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Student Development at the Boundaries: Makerspaces as Affordances for Engineering Students’ Development Public Deposited

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https://ir.library.oregonstate.edu/concern/articles/bk128j79r

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  • University-based makerspaces are receiving increasing attention as promising innovations that may contribute to the development of future engineers. Using a theory of social boundary spaces, we investigated whether undergraduate student users at two university-based makerspaces in the United States viewed these spaces as affording their development as well-rounded professionals equipped with a variety of “soft” or “21st century” skills that go beyond engineering-specific content knowledge. Using interview data, we identified seven different types of boundary spaces that provided students with opportunities to engage with and learn from individuals and practices affiliated with various communities. Based on these findings, we recommend more university programs and faculty (both within and beyond engineering) consider intentionally integrating makerspaces into undergraduate curricula to support students in their development of skills, knowledge, and practices relevant for engineering as well as 21st century skills more broadly.
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