Usinski, D. F., & Swenson, J. E. S., & Treadway, E., & Plagge, A. M., & Lape, S. E. (2024, June), Building an Identity in the Makerspace  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48423

\bibitem{asee_peer_48423}
  Usinski, D. F., \& Swenson, J. E. S., \& Treadway, E., \& Plagge, A. M., \& Lape, S. E. (2024, June), \emph{Building an Identity in the Makerspace}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--48423

Danielle Francine Usinski, Jessica E. S. Swenson, Emma Treadway, Alyndra Mary Plagge, and Shea E. Lape.  "Building an Identity in the Makerspace".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48423 Internet.  15 Dec, 2024

\bibitem{asee_peer_48423}
  Danielle Francine Usinski, Jessica E. S. Swenson, Emma Treadway, Alyndra Mary Plagge, and Shea E. Lape.
  "Building an Identity in the Makerspace".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48423 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_48423
author = "Danielle Francine Usinski, Jessica E. S. Swenson, Emma Treadway, Alyndra Mary Plagge, and Shea E. Lape"
title = "Building an Identity in the Makerspace"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48423}
number = {10.18260/1-2--48423}
}

TY  - CPAPER
AB  - The purpose of this complete research paper is to analyze the impacts of an open makerspace on the development of students’ engineering identities. This paper seeks to build upon current belonging analyses about makerspaces and shift the focus towards students’ engineering identities. Our team interviewed 17 first-year engineering students attending a small, private university located in the American southwest. During the interviews, they were asked to reflect on their experiences in classes and involvement in engineering related activities. Some of the interview questions are influenced by previous models of engineering identity. 

Our research team noticed a pattern of students spending personal time using the Makerspace in their engineering department. This is an open workshop where students have access to free supplies to do what we’ve called “make” which is the act of problem solving, designing, and building using the tools provided. The high rate at which this space is mentioned in tandem with the students’ successes during the two semesters exemplifies the impact it has on student retention rates. We noticed a trend that students who have strong engineering identities tend to spend time making in the Makerspace. 

Any mention of the Makerspace itself or any connective context pieces relating to activities of the Makerspace spoken by the group of students were collected by our research team. This paper will examine how heavy of an impact, if at all, the Makerspace has on the further development of a student's ability to recognize themselves as an engineer if they came into college with an initial interest in making. Our analysis suggests the Makerspace provides an opportunity for students to display performance when making. This in turn causes students to see themselves as engineers when they experience internal and external recognition from being in the Makerspace. The results of this analysis will aid in the creation of effective intervention methods universities can implement during the first year engineering curriculum to increase retention rates.


AU  - Danielle Francine Usinski
AU  - Jessica E. S. Swenson
AU  - Emma Treadway
AU  - Alyndra Mary Plagge
AU  - Shea E. Lape
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Building an Identity in the Makerspace
UR  - https://peer.asee.org/48423
DO  - 10.18260/1-2--48423
ER  -