Making Improvements: Pedagogical Iterations of Designing a Class Project in a Makerspace
DOI:
https://doi.org/10.33423/jhetp.v20i13.3844Keywords:
higher education, makerspace, pedagogy, engineering education, student engagement, projectAbstract
This research paper examines a professor’s pedagogical adjustments over two semesters teaching a course that included a project in the university makerspace. This research used both qualitative and quantitative methods and was guided by the following research question:
- What is the professor experience across two semesters teaching a course that incorporates a project in the makerspace?
Observations of class presentations and final projects demonstrated a difference in project quality from the first semester to the second semester. Findings include that familiarity with the makerspace, prior experience with an open-ended project, and peer support for students seemed to produce superior student engagement and output without vast pedagogical shifts.
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Published
2020-12-15
How to Cite
Carbonell, R., Boklage, A., & Andrews, M. (2020). Making Improvements: Pedagogical Iterations of Designing a Class Project in a Makerspace. Journal of Higher Education Theory and Practice, 20(13). https://doi.org/10.33423/jhetp.v20i13.3844
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