Crystal City, Virginia
April 29, 2018
April 29, 2018
May 2, 2018
The Maker Movement, complete with the opening of maker spaces around the country, has been positioned as an ‘equalizer,’ a way to give more people access to the science, technology, engineering, and math (STEM) fields. The movement has emerged concurrent with the push to institute active learning in educational spaces; both making and active learning give learners hands-on experiences. In addition, the Maker Movement offers open-sourced technical instruction and creative, supportive spaces for people to apply and advance their understanding of practical STEM knowledge. Its goals were/are to increase access to STEM fields by engaging people from all backgrounds in making. This literature review investigates the promises that were made about making’s potential as an ‘equalizer’ or force to help broaden participation and support diversity, and explores documentation of the actual impact the Maker Movement has had on diversity and inclusion of underrepresented and minority participants in engineering.
Masters, A. S. (2018, April), How Making and Maker Spaces have Contributed to Diversity and Inclusion in Engineering: A [non-traditional] Literature Review Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. https://peer.asee.org/29543
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