Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Diversity and NSF Grantees Poster Session
In this NSF-funded Research in the Formation of Engineers project, we are broadly interested in understanding how makerspace engagement influences the identity formation of engineering students, with a focus on students from underrepresented groups (URGs). Makerspaces are becoming very popular and have started to become much more common in K-12 schools, libraries, community centers, and universities. Makerspaces differ from traditional shops or labs in that Makers--or those engaged in building or making in the space--are typically given free rein to build products related to their interests in addition to pedagogical deliverables. It is implicitly assumed that makerspaces promote pathways to STEM majors, and, ultimately, STEM careers. In this project, we are therefore interested in developing an understanding of how engaging in university-affiliated makerspaces impacts the engineering identity development of students. We are currently midway in our data collection and analysis phases of the project, also known as the ‘making the data’ phase of our project. In this paper, we will describe our preliminary work and focus the discussion on lessons learned. We will conclude the paper with brief descriptions of three journal articles in preparation or press, as we wrap up the ‘making the data’ phase of our project.
Kellam, N. N., & Cirell, A. M., & Coley, B. C., & Boklage, A. (2018, June), Board 71: Making a New Path: Lessons Learned During the 'Making the Data' Phase of our Project Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30094
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