Bill, V., & Schoenwiesner, A. (2020, June), Work in Progress: Lessons Learned Supporting First-Year Students in an Academic Maker Space  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35668

\bibitem{asee_peer_35668}
  Bill, V., \& Schoenwiesner, A. (2020, June), \emph{Work in Progress: Lessons Learned Supporting First-Year Students in an Academic Maker Space}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35668

Victoria Bill and Ariane Schoenwiesner.  "Work in Progress: Lessons Learned Supporting First-Year Students in an Academic Maker Space".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35668 Internet.  23 Apr, 2024

\bibitem{asee_peer_35668}
  Victoria Bill and Ariane Schoenwiesner.
  "Work in Progress: Lessons Learned Supporting First-Year Students in an Academic Maker Space".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35668 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_35668
author = "Victoria Bill and Ariane Schoenwiesner"
title = "Work in Progress: Lessons Learned Supporting First-Year Students in an Academic Maker Space"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35668}
number = {10.18260/1-2--35668}
}

TY  - CPAPER
AB  - All students in the first-year course, Introduction to Engineering and Design, are required to attend the makerspace orientation training, which includes a tour, safety information, and training to operate the entry level 3D printers. Attendance at this training is required before participating in any other machine training sessions for all students. The training structure for first-year students has gone through several iterations. When the makerspace first opened, faculty from the first-year program worked with the makerspace manager to require training during one of the regular lab sessions. These lab sessions are three hours long, offered once per week for each class section of 12-18 students, and three of the sections have lab concurrently. This method continued throughout Fall 2016 - Fall 2018, but several issues arose with negotiating time for the rest of the lab activities and consistent quality across all training sessions with large groups attending at once. Over the past academic year, faculty, staff, and TAs experimented with the structure of lab activities and now require this training as part of a pre-lab assignment. 

Based on feedback from makerspace student staff and first-year students, the size of these pre-lab training sessions has been limited and they are available to first-year students only. This allows students to participate with others in their cohort, and makerspace student staff also emphasize opportunities for use of the space, machines, and that technical and design workshops are available through the space. A survey has been developed and was sent out to the Fall 2019 first-year cohort to assess student confidence in their training experience, whether they have participated in any additional training or follow up events, as well as two open ended response questions. Survey data from Fall 2019 is presented and further iterations for the Spring 2020 semester discussed.


AU  - Victoria Bill
AU  - Ariane Schoenwiesner
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Work in Progress: Lessons Learned Supporting First-Year Students in an Academic Maker Space
UR  - https://peer.asee.org/35668
DO  - 10.18260/1-2--35668
ER  -