as a board member of the National Academies of Sciences, Board on Science Education and the National Science Foundation’s Education and Human Resources Advisory Committee.

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 11

Sherry Hsi (sherryh@berkeley.edu) Sherry Hsi is a learning engineer and Research Director at the Lawrence Hall of Science, the public science of the University of California at Berkeley. For 20+ years, she has created and studied how different learning environments, materials, and technologies can be designed to help improve learning in science, engineering, technology, and math. She created a makerspace, the TechHive teen design internship program, and co-founded Howtosmile.org, a STEM digital library. With support from National Science Foundation and the National Institutes of Health, Dr. Hsi has co-designed an AR sandbox exhibit and DIY Apps for children, families, and visitors. She is currently leading Paper Mechatronics, an exploratory project to develop low-cost kits for engineering education. Hsi has a B.S. and M.S. from UC Berkeley’s engineering program and received her PhD in Science Education from UC Berkeley. She has worked at the Exploratorium and did her post-doctoral work at The Concord Consortium.

Amy Hurst (amyhurst@umbc.edu) Amy Hurst is an accessibility researcher and an assistant professor in the Information Systems department at the University of Maryland Baltimore County (UMBC) where she runs the prototyping and design lab (the pad). Her research interests are centered around empowerment, and most of her projects explore engaging people with disabilities in the DIY / Maker movement. Specifically, she is looking at how to make "making" accessible to individuals with diverse cognitive abilities.

Daphney Jean (djean@nsf.gov) Daphney Jean is an AAAS Science and Technology Policy Fellow in the Engineering Directorate of the National Science Foundation. Daphney’s interest in the maker movement stems from its potential to spark the interest of children in STEM, especially those from underrepresented communities. During her fellowship, Daphney has contributed to various efforts to support NSF’s role in this area. As a fellow, she has served on the 2015 National Maker Faire planning committee and the Maker Inter-agency group of the White House’s Office of Science and Technology Policy. Prior to becoming a fellow, Daphney was a postdoctoral researcher at Drexel University where she developed a cellular model of Alzheimer’s disease and explored potential therapeutic target for this disease. In her spare time, Daphney enjoys salsa dancing and is currently learning to play the piano.

Dorothy Jones-Davis (dorothy@nationofmakers.org) Dr. Dorothy Jones-Davis is a co-founder of NationofMakers.org, co-producer of the inaugural National Maker Faire, the DC Mini Maker Faire and the #MakerMap. Most recently, she was an AAAS Science and Technology Policy Fellow in the Division of Engineering Education and Centers within the NSF Directorate for Engineering, where her primary area of interest was in understanding the ways in which perceived educational “disruptions” such as the Maker Movement can be leveraged to improve access to pathways in engineering education and careers for traditionally underrepresented populations. She is deeply interested in finding ways to create connections between a diversity of makers, leveraging their collective skills to harness solutions for the world’s challenges – grand and small. A neuroscientist by training, Dr. Jones-Davis currently works as a Scientific Project Manager, managing projects within Neuroscience at a local Foundation. In her spare time, she enjoys building and making with her six-year-old daughter.

12 | 2015 Maker Summit

John C. Kelly, Jr. (jck@ncat.edu) Dr. John Kelly, Jr. received Ph.D. degree in Electrical Engineering from the University of Delaware, Newark, Delaware, in 1988. He was employed as a Member of Technical Staff at AT&T Bell Laboratories in Allentown, Pennsylvania developing communications integrated circuits between 1988 and 1992. He joined North Carolina Agricultural and Technical State University in 1992 as the College of Engineering’s first Associate Dean for Research and Graduate Programs. He is currently the chair and Associate Professor of Electrical and Computer Engineering at North Carolina A&T State University, Greensboro, NC. Dr. Kelly has more than twenty years of experience in research and service—he has participated in more than 25 funded projects as PI or Co-PI and advised more than 25 MS and PhD students. His current research interests include communication network performance and engineering education.

Micah Lande (micah.lande@asu.edu) Micah Lande, Ph.D. is an Assistant Professor at The Polytechnic School in the Fulton Schools of Engineering at Arizona State University. He teaches human-centered engineering design and innovation courses in the engineering and manufacturing engineering programs. Dr. Lande researches how technical and non-technical people learn and apply a design process to their work. He is interested in the intersection of designerly and making epistemic identities and vocational pathways. He received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stanford University. Dr. Lande is the PI/co-PI on a number of NSF-funded projects exploring the educational pathways of Adult and Young Makers. He is also co-PI and engineering education lead on a NSF-funded project to “revolutionize engineering departments” through making, innovation and risk-taking. Dr. Lande is an instructor and past participant for the NSF Innovation Corps for Learning.

Julie Linsey (julie.linsey@me.gatech.edu) Dr. Julie S. Linsey is an Associate Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. She founded and leads the Innovation, Design Reasoning, and Engineering Education (IDREEM) Lab. Dr. Linsey received her Ph.D. in Mechanical Engineering at The University of Texas at Austin. Dr. Linsey’s research area is design cognition including systematic methods and tools for innovative design with a particular focus on concept generation and design-by-analogy. The goal of Dr. Linsey’s research is to discover new knowledge about how engineers think and leverage this knowledge into design methods and tools to improve the engineering design process. She has authored over 100 technical publications including over thirty journal papers, six book chapters, and she holds two patents.

Danielle M. Martin (dmmartin@mos.org) D coordinates knowledge-sharing strategy & activity development among local Clubhouses in the international Network & partners with MIT Media Lab, including community-building on ClubhouseVillage.org. She develops professional development materials & experiences for informal facilitators & youth. She holds a masters in city planning from MIT & also serves on the Maker Ed education advisory board.

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 13

Lee Martin (leemartin@ucdavis.edu) Lee Martin is an associate professor in the School of Education at the University of California, Davis. His research focuses on ways in which people create and use social and cognitive tools and resources to propel their own thinking and learning in the face of new and challenging problems. He studies making as a set of activities that may help people to become more flexible and adaptive in their thinking and problem solving. His research looks across in-school and out-of-school settings and incorporates cognitive and sociocultural theories of learning.

Ryan Moreno (ryanmoreno@remlearningcenter.com) Ryan Moreno is a father of 3, and Administrator/S.T.E.M. Educator at REM Learning Center. REM is an NAEYC accredited school focused on early childhood education and Maker Corps Host Site in Miami Florida. Ryan earned a Ph.D. in Mechanical Engineering from FIU and holds an Advanced Florida Director’s Credential. In 2005, during a summer research opportunity at NASA’s KSC, Ryan became aware of the shortage of graduates in S.T.E.M. fields, and felt he could help close the gap from an early age. He has been doing S.T.E.A.M. activities with children ever since. As co-creator and the School Fab Lab Manager for the Play Make Share program, he helps create opportunities for children of all ages and backgrounds in the community to Play, Make, and Share. Ryan has collaborated on the topic of Making in early childhood education with the local museum, organizations, and co-presented at regional and national conferences.

Vernelle A. Noel (vernelle@alum.mit.edu) Vernelle A. A. Noel is a Computational Designer, Architect, and Research Scientist who has worked in the U.S., the Caribbean, India, and Singapore. Currently a Ph.D. Candidate in Design Computing at Penn State University, she investigates computational making, traditional craft practices, and technology. She has received several awards for her work, including an ideas2innovations award in 2014. Her paper entitled, "The Bailey-Derek Grammar: Recording the craft of wire-bending in the Trinidad Carnival," was published and presented at SIGGRAPH2015 in Los Angeles, California this August. Vernelle graduated from MIT with her Masters of Science in Architecture Studies, where her research focused on computational approaches to traditional craft practices, digital fabrication, and CAD/CAM technologies. She has co-taught courses in Design Computation, and Digital Design & Fabrication at the Singapore University of Technology & Design (SUTD), including a Self-Assembly workshop with TED Fellow and MIT colleague, Skylar Tibbits.

Randy Paris (randyjohnparis@gmail.com) At Digital Promise, Randy is working to develop high-impact national maker learning programming for K-12 schools. Prior to Digital Promise, Randy worked at Pittsburgh's Sprout Fund, where he led the development of the Remake Learning Playbook, a field guide for strengthening communities' learning innovation ecosystems. Prior to Sprout, Randy worked at the White House Office of Science and Technology Policy, where he helped plan the first White House Maker Faire and worked on a number of education initiatives. Before OSTP, Randy worked in the White House Office of Scheduling and Advance, where he produced and executed presidential events. Randy started his career in 2008 as a Field Organizer for then-Senator Obama's presidential campaign. Randy received his B.A. with honors in political science and religion from Wake Forest University.

14 | 2015 Maker Summit

Jessica Parker (jessica.parker@sonoma.edu) Dr. Jessica Parker is an Associate Professor and Chair of the Curriculum Studies and Secondary Education department in the School of Education at Sonoma State University. She is also the Director of the Maker Certificate Program and the author of Teaching Tech-Savvy Kids: Bringing Digital Media into the Classroom (2010). She works with both pre-service teachers in the single subject credential program and in-service educators enrolled in the MA program in curriculum, teaching, and learning with educational technology. Jessica is passionate about integrating maker education and new media technologies into teacher preparation and professional learning programs. She completed her undergraduate and graduate coursework at the University of California, Berkeley; she has a BA in Media Studies and a MA and a PhD in Education.

Kylie A. Peppler (kpeppler@gmail.com) Dr. Kylie Peppler is an Associate Professor of Learning Sciences at Indiana University, Bloomington. An artist by training, Kylie engages in research that focuses on the intersection of arts, technology, and interest-driven learning and specializes in the study of the Maker Movement. Peppler is the Director of the Creativity Labs at Indiana University and is also the lead of the MacArthur Foundation’s Make-to-Learn initiative, the Chief of Learning and Assessment in Residence at Collective Shift, an advisor to the Connected Learning Research Network, and a member of the 2015 National Educational Technology Plan Committee. Her research has been generously supported by the National Science Foundation, the Wallace Foundation, the Spencer Foundation, the Moore Foundation, the U.S. Department of Education, Google, the New York Community Trust, the Chicago Community Trust, and the John D. and Catherine T. MacArthur Foundation's Digital Media and Learning Initiative.

Ilya Pratt (Ilya.pratt@parkdayschool.org) At the heart of Ilya’s educational practice is an unrelenting drive to figure out how things work, whether it is a child’s approach to problem solving or an engineering design solution. Ilya has worked with children and educators for over three decades, in school and non-school settings. Diverse lifelong interests including racing bicycles and industrial arts have complemented her professional work. Ilya founded Park’s Design+Make+Engage program. She is a Maker Leader for the Harvard Graduate School of Education, Project Zero, and Agency by Design project, exploring the promises and practices of maker-centered learning. Previously, Ilya founded Park Day School’s Learning Resource Program. She has taught for the Boston Children’s Museum, Ullens School in Nepal, and she is currently an adjunct professor for Sonoma State University. Ilya’s lifelong learning includes B.A. Studio Art/Art History; M.A. Special Education; neuropsychological perspectives; and a host of workshops in industrial arts, digital fabrication, and maker-centered learning.

Chad Ratliff (cratliff@k12albemarle.org) Chad Ratliff serves as a leader of innovation in Albemarle County Public Schools. He is an entrepreneurial educator who has been key in transformation of the District through maker focus upon using multiple forms of making as a path to learning. He is director of a multi-district USDOE I3 STEM grant. He builds partnerships with both public and private sector to support maker work across 26 schools.

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 15

Lisa Regalla (Lisa@MakerEd.org) As Deputy Director, Lisa Regalla directs Maker Ed’s mission to scale and disseminate making as a change-agent for learning. By developing partnerships with educators, organizations, researchers and the broader community, Lisa helps build and support a growing network committed to broadening participation in making. Prior to Maker Ed, Lisa worked at Twin Cities Public Television developing educational content presented on television, in person, in print, and on the web as part of the Emmy-Award winning series, SciGirls and DragonflyTV: Nano. Lisa also spent time at the Museum of Science, Boston and the Da Vinci Science Center in PA. As the manager of several national outreach programs throughout her career, she has conducted extensive professional development workshops in gender equity and inquiry-based approaches to STEM. Lisa received both a BS in Chemistry and a BA in Theater from Lehigh University before earning her PhD in Chemistry from the University of Florida.

Tori RhoulacSmith (trhoulac@howard.edu) Dr. RhoulacSmith is the Director of Undergraduate Studies in the College of Engineering, Architecture and Computer Sciences at Howard University in Washington, DC. In this role, she works to continuously improve the undergraduate student experience and oversees recruitment, admission, orientation, retention, advising, career development, and academic support programs. She has also served as a faculty member in the Department of Civil and Environmental Engineering at Howard University since 2003. Dr. RhoulacSmith earned Master of Science and Doctor of Philosophy degrees in Civil Engineering from North Carolina State University in Raleigh, NC in 2000 and 2003 respectively. She also earned a Bachelor of Science degree in Civil Engineering from Howard University in 1998.

Peter L. Romine (promine@navajotech.edu) Associate Professor and Coordinator of the Electrical Engineering program at Navajo Tech University in Crownpoint, NM. Ph.D. in Electrical and Computer Engineering from the University of Alabama in Huntsville. More than 25 years’ experience as an engineering professor and researcher specializing in the development of computer based instrumentation and control systems for process characterization and control.

Beth A. Russell (barussell@nsf.gov) Beth A. Russell is an AAAS Science and Technology Policy Fellow with great enthusiasm for the maker movement. She comes from a long line of inventers, craftsmen, tinkerers, jerry-riggers, and artists and counts an inherited power drill among her most prized possessions. Beth is currently serving her fellowship in the Office of the Assistant Director of the Education and Human Resources Directorate (EHR) at the National Science Foundation (NSF) where she is concentrating some of her time on how data science and technological innovation are being implemented in STEM education and education research. She served her 2014-2015 fellowship year at the National Institutes of Health (NIH) in the Office of the Associate Director for Data Science (ADDS) where she supported scientific communication and community building efforts for biomedical data science. Prior to that she was a postdoctoral researcher in breast cancer genomics and hormone biology at the University of Chicago (2009-2014). She completed her doctorate in genetics at Yale University and her bachelor’s degree in biology and in medieval and renaissance studies at Washington University in St. Louis. Find out more about Beth at: www.linkedin.com/in/betharussell

16 | 2015 Maker Summit

Robert L. Russell (rlrussel@nsf.gov) Robert L. Russell, Ph.D., a developmental psychologist, serves as a Program Director in the National Science Foundation’s (NSF) Directorate for Education and Human Resources, where he manages the review process and manages funded projects submitted through the Discovery Research K-12, Advancing Informal STEM Learning, Cyberlearning, and several other programs. At the NSF, his portfolio includes many projects including Cyberlearning, making/tinkering, media, interactive exhibits, and afterschool programs. He has over 30 years of experience in STEM spanning children’s museums, science centers, community organizations, government, scientific societies, and media. His experience includes project design, development, and management; evaluation of exhibit, community/youth, and media projects; private foundation and government grant development; and conduct of professional development workshops in project planning, evaluation, and grant development. Bob’s unique strengths include his experience in designing and evaluating projects targeting underserved minorities, including Hispanics and African-Americans; designing health education projects; using social marketing approaches in science and health education; and designing media-focused projects, including print media, radio, television, and large format films. Russell has taught psychology at Cornell and Georgetown Universities and has published widely on informal science education and has published peer-reviewed research on social networks, cross-cultural psychology, and cognitive development.

Shaunna F. Smith (sfs36@txstate.edu) Dr. Smith is an Assistant Professor of Educational Technology in the Department of Curriculum and Instruction at Texas State University. Her research interests focus on technology integration strategies within K–12 and post-secondary learning environments. As a former secondary art teacher, she is particularly interested in exploring how the hands-on use of design-based technologies (e.g. digital fabrication, computer programming, and robotics) can impact multidisciplinary learning that transcends traditional content contexts. At her mobile makerspace, The MAKE Lab, she is currently researching how recurring experiences with these design-based technologies impact self-efficacy and growth mindset (e.g. grit and persistence in the face of obstacles; re-conceptualizing failure) with teachers and K–12 students.

Larissa Swanland (lswanland@digilentinc.com) I'm a bit of an electronics-education evangelist, which is why I work at Digilent, a company based on electronics education! After all, Education is how we learn about the world. We believe that electronics can make the world better. Engineers have the skills to change the world. So helping create more engineers that know how to design and create electronics? That's the kind of world we want to be a part of.

Mariano M. Ulibarri (info@parachutefactory.org) Mariano Ulibarri believes that the maker movement has the power to foundationally transform communities for the better. He currently serves on the board of directors for Curiosity Hacked (formerly Hacker Scouts); a national non-profit serving middle-school aged children. In 2012, Mariano founded Parachute Factory, a community maker space that works in partnership with libraries, museums, institutions of higher education, and local non-profits. Parachute Factory is a member of the Agency by Design Learning Community, a research project of the Harvard Graduate School of Education that focuses on maker education.

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 17

Jerry D. Valadez (jvaladez@cvsamacademy.org) Jerry is CEO of the non-profit SAM Academy where he runs the Sanger Community Science Workshop, one of five in California whose mission is to provide space and opportunity for youth in under-served communities to tinker, make, and explore their world through STEM. He is also adjunct faculty at Fresno State and Director of the Central Valley Science Project.

Aaron Vanderwerff (aaron.vanderwerff@lighthousecharter.org) Aaron Vanderwerff is the Creativity Lab & Science Director at Lighthouse Community Charter School, a K¬–12 public charter school in Oakland, California. He is passionate about making and inquiry, and believes that learner-centered, hands-on education can revolutionize our educational system. In his current role, he collaborates with teachers to integrate making into Lighthouse’s core instructional program, electives, and after school program. For the past five years, Vanderwerff has taken students to display their work at the Maker Faire. He has taught high school science in the Bay Area for ten years, and taught math in Burkina Faso through the Peace Corps prior to that. Vanderwerff received his BS in Electrical Engineering from the University of Illinois and a MA in Education from Mills College. He lives in Oakland with his wife and six-year-old daughter, who loves to make things.

Margot Vigeant (mvigeant@bucknell.edu) Margot is a professor of chemical engineering and an associate dean of engineering at Bucknell University. Making is an ideal expression of the marriage of liberal arts and engineering to which Bucknell aspires. Margot is Bucknell's unofficial "Maker Evangelist", working with colleagues to help establish and support the network of on campus spaces, connect with like-minded institutions through Make Schools.org, collaborate on the institutional commitment letter for the President's Higher Ed Maker Initiative, and promote making as an approach to incorporating more demonstrated effective active teaching approaches in the undergraduate STEM curriculum.

Idalis Villanueva (idalis.villanueva@usu.edu) Dr. Villanueva is an Assistant Professor in the Engineering Education Department and an Adjunct Professor in the Biological Engineering Department at Utah State University. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented populations has aided her in the design and integration of educational and physiological technologies to research student well-being and performance in engineering. Areas of Research Include: Academic Emotions, Engineering Identity, Hidden Curriculum, and Engineering Student Performance and Retention.

Anna Waldman-Brown (annawab@fabfolk.com) Anna Waldman-Brown works with Autodesk, the Fab Lab network, and grassroots innovators across 50+ countries to foster creative problem-solving and sustainable development. As a co-founder of the Practical Education Network, she won the MIT IDEAS Global Challenge to empower hands-on learning using local materials, in collaboration with the Ghana Association of Science Teachers as well as Ministries of Education in Ghana and Tanzania. She advises policy-makers on STE(A)M education and supporting local hardware ecosystems through the Maker Movement— including government representatives from the United States, India, Taiwan, Iceland, Colombia, and Germany. She has co-organized large-scale Maker festivals in Barcelona, Boston, and Ahmedabad. She is a Fulbright fellow and holds a bachelor’s degree in Physics and Writing from MIT. When not consulting abroad, she is building an eco-village of DIY houses in a Northern California parking lot.

18 | 2015 Maker Summit

Prinda Wanakule (pwanakule@thetech.org) Prinda Wanakule is the Educational Programs Manager at The Tech Museum of Innovation in San Jose, CA. Specializing in engineering design challenge learning and maker education, she leads a team of program specialists and educators in engineering education experience development and exhibit experience design and prototyping. Prior to joining The Tech, she worked as a postdoc on curriculum design for online and flipped classroom learning environments for engineering design labs at The University of Texas at Austin. Prinda was also the recipient of an NSF Graduate Research Fellowship and completed her M.S.E. and Ph.D. in Biomedical Engineering, Nanoscience & Nanotechnology at The University of Texas at Austin. She completed her undergraduate studies in Biological Engineering and Biomechanics at the University of Florida. Prinda has been published in several conference proceedings, engineering research journals and book chapters, and is a lead investigator on multiple grants.

David M. Wells (dwells@nysci.org) David Wells is responsible for all programs and activities for NYSCI’s Maker Space. He oversees the design, development and implementation of all maker-related initiatives, students of all ages, local artists and makers, and families. He trains and manages all Maker Space staff, residents and interns and represents NYSCI’s make initiatives at national and global conferences and events. As a maker himself and a recognized leader in the Maker Movement, Mr. Wells helped develop NYSCI Village at World Maker Faire. He has and continues to curate art, multimedia and technology shows and performances throughout New York City. He is also a musician, writer and artist who’s creative and interactive work is focused on the intersection of art, media, science and technology. Mr. Wells has a B.A. in fine art from the Fashion Institute of Technology and an M.A. in museum education from Bank Street School of Education.

Dawn Wendell (dawn@mit.edu) Dr. Dawn Wendell is an engineer whose past projects range from BattleBots robots to medical devices, for which she holds several patents. She received four degrees from MIT including a PhD in Mechanical Engineering. She worked as a fluid mechanics researcher in Paris, France before returning to MIT as Assistant Director of Admissions where she created the Maker Portfolio application option. Currently Dr. Wendell works as a Senior Lecturer in MIT’s Department of Mechanical Engineering teaching design, manufacturing, and instrumentation through hands-on project classes.

Meredith Wenger (meredith@bigbrainedsuperheroes.org) A long-time resident of Seattle, WA, Meredith has a Master of Science degree in Human- Centered Design and Engineering from the University of Washington. When she began volunteering at Yesler Community Center in 2011, she saw a need for a club where Yesler kids would have a safe, stable place to develop their potential to learn and make. So she did something about it and founded The Big-Brained Superheroes Club, an afterschool program that uses the power of STE(A)M to tap into the hidden strengths that all young people have.

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 19

Marcelo Worsley (worsley@usc.edu) Marcelo Worsley is the Provost's Post-doctoral Fellow in Education and Engineering at the University of Southern California. He conducts research as part of the Educational Psychology concentration at the Rossier School of Education, and as a member of the Behavioral Analytics and Machine Learning group at the USC Institute for Creative Technologies. Marcelo's primary research interest is in improving the quality of STEM learning for under-served populations. Accordingly, his current research agenda is geared towards developing and validating techniques for characterizing and improving learning in student-centered, hands-on learning environments as he sees these environments as a strong vehicle for engaging under-represented students. Marcelo holds a PhD in Learning Sciences and Technology Design, an MS in Computer Science, a BS in Chemical Engineering and a BA in Luso-Brazilian Studies, all from Stanford University.

Kortney R. Ziegler (kortney@blackstarmedia.org) Kortney Ziegler is an award winning scholar, filmmaker, and entrepreneur and Co-Founder of BSMdotCO is an education company building tools that increase the accessibility and engagement of distance learning for adults. Their product portfolio includes tools for virtual conferences, virtual hackathons, Twitter chats and virtual business courses.

Resources

• Youth Makerspace Playbook: http://makered.org/wp-content/uploads/2015/10/Youth-Makerspace-Playbook_FINAL.pdf

• Makerspaces: Highlights of Selected Literature: http://makered.org/wp-content/uploads/2015/08/Makerspace-Lit-Review-5B.pdf

• Maker Education resources: http://www.teachthought.com/learning/24-unique-maker-education-resources-teaching-learning/

• Maker Market Study: http://www.nyu.edu/reynolds/speaker_series/pdf/Maker%20Market%20Study%20FINAL.pdf

• Impact of the Maker Movement: http://makermedia.com/wp-content/uploads/2014/10/impact-of-the-maker-movement.pdf

• Makeschools Higher Education Alliance: State of Making Report: http://make.xsead.cmu.edu/week_of_making/report

• Rich resource website from a network of maker schools: http://make.xsead.cmu.edu • The Promise of the Maker Movement for Education:

http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1099&context=jpeer • MakeHers Report: Engaging Girls and Women in Technology through Making, Creating, and

Inventing: http://www.intel.com/content/www/us/en/technology-in-education/making-her-future-report.html

20 | 2015 Maker Summit

Participants’ Feedback Participants’ feedback regarding potential areas for discussion was collected via the event registration survey. Specifically, they were asked three questions:

• What two topics would you be most interested in discussing during the Summit? • What three things would you like to learn from the discussion on Making? • What three things can you bring to the discussion on Making?

All responses were analyzed and categorized into six themes that guided the overall format of the Summit. Five of the themes (see Table 1) were used as discussion foci for Sessions 1-5. As an area pertinent to the other five, Research and Evaluation was embedded as part of the discussion for each thematic session. Table 1. Sample Responses to Survey Questions

Themes Sample Responses

1. Relationship Between Formal and Informal Learning

“How can the engineering community support educators in Maker-centered learning environment?” “Engineering in informal learning” “Collaboration between STEM and the arts” “How can we effectively highlight grassroots, long-term efforts that can be scaled?”

2. Teaching and Learning “Best practices from other Maker communities in education (K-12 & undergraduate)” “Using Making to shift practice to be more learner-centered in schools across the country.” “What are the best practices for creating university Makerspaces?” “What resources and skill sets are needed by educators today in order to facilitate changing the classroom?”

3. Diversity and Inclusion “How can Makerspaces be designed to foster inclusiveness and broaden participation?” “Lowering barriers for all populations for engaging in Making and entrepreneurship” “How can we encourage broad participation and increase confidence across many different backgrounds?” “Strategies for creating an inclusive community.”

4. New Innovations to Support Making

“How does Making fit with Design Thinking and lean startup methodologies?” “Novel storage/ work space solutions to make the most of limited maker space” “Local Manufacturing” “How to create original content to engage more Makers?”

5. Making Beyond the STEM Pipeline

“How can Making and Makerspaces shift our cultural bias from consumption to creation? “Leveraging Making to solve Grand Challenges” “Professional Practice and Development” “Grants and Funding Opportunities”

6. Research and Evaluation “What are strategies for measuring the learning that occurs during Making?” “What are the most important research questions surrounding Makerspaces?” “What are the metrics by which we gauge success in a Making program, in terms of STEM learning?” “What impacts have others measured or observed?”

November 2-3, 2015 | The Westin Hotel, Crystal City, VA | 21

The American Society for Engineering Education is a global society of individual, institutional, and corporate members founded in 1893. We are committed to furthering education in engineering and engineering technology by promoting excellence in instruction, research, public service, professional practice, and societal awareness. ASEE seeks to more fully engage with high school students, parents, teachers, engineering faculty and business leaders to enhance the engineering workforce of the nation. ASEE is the only professional society addressing opportunities and challenges spanning all engineering disciplines, working across the breath of academic education, research, and public service.

• We support engineering education at the institutional level by linking engineering faculty and staff to their peers in other disciplines to create enhanced student learning and discovery.

• We support engineering education across institutions, by identifying opportunities to share proven and promising practices.

• We support engineering education locally, regionally, and nationally, by forging and reinforcing connection between academic engineering and business, industry, and government.

www.asee.org

This project is supported by the National Science Foundation under award EEC- 1545614. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the workshop participants and author(s) and do not represent the views of the ASEE Board of Directors, ASEE’s membership, or the National Science Foundation.