IMPACTS ON DESIGN SELF-EFFICACY FOR STUDENTS CHOOSING TO PARTICIPATE IN A UNIVERSITY MAKERSPACE
Year: 2018
Editor: Elies Dekoninck, Andrew Wodehouse, Chris Snider, Georgi Georgiev, Gaetano Cascini
Author: Ethan Hilton, Megan Tomko, Alexander Murphy, Robert Nagal, Julie Linsey
Series: ICDC
Section: PROTOTYPING FOR CREATIVITY
Page(s): 369-378
ISBN: 9781912254071
Abstract
Engineering design courses can take advantage of makerspaces on university campuses. Makerspaces are built with a diverse set of equipment thought to inspire creativity and design confidence among the student population; however, the impact that these makerspaces have toward these constructs remains an ongoing research question. In Spring 2016, students in a first-year engineering design course were surveyed at the beginning and end of the semester for a longitudinal study tracking student makerspace involvement and its use on design self-efficacy. This freshmen engineering course introduces students to the makerspace. Students were evaluated based on their level of involvement pre- and postsemester. Findings show that highly motivated students tend to join makerspaces and that students who chose to become involved have increased confidence in their design ability and expect more success.
Keywords: makerspaces, curriculum, design self-efficacy