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This Work in Progress Paper presents an NSF-funded study focused on understanding the role that makerspaces play in the identity development of engineering students from underrepresented groups (URGs). In recent years, makerspaces have become a popular addition to universities, with an implicit assumption that makerspaces will increase students choosing to major in STEM disciplines. The research question that guided this work is the following: How well do I-poems and thematic analysis help us uncover complex and nuanced understandings of the identities of engineering students and makers who are from URGs? For this paper, we share a passage from an interview and conduct an analysis of that passage using the I-poem analytic strategy and thematic analysis. In particular, we explore the possibilities inherent in using these analytic approaches to understand identity development. We discuss how the I-poem was effective in developing a more complex and nuanced understanding of the identity development of engineering student makers. Further implications of this novel approach are that I-poems show promise to resonate better with the reader and position the researcher and reader as ‘standing alongside’ the participant, instead of a more traditional approach of ‘gazing at’ our participants. 

In this NSF-funded Research in the Formation of Engineering (RFE) project, we are exploring the unique experiences of students from underrepresented groups (URGs) at community colleges who have the opportunity to transfer to engineering programs. We are specifically investigating how their experiences in community college influence their plans for future education and careers. While the diversity of 4-year universities has remained stagnant, the diversity of community college student populations is actually increasing. Therefore, community colleges represent a potential source of talent for future engineers from diverse backgrounds. We are currently in the first year of data collection where we have piloted the study at one of the data collection sites. Five students from traditionally underrepresented groups in engineering have been interviewed. We use a narrative inquiry methodology to understand these students’ experiences at community colleges. This paper shares 3 lessons learned during this pilot phase of research, which include allowing sufficient time for institutional access, the criticality of a willingness to iterate on participant recruitment procedures, and the need for constant consideration of the broader political climate when recruiting participants. 

In this NSF-funded Research in the Formation of Engineers (RFE) project, we are broadly interested in understanding how makerspace engagement influences the identity formation of engineering students, with a focus on students from underrepresented groups (URGs). Makerspaces are becoming very popular and have started to become much more common in K-12 schools, libraries, community centers, and universities. Makerspaces differ from traditional shops or labs in that Makersor those engaged in building or making in the spaceare typically given free rein to build products related to their interests in addition to pedagogical deliverables. It is implicitly assumed that makerspaces promote pathways to STEM majors, and, ultimately, STEM careers. In this project, we are therefore interested in developing an understanding of how engaging in university-affiliated makerspaces impacts the engineering identity development of students. We are currently midway in our data collection and analysis phases of the project, also known as the ‘making the data’ phase of our project [1]. In this paper, we will describe our preliminary work and focus the discussion on lessons learned. We will conclude the paper with brief descriptions of three journal articles in preparation or press, as we wrap up the ‘making the data’ phase of our project.