— The Innovation Corps for Learning (I-Corps-L) is a pilot initiative from the National Science F... more — The Innovation Corps for Learning (I-Corps-L) is a pilot initiative from the National Science Foundation (NSF) and the American Society for Engineering Education (ASEE) to study whether the NSF I-Corps model can help to propagate and scale educational innovations. The NSF I-Corps guides teams based on established strategies for business start-ups, using Blank's Lean LaunchPad and Osterwalder's Business Model Canvas and associated tools, to build entrepreneurial skills that will encourage mainstream application of their emerging technologies. The overriding goal is improving student learning and success rates in key STEM courses by helping to accelerate the process of bringing effective educational innovations to scale. The project goal of I-Corps-L is to investigate the potential of the I-Corps model for fostering an entrepreneurial mindset within the education community to impact the way innovations are designed and implemented. This Work in Progress describes the features of the I-Corps-L pilot and provides preliminary indications of its applicability for propagating, scaling and sustaining education innovations. Addressing the persistent challenge in STEM education to adopt evidence-based instructional practices is an urgent need as many approaches have been tried yet the rate and extent of adoption are very low.
Center For the Advancement of Engineering Education, Apr 1, 2009
to undergraduate engineering students at 21 American universities. Students took the 10-minute on... more to undergraduate engineering students at 21 American universities. Students took the 10-minute online survey that asked mainly multiple choice questions related to their undergraduate engineering experience. A final optional open-ended question asked, Is there anything else you want to tell us that we didn't already cover? This paper explores the responses from survey participants to this open-ended question.
Ds 58 2 Proceedings of Iced 09 the 17th International Conference on Engineering Design Vol 2 Design Theory and Research Methodology Palo Alto Ca Usa 24 27 08 2009, 2009
The user has requested enhancement of the downloaded file.
2014 Ieee Frontiers in Education Conference Proceedings, Oct 1, 2014
Engineers participate in the Maker movement. Some Makers do not pursue formal engineering educati... more Engineers participate in the Maker movement. Some Makers do not pursue formal engineering education but both the engineering field and their own vocational advancement could readily benefit. We seek to understand Young Makers in K-12 and how might their knowledge, skills, and attitudes prepare them to pursue advanced STEM education and careers. From the Engineer of 2020 list of characteristics we highlight practical ingenuity, creativity and lifelong learning for likely opportunities to leverage the Maker experience. The mission of this research is to develop a theory, inductively grounded in data and deductively built on literature, illuminating the knowledge, skills, and attitudes of Young Makers related to pathways forward to engineering and STEM-related majors and careers. By describing their pathways to or around formal engineering education will better inform future innovations in order to improve the practical ingenuity and lifelong learning of our future engineers. Artifact elicitation interviews, based on the method of photo elicitation and critical incident technique interviews will be administered to participants. Results from the inductive and deductive analyses will be triangulated to generate a preliminary theory of Young Maker knowledge, skills, attitudes, and pathways. This theory, inductively grounded in data and deductively connected to literature, will describe aspects of Young Makers, along with how their pathways forward may intersect with engineering and STEM-related majors and careers. By describing their pathways to or around formal engineering education will better inform future innovations in order to improve the practical ingenuity and lifelong learning of our future engineers.
2014 Ieee Frontiers in Education Conference Proceedings, Oct 1, 2014
This paper illustrates the spaces, tribes and experiences within the Maker community. Using a the... more This paper illustrates the spaces, tribes and experiences within the Maker community. Using a theoretical framework of learning ecology and communities of practice, we illustrate and provide the context of Making, Maker Faires and Mini-Maker Faires, and Makers' experiences. We contribute a proposed taxonomy by which makerspaces can be categorized. We begin to compare Makers in our Southwest region of the United States to information known about Makers throughout the United States.
... Micah is a co-Editor-in-Chief of Ambidextrous, Stanford University's Journal of Design. ... more ... Micah is a co-Editor-in-Chief of Ambidextrous, Stanford University's Journal of Design. ... M and L Leifer, Introducing a Ways of Thinking Framework for Student Engineers Learning to Do Design, Proceedings, American Society for Engineering Education, Austin, Texas, June 14 ...
Designers and Engineers view things differently. A Ways of Thinking framework,relating Future Thi... more Designers and Engineers view things differently. A Ways of Thinking framework,relating Future Thinking, Design Thinking, Engineering Thinking and Production Thinking is introduced and explained using design documentation,generated by recent student design projects from the ME310 graduate engineering design product-based-learning course sequence at Stanford
... Micah is a 2009 ASEE-ERM Apprentice Faculty Grant recipient. ... She received a BS in Mechani... more ... Micah is a 2009 ASEE-ERM Apprentice Faculty Grant recipient. ... She received a BS in Mechanical Engineering from the University of Texas at Austin in 2006 and received a MS in Mechanical Engineering with a focus on microscale heat transfer from Stanford University in 2008. ...
Design can change the world. Growing environmental and social concerns about the role we play as ... more Design can change the world. Growing environmental and social concerns about the role we play as world citizens and caretakers of the planet have given rise to a green environmental movement and concerns of sustainability. But sustainability only attacks these problems in an incremental way. A more novel approach, geared towards real impact and breakthrough innovation, is to shift the
Prototyping is an activity core to designing and engineering, though an activity that has traditi... more Prototyping is an activity core to designing and engineering, though an activity that has traditionally been under examined. Through observations of students' prototyping activities during a year-long design engineering project-based learning course, this paper hopes to better characterize the types of prototypes student engineers make in the course of their designing and to better understand how prototypes aid in their
Mechanical Engineering 310 is a graduate-level product-learning-based mechanical engineering desi... more Mechanical Engineering 310 is a graduate-level product-learning-based mechanical engineering design course at Stanford University that takes its project prompts from sponsoring companies in industry. In the past 30 years, over 325 projects have been presented and worked on by students teams. The nature of these projects has shifted over time from Manufacturing-focused and Test/Tool-focused projects to standalone Product-focused and Human-centered
— The Innovation Corps for Learning (I-Corps-L) is a pilot initiative from the National Science F... more — The Innovation Corps for Learning (I-Corps-L) is a pilot initiative from the National Science Foundation (NSF) and the American Society for Engineering Education (ASEE) to study whether the NSF I-Corps model can help to propagate and scale educational innovations. The NSF I-Corps guides teams based on established strategies for business start-ups, using Blank's Lean LaunchPad and Osterwalder's Business Model Canvas and associated tools, to build entrepreneurial skills that will encourage mainstream application of their emerging technologies. The overriding goal is improving student learning and success rates in key STEM courses by helping to accelerate the process of bringing effective educational innovations to scale. The project goal of I-Corps-L is to investigate the potential of the I-Corps model for fostering an entrepreneurial mindset within the education community to impact the way innovations are designed and implemented. This Work in Progress describes the features of the I-Corps-L pilot and provides preliminary indications of its applicability for propagating, scaling and sustaining education innovations. Addressing the persistent challenge in STEM education to adopt evidence-based instructional practices is an urgent need as many approaches have been tried yet the rate and extent of adoption are very low.
Center For the Advancement of Engineering Education, Apr 1, 2009
to undergraduate engineering students at 21 American universities. Students took the 10-minute on... more to undergraduate engineering students at 21 American universities. Students took the 10-minute online survey that asked mainly multiple choice questions related to their undergraduate engineering experience. A final optional open-ended question asked, Is there anything else you want to tell us that we didn't already cover? This paper explores the responses from survey participants to this open-ended question.
Ds 58 2 Proceedings of Iced 09 the 17th International Conference on Engineering Design Vol 2 Design Theory and Research Methodology Palo Alto Ca Usa 24 27 08 2009, 2009
The user has requested enhancement of the downloaded file.
2014 Ieee Frontiers in Education Conference Proceedings, Oct 1, 2014
Engineers participate in the Maker movement. Some Makers do not pursue formal engineering educati... more Engineers participate in the Maker movement. Some Makers do not pursue formal engineering education but both the engineering field and their own vocational advancement could readily benefit. We seek to understand Young Makers in K-12 and how might their knowledge, skills, and attitudes prepare them to pursue advanced STEM education and careers. From the Engineer of 2020 list of characteristics we highlight practical ingenuity, creativity and lifelong learning for likely opportunities to leverage the Maker experience. The mission of this research is to develop a theory, inductively grounded in data and deductively built on literature, illuminating the knowledge, skills, and attitudes of Young Makers related to pathways forward to engineering and STEM-related majors and careers. By describing their pathways to or around formal engineering education will better inform future innovations in order to improve the practical ingenuity and lifelong learning of our future engineers. Artifact elicitation interviews, based on the method of photo elicitation and critical incident technique interviews will be administered to participants. Results from the inductive and deductive analyses will be triangulated to generate a preliminary theory of Young Maker knowledge, skills, attitudes, and pathways. This theory, inductively grounded in data and deductively connected to literature, will describe aspects of Young Makers, along with how their pathways forward may intersect with engineering and STEM-related majors and careers. By describing their pathways to or around formal engineering education will better inform future innovations in order to improve the practical ingenuity and lifelong learning of our future engineers.
2014 Ieee Frontiers in Education Conference Proceedings, Oct 1, 2014
This paper illustrates the spaces, tribes and experiences within the Maker community. Using a the... more This paper illustrates the spaces, tribes and experiences within the Maker community. Using a theoretical framework of learning ecology and communities of practice, we illustrate and provide the context of Making, Maker Faires and Mini-Maker Faires, and Makers' experiences. We contribute a proposed taxonomy by which makerspaces can be categorized. We begin to compare Makers in our Southwest region of the United States to information known about Makers throughout the United States.
... Micah is a co-Editor-in-Chief of Ambidextrous, Stanford University's Journal of Design. ... more ... Micah is a co-Editor-in-Chief of Ambidextrous, Stanford University's Journal of Design. ... M and L Leifer, Introducing a Ways of Thinking Framework for Student Engineers Learning to Do Design, Proceedings, American Society for Engineering Education, Austin, Texas, June 14 ...
Designers and Engineers view things differently. A Ways of Thinking framework,relating Future Thi... more Designers and Engineers view things differently. A Ways of Thinking framework,relating Future Thinking, Design Thinking, Engineering Thinking and Production Thinking is introduced and explained using design documentation,generated by recent student design projects from the ME310 graduate engineering design product-based-learning course sequence at Stanford
... Micah is a 2009 ASEE-ERM Apprentice Faculty Grant recipient. ... She received a BS in Mechani... more ... Micah is a 2009 ASEE-ERM Apprentice Faculty Grant recipient. ... She received a BS in Mechanical Engineering from the University of Texas at Austin in 2006 and received a MS in Mechanical Engineering with a focus on microscale heat transfer from Stanford University in 2008. ...
Design can change the world. Growing environmental and social concerns about the role we play as ... more Design can change the world. Growing environmental and social concerns about the role we play as world citizens and caretakers of the planet have given rise to a green environmental movement and concerns of sustainability. But sustainability only attacks these problems in an incremental way. A more novel approach, geared towards real impact and breakthrough innovation, is to shift the
Prototyping is an activity core to designing and engineering, though an activity that has traditi... more Prototyping is an activity core to designing and engineering, though an activity that has traditionally been under examined. Through observations of students' prototyping activities during a year-long design engineering project-based learning course, this paper hopes to better characterize the types of prototypes student engineers make in the course of their designing and to better understand how prototypes aid in their
Mechanical Engineering 310 is a graduate-level product-learning-based mechanical engineering desi... more Mechanical Engineering 310 is a graduate-level product-learning-based mechanical engineering design course at Stanford University that takes its project prompts from sponsoring companies in industry. In the past 30 years, over 325 projects have been presented and worked on by students teams. The nature of these projects has shifted over time from Manufacturing-focused and Test/Tool-focused projects to standalone Product-focused and Human-centered
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Papers by Micah Lande