‘Making’ an Impact: An Ethnographic Approach to University Maker Spaces
In recent years, more and more attention has been given to the maker movement and the potential therein. To get a more complete understanding of maker spaces and their impact on students, it is necessary to take a closer look at the intricacies of the spaces. It is important to learn the underlying motivation behind the creation of these spaces and how the spaces are being used by the students. The research in this paper presents the first efforts to reach a deeper understanding of maker spaces and, in particular, university maker spaces. In order to reach this understanding, the research team employed ethnographic techniques to study the spaces, their users, and their owners. This paper reports preliminary results from an ethnographic study performed primarily at James Madison University during the fall of 2015. Students as ethnographers have observed university maker spaces from their unique point of view, and in this way, the students were able to gain key insights of how the maker spaces work and some possible modes of improvement not seen by those already invested in the spaces. By knowing what drives the start of these spaces and what works in the current spaces, the research team hopes to be able to uncover the underlying practices that make for a successful space in order to share this knowledge with current and developing university maker spaces.
Bryan Levy is a graduate student at Georgia Institute of Technology. He obtained his Bachelor's degree from Georgia Tech and is currently obtaining a Master's degree from the same institute. His research primarily focuses in the impact of maker spaces on students and design problem equivalency as it pertains to assessing creativity.
Dr. Julie S. Linsey is a Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. Her research focus is on design methods, theory, and engineering education with a particular focus on innovation and conceptual design.
Dr. Robert Nagel is a Professor and Director of the Department of Engineering at Carthage College. Dr. Nagel, a mechanical engineer by training, performs research on engineering student learning and engagement with a focus on interventions, pedagogies, and design methodologies. He seeks to gain applicable knowledge for increasing student engagement and reducing barriers in engineering, design, and making.
Dr Wendy C. Newstetter is the Assistant Dean for Educational Research and Innovation in the College of Engineering at Georgia Tech.
http://orcid.org/0000-0002-6235-0706
Texas State University
[biography]
Dr. Kimberly G. Talley, P.E. is an associate professor in the Department of Engineering Technology, Bobcat Made Makerspace Director at Texas State University, and a licensed Professional Engineer. She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and in Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management and Civil Engineering Technology Programs, and her research focus is in student engagement and retention in engineering and engineering technology education. Contact: talley@txstate.edu
Dr. Shaunna Smith is a STEM Specialist and Liaison for STEM Pre-Academy, which is a part of the University of Hawai‘i System, Office of the Vice President for Research and Innovation. She focuses on providing STEM education support for Hawai‘i middle school teachers.
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