Co-Creating Opportunities for Extracurricular Design Learning with Makerspace Students

Bill, Victoria; Fayard, Anne-Laure

doi:10.18260/1-2--30196

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Other articles were excluded because they were missing at least one of the three search terms. For instance, although Hecht et al (2014), Cornetta et al (2020), Robinson et al, (2019), Bill and Fayard (2018), Pfeiffer et al, (2019) and Tillinghast et al (2017) addressed STEM and makerspace aspects, they did not investigate them in relation to creativity. Other studies focused on creativity but were not conducted in a makerspace context (e.g., Bruhl & Klosky, 2020;Pucha et al, 2016;Schar et al, 2017).…”

Section: Article Inclusion and Exclusionmentioning

confidence: 99%

Makerspaces Fostering Creativity: A Systematic Literature Review

et al. 2023

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Makerspaces are gaining popularity in the educational activities of all age groups, from primary schools to higher education institutions, particularly in science, technology, engineering, and mathematics (STEM) disciplines. Due to makerspaces’ hands-on learning approach, it is generally believed that learning in makerspaces influences students’ creative and thinking skills. Experiments have been performed to explore this relationship; however, they are limited to a particular type of makerspace and address only some aspects of creativity. Therefore, using a systematic literature review (SLR) approach, we attempted to understand the relationship between makerspaces and creativity in the context of STEM education. The SLR offers a holistic view of makerspaces fostering four aspects of creativity from primary to higher education. This SLR used three primary categories of terms in its search string: (i) makerspace and associated terms, (ii) creativity and innovation, and (iii) variants of the term “STEM.” Using the Summon meta-database, we searched 103 digital databases (including Scopus, IEEE, and ASEE). The initial search considered peer-reviewed scholarly journal articles and conference proceedings focusing on STEM disciplines published from 2000 to August 2021. After following the PRISMA guidelines for reporting systematic reviews, 34 relevant papers remained eligible for inclusion. The selected papers were analyzed using thematic analysis. Various types of makerspaces show empirical evidence of fostering creativity. This review additionally identifies seven factors that foster creativity in a makerspace environment. These findings will be beneficial for applying makerspace tools and interventions to enhance creativity in the context of STEM disciplines.

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Section: Article Inclusion and Exclusionmentioning

confidence: 99%

Makerspaces Fostering Creativity: A Systematic Literature Review

et al. 2023

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“…When looking at specific skills related to engineering makerspaces, these skills can serve as catalysts to innovation, confidence and design [6], [7]. Within engineering education and society, the cultures surrounding makerspace could enhance the relationship between informal and formal learning; improve teaching methods, evaluation, and assessment; and develop diversity, accessibility, and inclusion [2].…”

Section: Literature Reviewmentioning

confidence: 99%

Promising Practices that Promote Inclusivity at University-affiliated Makerspaces within Schools of Engineering

Kellam,

Boklage,

Coley

et al.

2021 CoNECD Proceedings

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ASU). She is a qualitative researcher who primarily uses narrative research methods and is interested more broadly in interpretive research methods. In her research, Dr. Kellam is broadly interested in developing critical understandings of the culture of engineering education and, especially, the experiences of underrepresented undergraduate engineering students and engineering educators. In addition to teaching undergraduate engineering courses and a graduate course on entrepreneurship, she also enjoys teaching qualitative research methods in engineering education in the Engineering Education Systems and Design PhD program at ASU.

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“…A variety of efforts have been made to provide support for students as they deal with difficult courseloads and adjustments to college. Institutions have developed modifications to curricula [1]; innovative introductory courses [2], [3]; new advising strategies [4], [5]; peer-led support options [6]; and extracurricular activities [7], [8] that aim to engage first-year engineering students, connect them to resources and community available at the institution, and enable them to succeed in engineering programs. Some efforts are purely academic; others touch on students' lives outside the classroom.…”

Section: Introductionmentioning

confidence: 99%

Work-In-Progress: Connections – First-Year Design, Students, and Life Beyond Engineering

Rizk

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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This Work In Progress paper describes an effort to support first-year engineering students by connecting them with other students and providing a space to discuss the relationship between their first-year design course and life beyond the course. The engineering design course allows students to work on a real-world project and exposes them to a broad range of ideas and skills that are important in engineering. Many of thesesuch as communication, planning, teamwork, prioritization, and dealing with failureare also very relevant to life beyond engineering. "Connections" is an optional supplement to this required design course that engineering students take during their first semester.A small group of students in the first-year design course meets weekly during the semester in a gathering informally named "Connections." This group is facilitated by a faculty member but is largely driven by the students. Since students in the Connections group come from several different sections of the first-year design course, they are exposed to other students going through a similar experience but with important differences in their experiences. For example, members of Connections are generally not part of the same project group and are working on different projects. Most members of Connections belong to different sections of the first-year design course and have different instructors for the course. Discussions in the group cover a wide range of topics. Examples include project-specific updates and requests for help; sharing frustrations and joys about the course and the overall first-year experience; questions about registering for classes, selecting a major, and interacting with faculty members; and broader updates and discussions on life in general. The facilitator typically suggests a possible theme or topic for each weekly discussion (often related to something going on in the first-year design course at that time), but this is only a suggested starting point and the discussion often moves to other topics.Connections is now in its second year. Participants have particularly appreciated the opportunity for honest conversations about shared experiences. Future opportunities with the Connections group include (1) connecting students across multiple years and (2) more formally surveying participants about the benefits of participating in the group and potential areas for growth and improvement.

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Co-Creating Opportunities for Extracurricular Design Learning with Makerspace Students

Cited by 5 publications

References 6 publications

Makerspaces Fostering Creativity: A Systematic Literature Review

Makerspaces Fostering Creativity: A Systematic Literature Review

Promising Practices that Promote Inclusivity at University-affiliated Makerspaces within Schools of Engineering

Work-In-Progress: Connections – First-Year Design, Students, and Life Beyond Engineering

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