2021
DOI: 10.3390/su13063058
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Student Development at the Boundaries: Makerspaces as Affordances for Engineering Students’ Development

Abstract: University-based makerspaces are receiving increasing attention as promising innovations that may contribute to the development of future engineers. Using a theory of social boundary spaces, we investigated whether the diverse experiences offered at university-based makerspaces may contribute to students’ learning and development of various “soft” or “21st century” skills that go beyond engineering-specific content knowledge. Through interviews with undergraduate student users at two university-based makerspac… Show more

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Cited by 17 publications
(10 citation statements)
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“…Our research is part of a larger-scale study documenting the experiences of engineering education making spaces' leaders, directors, managers, staff, faculty members, and students and staff who integrate teaching and mentoring opportunities in these spaces [1,3,4,6,11,30]. The overall purpose of our project was to explore how engineering education making spaces, located in Colleges of Engineering in the U.S.A., are integrated into the curriculum and how the design of the making spaces influences student access, belonging, motivation, and professional identity development.…”
Section: Study Sitesmentioning
confidence: 99%
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“…Our research is part of a larger-scale study documenting the experiences of engineering education making spaces' leaders, directors, managers, staff, faculty members, and students and staff who integrate teaching and mentoring opportunities in these spaces [1,3,4,6,11,30]. The overall purpose of our project was to explore how engineering education making spaces, located in Colleges of Engineering in the U.S.A., are integrated into the curriculum and how the design of the making spaces influences student access, belonging, motivation, and professional identity development.…”
Section: Study Sitesmentioning
confidence: 99%
“…The notion that making spaces serve as places that enable 'boundary-crossings' across multiple communities (e.g., disciplines, expertise level) was discussed in a prior study of engineering making spaces from our group [6]. We recognize the potential for expansion of boundary-crossing cultures in making spaces, particularly with regards to creating cultures of belonging that explicitly addresses and embraces the differences along the lines of race, ethnicity, gender, and discipline of study.…”
Section: Theme C: a 'Band-aid Masquerading' Culturementioning
confidence: 99%
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“…In recent years, several studies have been conducted exploring MIHE effectiveness (Weiner et al , 2018) revealing that Makerspaces in higher education can guide positively in the educational process in modernizing curriculum as a tool for the enhancement of teaching and can offer significant developmental experiences for a wide body of students, which can be difficult for a curriculum or course to offer on its own (Choi et al , 2021). In addition, research demonstrates that graduates involved in Makerspaces were recruited quicker than others (MIT Project Manus, 2019).…”
Section: Introductionmentioning
confidence: 99%
“…The research expanded to explore how the spaces use could support the development of Accreditation Board for Engineering and Technology (ABET) competencies, suggesting that engaging students in "making" can help support communication and life-long learning skills [2]. More current research has focused on understanding the learning process and outcomes that occur in these spaces, including how engagement with these spaces can support creativity, self-efficacy, and other 21 st century skills [1,[17][18][19][20]. Work by Longo and colleagues suggests that incorporating these spaces into engineering can "increases diversity, access, and retention and to a lesser extent improves grades and classroom performance " [3, p.1].…”
mentioning
confidence: 99%