Student Staff in a University STEM Makerspace Reason for Entering Makerspace—Past, Present, and Future

Elisa Koolman; Audrey Boklage

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 28
Tagged Division: Educational Research and Methods Division (ERM)
Page Count: 11
DOI: 10.18260/1-2--48020
Permanent URL: https://peer.asee.org/48020
Download Count: 72

Paper Authors

biography

Elisa Koolman University of Texas at Austin

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Elisa is a Ph. D. student at the University of Texas at Austin. They are currently researching interactions in makerspaces, efficacy of a teaching software in an engineering design course, and disability in STEM. Elisa is passionate about continuing efforts to increase diversity, equity, and inclusion in STEM.

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Audrey Boklage University of Texas at Austin

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Audrey Boklage is research assistant in the Cockrell School of Engineering at the University of Texas at Austin. Her current work is focused on exploring pedagogical moves and interactions within university makerspaces to create a theoretical lens to info

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Abstract

The purpose of this research paper is to investigate the experiences and interactions of student staff in university makerspaces. Student-run university makerspaces are uniquely primed for curating culture through peer interactions. Student staff in university makerspaces can run trainings, develop programs, and support the student staff hiring process, which ultimately can affect student experience in the maker space. Interactions in university makerspaces can result in increased collaboration, creativity, leadership, and problem solving [1], so understanding the aspects that can affect student experience is important. To understand the student staff’s strengths in makerspaces, this work seeks to answer the research questions: • What are the assets student staff articulate through their experiences with others in the makerspace? Researchers interviewed eight student staff members at a university makerspace in the engineering building at a large university. These semi-structured interviews were analyzed using grounded theory techniques and qualitative methods including inductive coding to develop a theoretical framework for interactions among student staff in university maker spaces. This research is part of a larger study to develop a theoretical framework examining the interactions within university makerspaces. The scope of this paper is focused on university makerspace student staff at one university and their assets when discussing their reason for using the makerspace. In the larger study, the theme of Reason for Using Makerspace emerged which includes students first experience in the makerspace, reason for continued interactions with the makerspace, and why they use the makerspace as a student staff member. Within this theme, students discussed their reason for using the makerspace that leveraged modes of Community Cultural Wealth (CCW) including social, resistant, linguistic, navigational, and aspirational [2]. This finding represents a nuanced reason for students to use, or continue using, a makerspace than previously researched reasons for using, including class projects [3] and architecture [4]. Student staff are the brokers of the makerspace, so understanding their reason for using the makerspace is essential to understanding how students use the makerspace. Future work will focus on the continuing to build the theoretical framework for interactions within university makerspaces through continued analysis and data collection from a wide variety of university makerspaces.

Citation
Format

Koolman, E., & Boklage, A. (2024, June), Student Staff in a University STEM Makerspace Reason for Entering Makerspace—Past, Present, and Future Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48020

TY  - CPAPER
AB  - The purpose of this research paper is to investigate the experiences and interactions of student staff in university makerspaces. Student-run university makerspaces are uniquely primed for curating culture through peer interactions. Student staff in university makerspaces can run trainings, develop programs, and support the student staff hiring process, which ultimately can affect student experience in the maker space. Interactions in university makerspaces can result in increased collaboration, creativity, leadership, and problem solving [1], so understanding the aspects that can affect student experience is important. To understand the student staff’s strengths in makerspaces, this work seeks to answer the research questions: 
•	What are the assets student staff articulate through their experiences with others in the makerspace?
Researchers interviewed eight student staff members at a university makerspace in the engineering building at a large university. These semi-structured interviews were analyzed using grounded theory techniques and qualitative methods including inductive coding to develop a theoretical framework for interactions among student staff in university maker spaces. This research is part of a larger study to develop a theoretical framework examining the interactions within university makerspaces. The scope of this paper is focused on university makerspace student staff at one university and their assets when discussing their reason for using the makerspace. In the larger study, the theme of Reason for Using Makerspace emerged which includes students first experience in the makerspace, reason for continued interactions with the makerspace, and why they use the makerspace as a student staff member. Within this theme, students discussed their reason for using the makerspace that leveraged modes of Community Cultural Wealth (CCW) including social, resistant, linguistic, navigational, and aspirational [2]. This finding represents a nuanced reason for students to use, or continue using, a makerspace than previously researched reasons for using, including class projects [3] and architecture [4]. Student staff are the brokers of the makerspace, so understanding their reason for using the makerspace is essential to understanding how students use the makerspace. Future work will focus on the continuing to build the theoretical framework for interactions within university makerspaces through continued analysis and data collection from a wide variety of university makerspaces.
AU  - Elisa Koolman
AU  - Audrey Boklage
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Student Staff in a University STEM Makerspace Reason for Entering Makerspace—Past, Present, and Future
UR  - https://peer.asee.org/48020
DO  - 10.18260/1-2--48020
ER  -