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Comparison of Student Learning in Two Makerspace Communities

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Making in Design Education

Tagged Division

Design in Engineering Education

Page Count

13

DOI

10.18260/1-2--36821

Permanent URL

https://peer.asee.org/36821

Download Count

46

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Paper Authors

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Danielle M. Saracino Georgia Institute of Technology

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Danielle Saracino is a M.S. graduate student in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technology under the guidance of Dr. Julie Linsey. Her B.S. degree in Mechanical Engineering is also from the Georgia Institute of Technology where she began conducting research and interned with BAE Systems and Pratt and Whitney. Danielle's research interests are how academic makerspaces support student learning and how this compares across various communities.

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Kelly Sadel James Madison University

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Melissa Wood Aleman James Madison University

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Dr. Melissa Aleman (Ph.D. University of Iowa) is Professor of Communication Studies at James Madison University and has published research using qualitative interviewing, ethnographic and rhetorical methods to examine communication in diverse contexts. She is particularly interested in multidisciplinary studies of communication, culture, and learning in makerspaces, as well as broadening participation of women and underrepresented minority students and faculty in STEM fields.

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Robert L. Nagel James Madison University

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Dr. Robert Nagel is an Associate Professor in the Department of Engineering at James Madison University. Dr. Nagel joined James Madison University after completing his Ph.D. in mechanical engineering at Oregon State University. Nagel teaches and performs research related to engineering design. Specifically, through research, Nagel explores how design interventions commonly used to teach design influence student learning.

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Julie S. Linsey Georgia Institute of Technology

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Dr. Julie S. Linsey is an Associate Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. Dr. Linsey received her Ph.D. in Mechanical Engineering at The University of Texas. Her research area is design cognition including systematic methods and tools for innovative design with a particular focus on concept generation and design-by-analogy. Her research seeks to understand designers’ cognitive processes with the goal of creating better tools and approaches to enhance engineering design. She has authored over 150 technical publications including over forty journal papers, and ten book chapters.

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Abstract

The Maker Movement has led to a boom in academic makerspace development over the past 15 years. Academic makerspaces—which are those located on community college and university campuses—enable students to engage in solving challenges that are meaningful to them, while uniting students of varied expertise levels to learn from one another. Using a typology of learning developed through in-depth phenomenologically based interviews (PBI) with 35 students, this study investigates how student learning differs at two Universities with differing amounts of making integrated into the curriculum. Big City U offers a large program with traditional engineering degrees, while Comprehensive U offers a smaller program with a single design-oriented B.S. in Engineering. Interviews were coded using a previously developed learning typology and categories of learning were compared across institutions to identify similarities and differences in experiences. Preliminary findings show students are gaining comparable content knowledge, cultural knowledge, and ingenuity, but Comprehensive U students are more self-aware and learn through relationships with others more than students at Big City U.

Saracino, D. M., & Sadel, K., & Aleman, M. W., & Nagel, R. L., & Linsey, J. S. (2021, July), Comparison of Student Learning in Two Makerspace Communities Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36821

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