The goal of our exploratory study was to examine how management and staff in engineering education making spaces are enacting equitable access amongst their users (e.g., students). We examined six different making space types categorized by Wilczynsky’s and Hoover’s classification of academic makerspaces, which considered scope, accessibility, users, footprint (size), and management and staffing. We reviewed research memos and transcripts of interviews of university makerspace staff, student staff, and leaders/administrators during two separate visits to these places that took place between 2017 and 2019. We inductively and deductively coded the data, and the findings suggested that equity of access was situational and contextual. From the results, we identified four additional considerations needed to ensure equitable access for engineering education making spaces: (a) spaces designed and operated for multiple points of student entry; (b) spaces operated to facilitate effective student making processes and pathways; (c) threats to expanded access: burdens and consequences; and (d) elevating student membership and equity through a culture of belonging. Together, the findings point toward a need for developing a more nuanced understanding of the concept of access that far supersedes a flattened definition of access to just space, equipment, and cost.
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Tensions between Access and Control in Makerspaces
Makerspaces have complex access control requirements and are increasingly protected through digital access control mechanisms (e.g., keycards, transponders). However, it remains unclear how space administrators craft access control policies, how existing technical infrastructures support and fall short of access needs, and how these access control policies impact end-users in a makerspace. We bridge this gap through a mixed-methods, multi-stakeholder study. Specifically, we conducted 16 semi-structured interviews with makerspace administrators across the U.S. along with a survey of 48 makerspace end-users. We found four factors influenced administrators' construction of access control policies: balancing safety versus access; logistics; prior experience; and, the politics of funding. Moreover, administrators often made situational exceptions to their policies: e.g., during demand spikes, to maintain a good relationship with their staff, and if they trusted the user(s) requesting an exception. Conversely, users expressed frustration with the static nature of access control policies, wishing for negotiability and for social nuance to be factored into access decisions. The upshot is that existing mechanisms for access control in makerspaces are often inappropriately static and socially unaware.
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- Award ID(s):
- 1755625
- NSF-PAR ID:
- 10285008
- Date Published:
- Journal Name:
- Proceedings of the ACM on Human-Computer Interaction
- Volume:
- 4
- Issue:
- CSCW3
- ISSN:
- 2573-0142
- Page Range / eLocation ID:
- 1 to 33
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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When college campuses resumed in-person learning opportunities following initial lockdowns during the COVID-19 pandemic, many facets of campus life looked different. These differences continue to evolve from semester to semester because of changing health guidelines, school decisions, and personal convictions. Academic makerspaces were not exempt from these changes and have experienced fluctuating usage and usage barriers over the past several semesters. Better understanding the effects of COVID-19 on academic makerspaces can help ensure that students continue to draw maximum benefits from these learning spaces and also provides potential advice for administrators and educators for future disturbances. Data collected via tool usage surveys administered to makerspace users at a large public university during the three semesters following the start of the pandemic (Fall 2020, Spring 2021, and Spring 2022) is used here to investigate. COVID-19 restrictions present during Fall 2020 and Spring 2021 were mostly loosened in Spring 2022. The makerspace is modeled as a bipartite network, with student and tool interactions determined via end-of-semester surveys. The network is analyzed using nestedness, a metric primarily used in ecology to evaluate the stability of an ecosystem and proposed here as a quantitative method to evaluate makerspace health. The surveys used to create the network models also provide validation, as students were asked to share tools used during the semester in question. The results suggest that nestedness is linearly proportional to usage, both increases and decreases. As such, tracking the nestedness of a makespace over time can serve as a warning that unintended restrictions are in place, intentional restrictions and/or policies may be too severe, or whether a space has effectively recovered from temporary restrictions.more » « less
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Engineering identity development is crucial for engineers’ professional performance, personal fulfillment, and organization’s success. Various factors including recognition by others, interest, and competence can affect the development of engineering identity. Participation in engineering-related activities, such as involvement in makerspaces, can lead to increases in engineering self-efficacy and can provide opportunities for students’ to be recognized as engineers, potentially promoting the development of their engineering identity. However, participation in makerspaces is not necessarily equal across all student groups, with the potential for white, man-dominated cultures of engineering to be replicated in makerspaces, preventing students from marginalized groups from feeling welcome or participating. Earning microcredentials and digital badges in makerspaces has the potential to encourage participation and provide a means for recognition. The goal of this two-year project (funded by NSF’s PFE: Research Initiation in Engineering Formation program) is to study engineering students’ engineering identity development and how makerspaces and digital badges can contribute to this development process. Towards this goal, we interviewed a diverse cohort of eight first-year engineering students at a large, land-grant, Hispanic-Serving Institution in the U.S. during the Fall 2022 semester. Students participated in two one-hour interviews at the start and end of the semester on topics including their making skills, experiences in the makerspace, participation level in groups, perceived recognition as engineers, and feeling of belongingness in the engineering community and makerspaces. This paper presents lessons-learned from the interview implementation process, including dealing with disruptions from the ongoing pandemic and traumatic campus events. We also present emerging themes from qualitative analysis of the interviews. We expect the implications of this work to guide instructors and administrators in developing more motivating and interactive engineering courses and makerspace experiences for diverse students.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1145/3432914
