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Academic makerspaces represent an ideal opportunity to present engineering students with active, experiential learning opportunities that reinforce theoretical concepts through conceptual design and prototyping. When appropriately supported, experiential learning in makerspaces has the capacity to drive development of technical skills and positive self-efficacy among novice engineers. However, research suggests that students who identify as part of historically underrepresented groups (i.e. those who are not White and male) can experience makerspaces in ways that marginalize their success. Thus, care must be taken in makerspace design and operation to create an environment that has a positive impact on the success of all students. In this study, we consider the perceptions and experiences of women and underrepresented racial/ethnic minorities (URMs) in an academic makerspace at one large, research intensive institution. We surveyed 256 undergraduate mechanical engineering students to compare and contrast their self-efficacy, their perceptions of makerspace support, and their peer-to-peer interactions. We found that student self-efficacy for conceptual design and prototyping did not differ by race or gender. However, females reported they were more likely to have a positive experience in the makerspace when supported by a teaching assistant who was also female. Students who identified as URM were significantly more likely to report discomfort in working with peers in the makerspace. We anticipate the outcomes of this study will provide implications for faculty and staff makerspaces at other postsecondary institutions who aim to build an inclusive and accessible learning environment for all students.
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Cognitive and Social Benefits Among Underrepresented First-Year Biology Students in a Field Course: A Case Study of Experiential Learning in the Galápagos
Student attrition is a persistent challenge in the life sciences, particularly among underrepresented minorities, first-generation students, and women. Experiential learning through short-term study abroad opportunities diversifies curricula by immersing students in nontraditional academic environments. However, most experiential learning and study abroad opportunities are primarily available to upper-division undergraduates. Here, we present a qualitative analysis of an experiential learning opportunity offered exclusively to first-year U.S. undergraduate students from underrepresented demographics. We performed ethnographic observations of a 10-day field component in the Galápagos Islands and analyzed self-reported survey results and field journals. Students consistently reported strong cognitive gains in their understanding of basic evolutionary concepts. Most students also benefited socially, although we observed higher variation in selfreported social gains. Our findings suggest that immersive field courses increase scientific literacy and promote social cohesion among students. We speculate that experiential learning opportunities may improve retention of underrepresented minorities in the life sciences, and we encourage future studies to further examine the short-term and long-term impacts of study abroad on student cognition and retention.
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- Award ID(s):
- 1710739
- PAR ID:
- 10144461
- Date Published:
- Journal Name:
- Frontiers
- Volume:
- 3
- ISSN:
- 2380-8144
- Page Range / eLocation ID:
- 1–19
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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