June 24, 2017
June 24, 2017
June 28, 2017
NSF Grantees Poster Session
University makerspaces are designed to be open spaces where students can create, design, and build. Yet, we know little about how the culture and design qualities of maker spaces enable or constrain students’ creative processes and experiences. In order to better understand the impact of university maker spaces on the students that use them, our research team is conducting two key studies that will be discussed in this paper. First is a multi-university longitudinal study designed to quantify the impact of maker spaces by looking at different metrics such as GPA, design self-efficacy, retention, and idea generation ability and how these metrics are affected by different levels of involvement in university maker spaces. This longitudinal study is being performed using a non-intrusive survey instrument. Second, ethnographic methods of participant observation and semi-structured interviews are used to examine the culture of maker spaces and the users of makerspaces at a large comprehensive university and a large research doctoral university. From the longitudinal study, we have noted that students have an increase in their design self-efficacy when they use the makerspaces; however, we have realized through the qualitative studies that there are issues of access, which presumably do not allow these gains in design self-efficacy to be realized equally by all students. This paper will present key results from three years of data collection using the survey instruments as well as our findings on what accessibility means for these spaces on campus, what access looks and feels like, and what are the different types of access that lend themselves to a student entering into and being a part of a space and culture.
Tomko, M., & Nagel, R. L., & Aleman, M. W., & Newstetter, W. C., & Linsey, J. S. (2017, June), Board # 144 : Toward Understanding the Design Self-Efficacy Impact of Makerspaces and Access Limitations Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27761
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015