The Future of Project-Based Engineering Student Experience - from Cornerstone to Capstone

Conference:

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Session Content

What is your session about? Briefly describe your session's topic.
250 CH limit. If accepted, this will be used in your abstract.

An in-depth look at the process to plan, create and operate an experiential learning environment that pairs engineering design studios with one of the largest industry-sponsored makerspace in a cutting edge ‘skunkworks’ setting at Penn State.

Why does this content matter?
250 CH limit. Focus on your target audience. If accepted, this will be used in your abstract.

Universities strive to link academic initiatives to master planning goals within the confines of each building project. Planners and architects must respond with innovative approaches to achieve this objective and the challenges unique to engineering

How will your session improve attendees' day-to-day work lives, solve problems, or keep attendees current?
250 CH limit. If accepted, this will be used in your abstract.

Discover innovative design & critical operational strategies for combining key ingredients of maker spaces & active learning environments with project-based pedagogies for programs such as those at the new Engineering Design and Innovation Building.

Imagine your session's participants AFTER the conference when they are back to work. What are four (4) things they will be able to DO back at their campus or place of work because they attended your session? What ACTIONS can they take?
DO NOT use the words "learn, understand, recognize, gain an understanding, etc." If one of your answers is "understand," ask yourself, "what can individuals do because they understand?" Write that down.

	Learning Outcomes
1.	Challenge pre-existing assumptions about interdisciplinary learning and maker spaces within a shared learning environment.
2.	Connect operational realities with planning and design decisions associated with maker space and engineering learning spaces.
3.	Based on new planning paradigms, find opportunities for programs and pedagogies to share space and resources.
4.	Lead an informed planning process for hands-on learning space and maker spaces with stakeholders.

Agenda Items (500 CH limit per)

	Topic	Description	Presenter	Timeframe	Learning Outcome Achieved
1.	PSU College of Engineering (COE) Master Planning Objectives	An overview of the COE Master Plan that set the table for investments in research and learning space in the west precinct. We will discuss the latent potential in the COE curriculum that found sponsorship in the initiatives proposed as part of the master plan. How does the master plan advance COE’s strategic cornerstones: Excellence, Equity, Social Mobility, and Sustainability? What kinds of conversations, approvals and consensus are necessary to enable major capital investments?	Matt Parkinson	5 minutes	#2 - Connect operational realities with planning and design decisions associated with maker space and engineering learning spaces. #4 - Lead an informed planning process for hands-on learning space and maker spaces with stakeholders.
2.	Scaling-up a Signature, Project-Based Learning Community	We will discuss the process for engaging stakeholders and finding synergies between seemingly disparate disciplines through the lens of the Engineering Master Plan and space planning for West 2. How can academic goals be translated into master planning recommendations? What is an effective programming and planning process project-based learning? Who should be at the table during each stage of the process? What are the key metrics and ingredients? What creates community in the building?	Tom Simister	10 minutes	#2 - Connect operational realities with planning and design decisions associated with maker space and engineering learning spaces. #3 - Based on new planning paradigms, find opportunities for programs and pedagogies to share space and resources.
3.	Design Strategies and Emerging Technologies for Engineering Learning Space	We will speak in detail about the process of translating a space program and design concept into reality. We will discuss the key decisions, major equipment, and lessons learned required to create a high-tech learning environment. What sustainable features and energy targets are achievable in learning environments? What are the key decisions, who made them, and when do they need to be made? How were design goals met while remaining on budget? What lessons were learned throughout the process?	Jennifer Hardy	10 minutes	#1 - Challenge pre-existing assumptions about interdisciplinary learning and maker spaces within a shared learning environment. #4 - Lead an informed planning process for hands-on learning space and maker spaces with stakeholders.
4.	Discussion	We will use online survey tool Menti to poll the audience & steer the conversation toward discussions that solve problems faced by many institutions. Examples: What happens when facilities come first – how should they be flexible and respond to project-based curricula? What happens when you outgrow your current size? What can/can’t be separated? What are the barriers to training students on new technologies? What are the barriers to simplifying operations, student training, & tech adoption?	Matt Parkinson Tom Simister Jennifer Hardy	20 minutes	#1 - Challenge pre-existing assumptions about interdisciplinary learning and maker spaces within a shared learning environment. #2 - Connect operational realities with planning and design decisions associated with maker space and engineering learning spaces. #3 - Based on new planning paradigms, find opportunities for programs and pedagogies to share space and resources. #4 - Lead an informed planning process for hands-on learning space and maker spaces with stakeholders.