Work in Progress: How to Get Faculty to Use and Leverage Makerspaces in Their Courses — A Peer-To-Peer Mentoring Model

Maria-Isabel Carnasciali; Enakshie Prasad; Eric Marcus; Stephanie M. Gillespie; Joseph Smolinski

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Faculty Development Division (FDD) Technical Session 6
Tagged Division: Faculty Development Division (FDD)
Tagged Topic: Diversity
Page Count: 6
DOI: 10.18260/1-2--44273
Permanent URL: https://peer.asee.org/44273
Download Count: 136

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Paper Authors

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Maria-Isabel Carnasciali University of New Haven orcid.org/0000-0001-5887-0744

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Maria-Isabel Carnasciali is an Assistant Provost for Assessment and Faculty Development at the University of New Haven, CT. She is also a Professor of Mechanical Engineering in the Department of Mechanical and Industrial Engineering.

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Stephanie Gillespie is the Associate Dean of the Tagliatela College of Engineering at the University of New Haven. She previously specialized in service learning while co-directing the Engineering Projects in Community Service program at the Arizona State University. Her current research interests include engineering student identity, makerspaces as teaching resources, and entrepreneurial mindset. She continues to teach first-year engineering courses and supports students through mentorship and student organizations. She completed her PhD in Electrical and Computer Engineering from Georgia Tech.

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Joseph Smolinski

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Abstract

In this work-in-progress paper, we describe our efforts to implement a coach and peer-to-peer mentoring model to provide structured faculty development in entrepreneurial mindset (EM) integration through makerspaces.

As faculty members try to innovate and update their classes, a recent merge of the Maker movement and the Entrepreneurial Mindset (EM) movement have provided specific training and opportunities to revitalize the engineering curriculum. Studies have suggested facilitating EM projects with the makerspace are excellent opportunities to develop student skills in areas related to entrepreneurial mindset such as opportunity recognition, learning from failure, stakeholder engagement, and value creation [*]. While makerspaces are a proven conduit for EM, they are not instantly accessible to many faculty due to a lack of prior exposure or training. Faculty are typically experts in their technical discipline, and while some receive training in broad pedagogy, few receive training in either EM or makerspaces. The extensive new skills needed cannot be taught through a textbook, where faculty can stay a chapter ahead. Learning to successfully facilitate open-ended projects takes finesse and learning to safely use a laser cutter (or any other makerspace-related equipment) takes practice.

Based on social cognitive theory and anchored on peer-to-peer learning framework, our mentoring program focuses on three phases: prepare, engage, and apply [*]. Twelve faculty members, including 6 from the college of engineering, were selected to participate in a 2-year pilot program. As only a small number of faculty on the campus have experience in the makerspace, we did not designate an individual as the more experienced “mentor” in the relationship. Rather, all participants are considered learners, and were paired to a buddy (peer) to join for the mutual professional development experience. In this paper, we share the framework and structure for training and supporting the faculty. We conclude by reflecting on some early-data and lessons learned, highlighting the specific experiences of the college of engineering faculty for this WIP.

This paper is well suited for presenting as a lightning talk or to contribute to a panel on mentoring.

Citation
Format

Carnasciali, M., & Prasad, E., & Marcus, E., & Gillespie, S. M., & Smolinski, J. (2023, June), Work in Progress: How to Get Faculty to Use and Leverage Makerspaces in Their Courses — A Peer-To-Peer Mentoring Model Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44273

TY - CPAPER
AB - In this work-in-progress paper, we describe our efforts to implement a coach and peer-to-peer mentoring model to provide structured faculty development in entrepreneurial mindset (EM) integration through makerspaces.

As faculty members try to innovate and update their classes, a recent merge of the Maker movement and the Entrepreneurial Mindset (EM) movement have provided specific training and opportunities to revitalize the engineering curriculum. Studies have suggested facilitating EM projects with the makerspace are excellent opportunities to develop student skills in areas related to entrepreneurial mindset such as opportunity recognition, learning from failure, stakeholder engagement, and value creation [*]. While makerspaces are a proven conduit for EM, they are not instantly accessible to many faculty due to a lack of prior exposure or training. Faculty are typically experts in their technical discipline, and while some receive training in broad pedagogy, few receive training in either EM or makerspaces. The extensive new skills needed cannot be taught through a textbook, where faculty can stay a chapter ahead. Learning to successfully facilitate open-ended projects takes finesse and learning to safely use a laser cutter (or any other makerspace-related equipment) takes practice.

Based on social cognitive theory and anchored on peer-to-peer learning framework, our mentoring program focuses on three phases: prepare, engage, and apply [*]. Twelve faculty members, including 6 from the college of engineering, were selected to participate in a 2-year pilot program. As only a small number of faculty on the campus have experience in the makerspace, we did not designate an individual as the more experienced “mentor” in the relationship. Rather, all participants are considered learners, and were paired to a buddy (peer) to join for the mutual professional development experience. In this paper, we share the framework and structure for training and supporting the faculty. We conclude by reflecting on some early-data and lessons learned, highlighting the specific experiences of the college of engineering faculty for this WIP.

This paper is well suited for presenting as a lightning talk or to contribute to a panel on mentoring.

AU - Maria-Isabel Carnasciali
AU - Enakshie Prasad
AU - Eric Marcus
AU - Stephanie M. Gillespie
AU - Joseph Smolinski
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Work in Progress: How to Get Faculty to Use and Leverage Makerspaces in Their Courses — A Peer-To-Peer Mentoring Model
UR - https://peer.asee.org/44273
DO - 10.18260/1-2--44273
ER -