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FOREST  \nROXANNE A. MOORE AMIT S. JARIWALA BARBARA BURKS FASSE JULIE LINSEY  \nWENDY NEWSTETTER PETER NGO  \nAND  \nCHRISTOPHER QUINTERO1 Georgia Institute of Technology Atlanta, GA  \nABSTRACT  \nCreativity, invention, and innovation are values championed as central pillars of engineering education. However, university environments that foster open-ended design-build projects are uncommon. Fabrication and prototyping spaces at universities are typically ‘machine shops’ where students relinquish actual fabrication activities to trained professionals or are only accessible for academic assignments to highly trained students. The desire to make design and prototyping more integral to the engineering experience led to the creation of The Invention Studio, a free-to-use, 3000 ft2 maker space and culture at the Georgia Institute of Technology. Though initially founded specifically for the Capstone Design course, the Invention Studio has taken on a life and culture of its own, far beyond just a capstone design prototyping lab. There, 1000 student users per month create things (using $1M of capital equipment), meet, and mentor each other for at least 25 courses as well as independent personal projects. The Invention Studio is centrally managed and maintained by an undergraduate student group with support from the university staff and courses. In this descriptive program implementation report, the underlying motivation, organization, facilities, outreach, safety, funding, and challenges are presented in order to guide others in the creation of similar environments. The Invention Studio’s primary uses and impacts on students are described.  \nSUMMER 2014 1  \nADVANCES IN ENGINEERING EDUCATION  \nThe Invention Studio: A University Maker Space and Culture  \nThe Invention Studio’s facilities, infrastructure, and cultural transformation are demonstrating the value and sustainability of hands-on, design-build education to stimulate innovation, creativity, and entrepreneurship in engineering undergraduates.  \nKey Words: invention, makerspace, studio, design, manufacturing  \nINTRODUCTION  \nThe Engineer of 2020 recognizes that creating, inventing, and innovating are essential skills for engineers (National Research Council 2004) . It is the prospect of engaging and cultivating these skills that encourages many undergraduate students to consider studying engineering. However, in standard engineering curricula, students do not generally create or invent anything tangible until the culminating Capstone Design experience. This postponement can be credited to a shift in engineering education that occurred between 1935 and 1965 (Seely 1999, Lamancusa 2006) . Engineering curricula changed from hands-on, practice-based curricula to theory-based approaches with a heavier emphasis on mathematical modeling. Consequently, many educators, such as the originators of the Conceive-Design-ImplementOperate (CDIO) initiative,(Crawley, Malmqvist, Lucas and Brodeur 2011) have identified industry needs for more capable engineering graduates with traits beyond technical knowledge, including personal maturity, interpersonal skills, and holistic, critical thinking regarding engineering systems (Crawley 2002) . As counter-trends have emerged in recent years to re-introduce hands-on learning, some programs have initiated freshman design experiences (Sheppard and Jenison 1997, Dym, Agogino, Eris, Frey and Leifer 2005) . The benefit of such experiences has been demonstrated at the University of Colorado Boulder, for example, where students who participated in an early design experience were retained at a statistically significantly higher rate than similar groups of engineering students without such introductory experiences (Knight, Carlson and Sullivan 2007) . This fin","cbCaihMLo640f04E","https://ap.wps.com/l/cbCaihMLo640f04E","pdf",4325780,32,"English","# Introduction\n# Background","[{\"question\":\"What problem does The Invention Studio address in engineering education?\",\"answer\":\"It addresses the delay in hands-on invention where students often do not create tangible work until the Capstone Design stage. The studio enables earlier, continuous design-build participation through a dedicated maker space.\"},{\"question\":\"How is The Invention Studio organized and managed?\",\"answer\":\"It is centrally managed and maintained by an undergraduate student group, supported by university staff and courses, enabling ongoing use beyond formal course requirements.\"},{\"question\":\"What benefits are associated with university maker spaces according to the document?\",\"answer\":\"The document highlights two main benefits: physical modeling and the growth of communities of practice among students.\"}]","The Invention Studio - A University Maker Space and Culture | PDF",1792067334,81]