Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

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, influencing the wayinstructors approach their teaching, the strategies they use, and the decisions they make about thecontent they cover and how to cover it. For researchers, this finding underscores the importanceof studying the impact of instructors' beliefs and prior knowledge on their classroom practices.Understanding how these factors can inform the development of effective instructor trainingprograms and the design of research studies that explore the best practices for improvingteaching and learning outcomes. These programs can emphasize the integration of topic-specificprofessional knowledge (TSPK) and provide instructors with practical strategies applicable toengineering courses. Additionally, given the challenge of changing deeply held

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Joylyn Paredes, New York University ; Rui Li, New York University; Sooah Kwak, New York University ; Chris Woods, New York University; Dominic Roy Krusniak, New York University

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Dr. Li earned his master’s degree in Chemical Engineering in 2009 from the Imperial College of London and his doctoral degree in 2020 from the University of Georgia, College of Engineering.Sooah Kwak, New York UniversityChris Woods, New York UniversityDominic Roy Krusniak, New York University ©American Society for Engineering Education, 2024Creation of a Workshop Series on Inclusive Teaching and Design Practices for Engineering Undergraduate Teaching AssistantsAbstractThis complete evidence-based practice paper describes a workshop series on inclusive teachingand design practices for undergraduate engineering teaching assistants of a cornerstone designcourse taught at a large private university

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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First-Year Programs Division (FYP)

conflict.” Delp [29] discusses how teamwork is often a focus in first-year hands-on design courses and the likely impacts on students with ASD.Previous research has explored the impacts of first-year engineering design (FYED) courses onthe persistence, self-efficacy, and identity of engineering students; e.g., [30-31]. The activelearning style typically used to teach first-year engineering design courses may be particularlywell suited for students with ADHD. A study in physics found that “active learningenvironments… cater to ADHD students’ strengths due to their flexibility and adaptability tounique ways of thinking and processing” [32].Within engineering, previous studies have found that engineering identity contributes topersistence intentions

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University; Aya Mouallem, Stanford University; Sheri D. Sheppard, Stanford University

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a BEng in Computer and Communications Engineering from the American University of Beirut. Aya is a graduate research assistant with the Designing Education Lab at Stanford, led by Professor Sheri Sheppard, and her research explores the accessibility of introductory electrical engineering education. She is supported by the Knight-Hennessy Scholarship and the RAISE Doctoral Fellowship.Dr. Sheri D. Sheppard, Stanford University Sheri D. Sheppard teaches both undergraduate and graduate design-related classes, conducts research on fracture mechanics and finite element analysis, and on how people become engineers. From 1999 to 2008, she was a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware

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First-Year Programs Division (FYP)

experiencing logistical challenges. In what follows, we shareideas from the literature and from our own observations about engagement-related conflict ondesign teams, and then address the use of MR simulations in educational environments.Engagement-Related Conflict on Engineering Design TeamsTeam-based work is a fundamental tenant of design thinking and the work of an engineer; it iscritical that undergraduate engineering programs include team-based design projects throughoutthe curriculum [1]. The literature has reported on the benefits of and best practices for studentsengaged in team-based design projects [2-4]. Also addressed in the literature are challengesrelated to teamwork, especially with respect to conflicts related to interpersonal dynamics

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin M. Anderson, Southern Methodist University; Kristen McAlexander, Schreiner University

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First-Year Programs Division (FYP)

the program. At the beginning of theacademic year, students signed an electronic agreement to remain active in the programthroughout their first year on campus. There were no costs for students to participate in theprogram, and they were further incentivized to attend program-wide events where they receivedfree food and affinity merchandise.Throughout the initial development and ongoing implementation of the program, the PMPleadership team drew heavily upon research related to best practices in supporting traditionallyunderrepresented students in engineering, first-year students and the transition to college, andunderrepresented racial minorities at PWIs. Intentional interventions that promoted socialconnections among students, such as game

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland; Kathleen Bieryla, University of Portland

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designed for this major will be reduced.ConclusionThis work investigated how students select their engineering or computer science major byexamining factors affecting their decision. Based on the survey results, the top three factorsimpacting major selection were job opportunities after graduation, personal interest, and salarylevels. Examining demographics, gender did not have a significant effect on impacting factors,but first-generation college student status did, with first-generation students ranking personalinterest and role models significantly lower than non-first-generation students. There weredifferences in impacting factors between majors, with computer science students rating jobopportunities and salary higher than all other majors

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FYP)

astudents’ sense of belonging, and how that sense of belonging subsequently influencespersistence and achievement [26], [27], [28], [29], [30],[31] . Large and ongoing efforts havebeen initiated to address specific shortcomings of academic cultures to address problems in asense of belonging for many of these identities and intersectionalities [32], [33], [34]. In additionto institutional support programs and structures, individuals who identify with visible minoritygroups will often seek to foster social networks to bolster their sense of belonging [35].There has been a recent decline in ACT and SAT scores nationwide, pointing to a pervasivedecline in math readiness in the United States [36]. Research indicates that this factorsignificantly impacts

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan Elaine Benzel, Colorado State University

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First-Year Programs Division (FYP)

graduate in less time than non-research active students.” Graduating in less time equates to a lower cost of obtaining a degree,and when combined with added benefit of higher retention rates, undergraduate researchprograms offer research universities the double impact of helping recruit and retain students.Of the almost 4,000 degree granting institutions, only 146 are classified as R1 universities [13]according to the Carnegie Classification of Institutions of Higher Education [14], and only 131are designated as R2 universities [15]. For research universities, leveraging the researchknowledge, practices, and culture already prominent on their campus will help them retainstudents, reduce the amount of time it takes students to graduate, and also

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dori Harcharik, Western Washington University; Jill Davishahl, Western Washington University

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First-Year Programs Division (FYP)

significantly lower level of belonging than major level students, men, andwhite students respectively. By creating a more connected and authentic student communityearlier in their academic career, we aim to increase levels of belonginess among these studentgroups and encourage continued connection and empathetic engagement throughout the students’college and professional experience.Assignment Description & Implementation DetailsThe story sharing assignment is assigned during the second week of a ten-week quarter in anovel introductory engineering course focused on developing a socio-technical mindset [5]. This2-credit course, ENGR 101: Engineering, Design, & Society, is a graduation requirement for allengineering and design students at Western

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University, Kingsville ; Michael Preuss, Exquiri Consulting, LLC; Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University, Kingsville; Mahesh Hosur, Texas A&M University, Kingsville

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First-Year Programs Division (FYP)

versions of the course were retention ofstudent success elements from UNIV 1201 and the inclusion of a collaborative designexperience.The primary goals of developing the GEEN 1201 course was to support freshmen andsophomore students in their transition to upper-level studies through development of knowledgeand skills. The desired impacts for the course were to: (1) provide a general introduction to keyskills so students have a platform on which to build as they enter discipline specific courses, (2)provide a guided experience related to design projects that are often part of upper level courses,(3) initiate patterns relevant to teamwork as engineering practice commonly involvescollaborative processes, and (4) reinforce commitment among engineering

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FYP)

Engineering Education at Virginia Tech and a Visiting Professor of Engineering at Universidad EAFIT (Medellin, Colombia). Juan holds a Ph.D. in Engineering Education from Purdue University and an M.S. in Process Engineering and Energy Technology from Hochschule Bremerhaven. In addition to teaching undergraduate and graduate courses for more than 10 years, Juan has over 6 years of experience as a practicing engineer, working mostly on the design and improvement of chemical processing plants.Cassondra Wallwey, Virginia Polytechnic Institute and State University Cassie Wallwey, PhD is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests include studying effective

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia; Keith Andrew Williams, University of Virginia; Esther Tian, University of Virginia; Julia Lapan, University of Virginia; Shaylin Williams, University of Virginia; Deepyaman Maiti, University of Virginia; Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Nicole Dufalla, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; William H. Guilford, University of Virginia

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First-Year Programs Division (FYP)

-year experiences [4], [5], usually in the form ofcourses which bring students together with faculty or staff on a regular and recurring basis, arehigh impact practices – that is, practices that “educational research suggests increased rates ofstudent retention and student engagement” [3]. The best of these first-year experiences focus ondeveloping habits of critical inquiry, writing, information literacy, and team-based learning [5].Surveying faculty, alumni, and employersThe Task Force surveyed and received responses from 133 faculty, 516 recent alumni, and 46employers to determine what technical proficiencies and professional proficiencies they believedwere most important for contemporary engineering graduates. While a detailed accounting of

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Chris Cagle

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First-Year Programs Division (FYP)

Program for transfer students aims to mitigate someof the challenges encountered by these students during their transition to the University ofArkansas. This paper explores the benefits gained as a result of participating in the piloted peermentoring program for transfer students and the impact this extension could have on participants’academic careers.MethodologyThe FEP Peer Mentoring Program, established in 2007, has played a key role in enhancing first-year engineering students' retention, preparing them for their sophomore year, and contributingto improved graduation rates. Each first-year student in the cohort is assigned a dedicated peermentor, that is an upper-class student. The program mandates weekly meetings with thesementors and is an

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey N. Phillips, Hanover College; Kathryn A. Lowe Schneider, Hanover College

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First-Year Programs Division (FYP)

Paper ID #41855Strategies for Improving Retention in a New Undergraduate EngineeringProgramDr. Jeffrey N. Phillips, Hanover College Launched Hanover College’s Engineering program in 2018 after working for more than 30 years in R&D organizations in the energy industry. Currently teach Mechanical Engineering and design-related classes at Hanover.Ms. Kathryn A. Lowe Schneider, Hanover College Kathryn Lowe Schneider, Associate Provost for Student Outcomes. Areas of research interests: identifying paths of college persistence for first-generation limited income students. Current work: piloting a cohort building

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benito Mendoza, New York City College of Technology; Angran Xiao, New York City College of Technology; Muhammad Ummy, New York City College of Technology

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First-Year Programs Division (FYP)

currently working on Terahertz generation using Lithium Niobate crystals. He has published over twenty peer-reviewed journal articles, and two book chapters. Dr. Ummy has presented his research to several international conferences. In addition, he has three U.S. Patents. He is a Co-PI been sponsored by DOE, NSF and CUNY Strategic Investment Initiative (SII). ©American Society for Engineering Education, 2024Exploring Engineering Technology: A Multi-Disciplinary, Project-Based Introductionto Engineering TechnologyAbstractThis Complete Evidence-Based Practice paper presents 'Exploring Engineering Technology,' amulti-disciplinary, project-based course designed to introduce new and prospective engineeringstudents

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Craig M. Harvey P.E., Georgia Southern University; Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University; Roberto Champney

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Paper ID #44557Evolving Engineering Education: A Strategy to Improve Student PerformanceDr. Craig M. Harvey P.E., Georgia Southern University Dr. Harvey, P.E. is the Dean of Engineering and and Computing for the Paulson College of Engineering and Computing. Previous to this he was the Associate Dean of Engineering and Professor of Industrial Engineering at Louisiana State University (LSU). Dr. Harvey teaches and conducts research in the area of industrial and human factors engineering. He research has ranged from investigations into engineering design process, medical product usability, health care productivity

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Javeed Kittur, University of Oklahoma; Moses Olayemi, University of Oklahoma; Tierney Harvey, University of Oklahoma; Haley Taffe, University of Oklahoma

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First-Year Programs Division (FYP)

in Nigeria” was awarded the best DEI paper in the International Division of ASEE at the 2023 Conference. He is the Founding President of the African Engineering Education Fellows in the Diaspora, a non-governmental organization that leverages the experiences of African scholars in engineering education to inform and support engineering education policy, practice, and pedagogies in Africa. His research revolves around the professional development of STEM educators and researchers in low-resource contexts for which he employs culturally relevant pedagogy and the contextualization and validation of measurement instruments with a keen interest in sub-Saharan Africa.Tierney Harvey, University of OklahomaHaley Taffe

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Jorge Paricio Garcia Ph.D., HRM, MID, University of Connecticut; Jake Scoggin, University of Connecticut; Martin Huber, University of Connecticut; Michael Cohen, University of Connecticut; Stephany Santos, University of Connecticut; Kathrine Pavel Ionkin, University of Connecticut; Sean Patrick Hirt, University of Connecticut; Britney Russell, University of Connecticut

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taught Industrial Design for over 29 years at various institutions: Rhode Island School of Design, Ohio University, The Art Institute of Pittsburgh, The Art Institute of Colorado, Pratt Institute, Parsons School of Design, and the Istituto Europeo di Design in Madrid, Spain. He has practiced product design and exhibit design in New York City, Denver and Madrid, Spain, and has helped write a patent and developed concepts for Colgate Palmolive among other companies. He has written two books, Perspective Sketching and Hybrid Drawing Techniques for Interior Design. Hi area of specialty is concept drawing for product design, digital rendering, design thinking, and product development.Jake Scoggin, University of

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joan Matutes, University of Indianapolis; Shelby Hacker, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Stephen J. Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Joseph B. Herzog, University of Indianapolis

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First-Year Programs Division (FYP)

Associate Dean and Director of Engineering at the R. B. Annis School of Engineering at the University of Indianapolis. He and his coauthors were awarded the Wickenden award (Journal of Engineering Education, 2014) and Best Paper award, Educational Research and Methods Division (ASEE, 2014). He was awarded an IEEE-USA Professional Achievement Award (2013) for designing the B.S. degree in Engineering Education. He is a co-PI on the ”Engineering for Us All” (e4usa) project to develop a high school engineering course ”for all”. He is active in engineering within K-12, (Technology Student Association Board of Directors) and has written multiple texts in Engineering, Mathematics and Digital Electronics. He earned a PhD in

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz P.E., University of the Pacific; Luke S. Lee P.E., University of the Pacific; Jeffrey Shafer, University of the Pacific; Navdeep Singh, University of the Pacific

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First-Year Programs Division (FYP)

where he instructs courses in solid mechanics, fluid mechanics, and machine design. ©American Society for Engineering Education, 2024 But wait! There’s more! Developing students through a first-year courseAbstractThis complete research paper describes a first semester course at University of the Pacific thatserves as an introduction to the engineering and computer science disciplines. The researchquestions addressed in this paper are: • How can a first-year course be used to develop students’ knowledge, skills, and integration into the university, and • To what extent does a well-defined, well-structured, and interactive course benefit student

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Esme Eleanor Abbot, Franklin W. Olin College of Engineering; Berwin Lan, Franklin W. Olin College of Engineering; Luke Raus, Franklin W. Olin College of Engineering; Bill Fan, Franklin W. Olin College of Engineering; Zachary del Rosario, Franklin W. Olin College of Engineering

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First-Year Programs Division (FYP)

Cardenas [1]:Learning Goals: ModSim serves several purposes within Olin’s curriculum: It is an introductionto important tools (computing with MATLAB), course-specific content (mathematical modelingpractices), and college-level goals (self-directed learning). It is not a design class, but usesmany of the ideas from architecture and design pedagogy.Physical Space: The studio space for ModSim follows best-practices for design studios,featuring an abundance of open space and good lighting [1]. Figure 1 shows some of thephysical features of the space, including large tables for groups of students with laptops andsidewall whiteboards for ad hoc instruction.Figure 1. (Left) Typical table group in ModSim. (Right) Sidewall whiteboard.Studio Exercises: The

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet, Louisiana Tech University; James D. Palmer, Louisiana Tech University

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First-Year Programs Division (FYP)

, usually on Monday. ● Reinforcement/Kahoot! – The students would be given extra practice problems that are similar to in-class examples and homework problems to reinforce the concepts. Occasionally these problems would be administered through Kahoot! with prizes for students who performed best. ● Test Prep - Mock exams and timed challenge problems, usually given within the week before a major exam in engineering or math.The fall quarter provided the students with thirty-five SI session opportunities with winter andspring providing twenty-five and twenty-three, respectively. Over the full academic year,seventy-nine two-hour sessions were made available to the students with thirteen (spring) tofourteen (fall and winter) students

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Penn State University; Maria Mosley; Jennifer Saltsgiver; Jana Bontrager Auman, Penn State University; Christine B. Masters, Pennsylvania State University; Kellie Scofield; Stephanie Cutler, Pennsylvania State University; Shawna Dory, Pennsylvania State University

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First-Year Programs Division (FYP)

wasconducted by the evaluation team [24], [25], [26]. The coders developed familiarity with the databy reading through the manuscript repeatedly, and the data was iteratively coded. No softwarewas used for data analysis. Coders were faculty members with expertise in engineering educationand graduate research assistants trained in qualitative analysis. ResultsOur analysis results are presented in two sections: the impact of peer advising on students and b)challenges with peer advice.Impact of Peer Advising on Student ExperiencesAcademic guidance on course load, expectation, schedulingThe most repeated theme during the thematic analysis of this work was the academic guidancestudents received from EPALs on

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Sottile, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Yu Xia, Emporia State University; Tim Kane, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

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First-Year Programs Division (FYP)

State’s FYS program in its COE, the importance of having a robust first-year engagement program for engineering students, the diffuse and loosely coupled nature of thepresent program, and the changes being seen in students coming out of the COVID-19 pandemic[19], [20], it was felt the time was right to evaluate the state of Penn State’s engineering FYSprogram.MethodsThis work was an exploratory evaluation to understand the current practices across the overallPenn State COE FYS program. This study utilizes a multi-stage mixed methods research design,combining elements of both exploratory and explanatory mixed methods research designtypologies [21]. As this study was a program evaluation, it was exempt from InstitutionalResearch Board (IRB

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gibrán Sayeg-Sánchez, Tecnologico de Monterrey ; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey

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First-Year Programs Division (FYP)

. 2021.[3] V. Barabash, M. Milz, T. Kuhn, and R. Laufer, “Development of a competence ecosystem for the future space workforce: strategies, practices and recommendations from international master programs in northern Sweden,” Acta Astronaut, vol. 197, pp. 46–52, Aug. 2022, doi: 10.1016/j.actaastro.2022.05.017.[4] H. van der Meij and P. Dunkel, “Effects of a review video and practice in video-based statistics training,” Comput Educ, vol. 143, no. April 2019, p. 103665, 2020, doi: 10.1016/j.compedu.2019.103665.[5] R. F. Herrera, M. A. Sanz, L. Montalbán-Domingo, T. García-Segura, and E. Pellicer, “Impact of Game-Based Learning on Understanding Lean Construction Principles,” Sustainability 2019, Vol

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Francine Usinski, University at Buffalo, The State University of New York; Jessica E. S. Swenson, University at Buffalo, The State University of New York; Emma Treadway, Trinity University; Alyndra Mary Plagge, Trinity University; Shea E. Lape

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Diversity

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First-Year Programs Division (FYP)

engineering [2], we wanted to evaluate just how much thisuniversities’ Makerspace impacts student identity development that in turn will influenceretention.Three undergraduate members of our research team searched through all the first and secondsemester interview transcripts looking for mentions of the Makerspace, also searching for avariety of university-specific nicknames for the areas associated with it. Then, we did a deeperlook searching for terms related to “making,” including “building,” “3D printing,” and“designing,” that implied students were using the Makerspace. After collecting all the quotes, wesorted them into five categories regarding the context of mention of the Makerspace: 1. Generic perspectives on the Makerspace student group