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Recognizing the value of engagement in learning, recent engineering education initiatives have worked to encourage all types of students to pursue engineering while also facilitating the construction of makerspaces on university campuses. Makerspaces have the potential to engage a broader range of students by providing unique and personalized pathways into engineering. While this aims to improve the quality of an engineer’s education, the reality settles in when we begin to question whether these makerspaces are, in fact, encouraging learning in engineering for all types of students. In this work, we focus on investigating how a university makerspace affords learning for female students. We implemented an in-depth phenomenologically based interviewing approach which involved a series of three 90-minute semi-structured interviews with six highly engaged female undergraduate students involved in different makerspaces at a single university. The purpose of these interviews was to engage the students in their experiences with the makerspaces and the projects that they work on in this space, so as to inform how these spaces afford learning, specifically the impact on female student learning. All interviews were conducted by the same female graduate student. This work focuses on the second interviews of two females who had student worker roles in their respective makerspaces on campus. All of the interviews for these two females were transcribed resulting in 180 pages of single-spaced transcriptions, and the second interviews were analyzed through two phases of qualitative data analysis. Types of learning emerged in multiple forms and are presented via case studies of each female participant. For case one, these types of learning include machines learning, social learning, design learning, and self-learning. In the second case, the types of learning are tool learning, resourceful learning, space learning, and management learning. These types of learning are then further discussed according to engineering education pedagogy and implications. Makerspaces are often labeled as “open, learning environments,” and this work demonstrates how these spaces facilitate unique forms of learning that engage these women in the makerspace.

Board 147: Learning in Academic Makerspaces: Preliminary Case Studies of How Academic Makerspaces Afford Learning for Female Students