Integrating Makerspaces Into Engineering Design

Abstract

Makerspaces are informal sites in which people with similar interests can collaboratively build creative projects by using emerging technologies. In recent years, makerspaces have been created on most campuses and often linked to STEM learning practices. However, integrating makerspaces in engineering curriculum is often not done formally. In this paper, we discuss how the University of Ottawa integrated its makerspace into its cornerstone design curriculum and its design challenges. Cornerstone engineering design includes first- and second-year courses where students learn and apply design knowledge while working in teams. Each team is expected to develop three prototypes during the semester and solve a design problem for a client. Maker components are integrated in the labs, where many makerspace technologies, such as 3D printing and laser cutting, are taught and used in the development of the prototypes. In addition, the makerspace offers a yearly multidisciplinary client-based design challenge that is open to all students. This paper explores the integration of maker ideology and technology in curricular and extracurricular design activities. The paper outlines the connection between making and engineering design, the maker capacity for inclusion and sharing, the role of making activities in developing the identity of future engineers and the integration of course work into the makerspace.