Activities & Resources

Making With Purpose

The Engineering Unleashed Fellowship is comprised of faculty who were selected by their peers for their contribution to entrepreneurial engineering education. The activities and resources below are from faculty who participated in the Engineering Unleashed Faculty Development National Workshop Program, specifically in the Making with Purpose workshop. This workshop shows how to incorporate a complete set of educational objectives into makerspace activities, whether low or high-fidelity, inside or outside the classroom, and in a remote setup.

Making With Purpose

Making with Purpose

Making with Purpose - Wake Forest Engineering, by Erin Henslee

Do students understand concepts better after completing a making activity aligned with the topic? We created a work-flow for a few signature topics to track making activities with learning outcomes. This included opportunities for formative and summative assessment as well as scaffolding the concepts in a way they built on previous experiences with that topic.
Integrated Manufacturing Project

Integrated Manufacturing Project, by Jonathan Torres

Enhance the quality of learning by students in a manufacturing processes course! Many of the activities were designed as stand-alone modules to give students exposure to the manufacturing technologies. By integrating the different processes via the design and construction of a single cohesive product, this encourages students to take on an entrepreneurial mindset and develop a design which adds value to the package as a whole.
Students Teaching Engineering - Making Products for Education

Students Teaching Engineering - Making Products for Education, by Kimberly Demoret

This flexible hands-on project has students working in teams to create an inexpensive visual aid that illustrates a class concept, then using it to teach someone. This can be either a single large homework assignment or a multi-part semester project, and is a great way to provide a hands-on experience in large lecture classes without lab sections. In its expanded form, it provides an opportunity for students to engage with the university maker spaces and fabrication facilities and explore how maker spaces can promote the three Cs: cultivating curiosity, making connections, and creating value.
Prototyping Your Future: An Introduction to CAD Term Project

Prototyping Your Future: An Introduction to CAD Term Project, by Sarah Wodin-Schwartz

This card details a project implemented into an Introduction to CAD (computer aided design) course that allows students to take their ideas from the computer and realize them in physical space. Students bring their own cultures and backgrounds into the project while thinking more deeply about their futures as engineers. Through this project they gain familiarity with several makerspace tools and processes.
DIY Puzzle: Makerspace Technology for Rapid Prototyping

DIY Puzzle: Makerspace Technology for Rapid Prototyping, by Stephanie Gillespie

A first-year engineering course at the University of New Haven was redesigned to add the benefits of learning in the makerspace into an existing design and customer-awareness term project. This modification allowed students to be curious about new technology and create better prototypes to then test and collect feedback from selected stakeholders, enhancing their ability to make connections and create value.
Making with Purpose: Assistive Technology Makerspace Activities

Making with Purpose: Assistive Technology Makerspace Activities, by Andrea Kwaczala

User-centered design activities will help students build with purpose. This series of cards offers several different hands-on activities to promote technical skill development in the engineering classroom. The central theme of these activities centers around creation of assistive technology to aid people living with disabilities. However, many of the activities can be easily adapted to meet any engineering discipline looking for hands-on workshops for technical skill development.
Learning Through Making - Control Systems Theory

Learning Through Making - Control Systems Theory, by Clark Hochgraf

90% of students surveyed stated their confidence in their knowledge of control systems was higher when hardware is used for labs as opposed to only simulation. Control systems theory is taught in many engineering disciplines; however, few designs exist for experimental lab setups that can be built and used at home for remote learning. This card presents an activity where students use foam core board and hot glue to build their own mechanical system and then control it using a kit of parts, including tools, that costs less than $100.
Perceiving the World Through Technology - A Project for First-Year Engineering Students

Perceiving the World Through Technology - A Project for First-Year Engineering Students, by Helen (Maria Elena) Chavez Echeagaray

This activity engages first-year engineering students on the implementation of a product to support vision-impaired individuals in their daily activities with the final goal of helping them to gain independence, allowing them to interact within the environment in a more natural, regular, and transparent way instead of having to adapt themselves to the environment. Students learn about the impact that technology and the human-computer interaction could have in the ultimate experience of an vision-impaired individual and other involved stake-holders (educators, family, health services providers) in a world that hast not been adjusted for visual-impaired individuals.
Making as a Means to Engage Students Across a 1st Year Introduction to Mechanical Engineering

Making as a Means to Engage Students Across a 1st Year Introduction to Mechanical Engineering, by Micah Lande

Mechanical engineering students should get right into building and making. Much of what they will learn across the undergraduate mechanical engineering curriculum is about building as well as analyzing built things or the characteristics/behaviors of physical phenomena. By introducing a collaborative making project very early in the course, the hope is to get students excited, introduce them to working collaboratively and creatively to solve problems, and make some implicit link to the 3Cs, especially making connections and spurring curiosity.
Storytelling with Machines: An Innovative Approach to Foster a Creative Mindset in Mechanisms Design Class

Storytelling with Machines: An Innovative Approach to Foster a Creative Mindset in Mechanisms Design Class, by Shraddha Joshi

Students in this course fabricate basic machines that give life to stories of their own design! Teach students the basic elements of mechanical systems while emphasizing the underlying physical principles. Students will develop an understanding of the principles and workings of elements such as linkages, cams, and gears, which generate and convey mechanical motions. They will also investigate the mechanics of storytelling and explore the historical and creative relationship between automaton and narrative.
Static Sculpture

Static Sculpture, by Sirena Hargrove-Leak

Create a balance sculpture that appears to defy gravity! Encourage making in a Statics course to reinforce the concepts of center of gravity and centroid. This activity can be facilitated as an individual project or homework assignment. Materials might include found or created objects ranging from household trinkets to parts generated using 3D printers.
Scaffolding

Scaffolding "Making" to Build Confidence in Prototyping Mechatronic Designs, by Timothy Reissman

The mechatronics course was designed to replace the traditional Electrical Circuits course, as the former was historically one of the lowest rated in the curriculum. The new course is now consistently one of the highest rated! A major goal of this curriculum revision is to see students demonstrating elements of the course (especially prototyping mechatronic designs) in subsequent courses, such as required courses like experimentation, capstone, or elective courses within the minors. To facilitate that the making lessons extend beyond the course, each student purchases a Mechatronics kit in lieu of a textbook. All materials, including interactive videos, are provided through the course website.
Mars in the Making - A First Year Design Project for Student Motivation, Diverse Interests, Curiosity, and Making, by Haolin Zhu

Mars in the Making - A First Year Design Project for Student Motivation, Diverse Interests, Curiosity, and Making, by Haolin Zhu

This multi-week team-based design project focuses on opportunities to create value for future Mars colonies through designs that involve hands free automation. The project helps to accommodate diverse students' interests in order to increase student motivation, promotes curiosity, involves the use of Arduino and many other technical and non-technical skills, and incorporates making (i.e., creation and testing of functional physical prototypes of the designs).
Design-Build a Compliant Mechanism Utilizing Anisotropic Textile Materials: Mars in the Making, by Heather Kirkvold

Design-Build a Compliant Mechanism Utilizing Anisotropic Textile Materials: Mars in the Making, by Heather Kirkvold

Design of products that are constructable (manufacture-able) is an advanced challenge for students and early career engineers. Field experience is known to be important for the development of young structural engineers to improve their design skills and produce products (designs) that can be implemented. Can it actually be built? How? If so, then pursuit of more advanced topics such as economics, sustainability, current conditions, are justifiable. These connections are difficult to develop without hands-on or in-person experiences. Making in a studio or makerspace is an appropriate engagement for students to begin the journey of realizing their thoughts and developing the "engineering sense" traditionally seen in more mature practicing engineers.
Bringing Value Creation to a Makerspace Project through Design Dossiers, by Rachel Penton

Bringing Value Creation to a Makerspace Project through Design Dossiers, by Rachel Penton

Students are prompted to create 3D printed models that industry stakeholders, such as drug companies, could use to use to explain how cutting-edge pharmaceuticals within the neuroscience therapeutic area work to attendees of major medical or scientific conferences. A design dossier template gathers the assignments such as the design brief, sketches, and prototyping together.