June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.1631.1 - 26.1631.10
University Maker Spaces: Discovery, Optimization and Measurement of Impacts Background: It is crucial that engineering education move beyond teaching engineeringscience and analysis: engineers must design, create, and innovate. In response to the success ofcommunity maker spaces outside of academic settings, many universities are moving beyondtraditional machine shops and building multi-disciplinary maker space design centers. This studyseeks to understand and use these new environments to achieve long-elusive aims in engineeringeducation such as improving student retention, fostering diverse learning environments, andpromoting multi-disciplinary teams. Maker spaces also have the potential to positively influencefemales and minorities, who are driven to pursue engineering by opportunities for creativethinking and human impact. This work will also investigate the potential of maker spaces topositively influence females and minorities and there by broaden participation in engineering. Methods: Impact will be measured through engineering design self-efficacy; retention inthe engineering major; and idea generation ability. Impacts will be measured at two levels. Thefirst phase of the project will use a randomly assigned experimental design to assess the impactof early engagement on females and minorities through a longitudinal measurement. In thesecond level, maker space participants will be studied via a comparison between extensive usersand those with minimal exposure. In this project, segment snapshots and longitudinalmeasurements will be combined. The second major research objective will be to identifyapproaches and guidelines for designing maker spaces.
Morocz, R. J., & Levy, B. D., & Forest, C. R., & Nagel, R. L., & Newstetter, W. C., & Talley, K. G., & Linsey, J. S. (2015, June), University Maker Spaces: Discovery, Optimization and Measurement of Impacts Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24967
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