A typology for learning: Examining how academic makerspaces support learning for students

Abstract

Abstract While advances have been made in studying engineering design learning in the classroom, to date, such advances have not addressed hands-on, real-world learning experiences in university makerspaces. Our particular interest was how such spaces support women engineers as designers, learners, makers, and community members. To investigate this, we coupled two sets of qualitative interview studies: 1) a three-series in-depth phenomenologically based interview methodology with five women students and 2) a targeted, single interview protocol with fifteen women students. The three-series in-depth interviews were analyzed using grounded theory techniques and coding methods as a means to develop a typology. To explore broader applicability of the findings, 19 additional interviews (5 women and 5 men at Big City U., 4 women and 5 men at Comprehensive U) were also completed. Overall, makerspaces are confirmed to help provide women students with a diverse skillset that engages design, manufacturing, cultural knowledge, failure, collaboration, confidence, resilience, communication management, and ingenuity.