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This Research Full Paper contributes to research on creating maker-based learning experiences for youth in diverse informal learning settings. A key research question in this space is how to efficiently and effectively setup maker learning spaces and train educators to deliver high-quality maker curriculum in diverse sites. To study this question, we developed and deployed a multi-phase maker educator training program that included makerspace setup, educator training, and youth program deployment. We deployed three models of the program at three participating sites over roughly nine months. We analyzed data from educator pre- and post- interviews and found that the programs generated considerable interest in the youth and resulted in positive shifts in career aspirations and social and technical skills. Participants emphasized the importance of creating hybrid online and offline resources and training materials. Our participants also identified logistical challenges related to recruiting educators and youth attendance. Finally, participants described possibilities for content localization and the inclusion of participatory approaches to keep youth and educators engaged. 

As the number of afterschool technology-rich maker learning programs for youth increases, it is important to investigate effective assessment tools that can be used to assess program impact at scale. We studied results from a series of surveys using two deployment modes with 94 youth who participated in programs at an afterschool maker learning center. We found that retrospective surveys that ask youth to reflect on shifts in their attitudes after completing a program are more effective than the same surveys deployed twice, pre- and post- a program. These results confirm input from youth interviews in which they expressed dislike of repeating the same surveys before and after a program and difficulty with answering self-assessment questions without a point of reference.