Making the makers: how increased agency and social impact driven makerspaces grow engineering identity and self-efficacy in marginalized students

创造创客：增加代理和社会影响力驱动的创客空间如何提高边缘化学生的工程认同和自我效能

• 批准号: 2142638
• 负责人: Martin Culpepper
• 金额: $ 150万
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142638&HistoricalAwards=false
• 关键词: Making; makers; how; increased; agency

This project aims to serve the national interest by improving marginalized students' experiences in STEM education using makerspaces. Makerspaces have been growing in popularity as environments in which students can gain hands-on technical skills in a communal setting, thereby improving their confidence and sense of achievement. When students have control over their learning, it contributes to a sense of inclusion. There is evidence that socially impactful themes may increase enrollment in university STEM programs. A fundamental unresolved issue is to what extent these types of benefits may specifically and positively impact marginalized students. The unresolved nature of this issue stems from contemporary research that suggests makerspaces may sometimes perpetuate disparities among students from underrepresented backgrounds. This project intends to develop makerspace student learning experiences that demonstrate how to maximize positive effects while minimizing the perpetuation of negative effects. These learning experiences will include a new prototype makerspace and new social impact course at the University of Michigan (UM), and a new social impact maker project workshop at MIT. This project will provide recommendations for best practices that universities may adapt to create makerspaces that better support the engagement and education of marginalized students in STEM education.The goal of this work is to create a model and a set of metrics that characterize makerspaces' role in affecting key characteristics that are important for marginalized students, such as engineering identity, sense of belonging, and views on failure. The scope of work covers a four-year, longitudinal study that will track three cohorts (approximately 100 students) at MIT and UM. The project will address three research questions: (1) How does increasing agency in informal makerspace experiences affect marginalized students’ sense of engineering identity, sense of belonging, view of failure, and self-efficacy in engineering? (2) How do informal makerspace experiences compare with formal maker-oriented courses in influencing these factors? (3) How do socially impactful maker projects influence the engagement of marginalized students compared with non-socially impactful projects? Data from quantitative interviews, qualitative interviews, surveys, and guided projects in instrumented makerspaces will be analyzed to answer these questions. Project results will be disseminated via publications and presentations within the American Society for Engineering Education, the International Symposium on Academic Making, and the International Journal of Academic Making and Makerspaces. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过利用创客空间改善边缘化学生在STEM教育中的体验，为国家利益服务。创客空间越来越受欢迎，因为学生可以在社区环境中获得实践技术技能，从而提高他们的信心和成就感。当学生对自己的学习有控制权时，它有助于产生一种包容感。有证据表明，具有社会影响力的主题可能会增加大学STEM课程的入学率。一个尚未解决的根本问题是，这些类型的福利在多大程度上可能对边缘化学生产生具体和积极的影响。这一问题的悬而未决源于当代研究，该研究表明，创客空间有时可能会使来自代表性不足背景的学生之间的差异永久化。该项目旨在开发创客空间学生的学习经验，展示如何最大限度地发挥积极影响，同时最大限度地减少负面影响的延续。这些学习经验将包括密歇根大学（UM）的新原型创客空间和新的社会影响力课程，以及麻省理工学院的新社会影响力创客项目研讨会。该项目将为大学提供最佳实践建议，以创建创客空间，更好地支持边缘化学生参与STEM教育并接受教育。这项工作的目标是创建一个模型和一套衡量标准，描述创客空间在影响边缘化学生的关键特征方面的作用，这些特征对边缘化学生至关重要，例如工程身份，归属感和失败观。工作范围包括一项为期四年的纵向研究，将跟踪麻省理工学院和密歇根大学的三个队列（约100名学生）。该项目将解决三个研究问题：（1）如何增加机构在非正式的创客空间的经验影响边缘化的学生的工程身份感，归属感，失败的看法，和自我效能感在工程？(2)在影响这些因素方面，非正式的创客空间体验与正式的创客导向课程相比如何？(3)与无社会影响力的项目相比，有社会影响力的创客项目如何影响边缘化学生的参与？我们将分析来自定量访谈、定性访谈、调查和工具化创客空间指导项目的数据，以回答这些问题。项目成果将通过美国工程教育学会、国际学术研讨会和国际学术期刊和创客空间的出版物和演示文稿进行传播。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。