Making change: instructional pivots of academic makerspace projects during the COVID-19 pandemic. (2nd November 2022)

• Record Type: Journal Article
• Authors: Boklage, Audrey; Carbonell, Roxana; Andrews, Madison
• Is Part Of: European journal of engineering education. Volume 47:Number 6(2022)
• Page Start: 1009
• Page End: 1035
• Publication Date: 2022-11-02
• Subjects: Makerspace -- design projects -- undergraduate -- instructional change -- COVID-19 -- inclusion; Engineering -- Study and teaching -- Periodicals; 620.007114
• DOI: 10.1080/03043797.2022.2098693
• Languages: English
• ISSNs: 0304-3797

Abstract

ABSTRACT: In March of 2020, the world encountered the COVID-19 pivot, an abrupt transition from in-person interactions to a socially distanced world. Within schools of engineering, this pivot meant a switch out of collaborative environments, including academic makerspaces. This research investigates how engineering faculty pivoted their instruction to account for the limited capacity, of an academic makerspace during the COVID-19 pivot. We interviewed four engineering faculty members in the United States who utilise the academic makerspace for a course project. Then, we used a descriptive case study approach to explore their perspectives on their instructional pivots. Using Henderson et al.'s ([2011]. "Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of Literature." Journal of Research in Science Teaching 48 (8): 952–984) theoretical framework of change strategies within undergraduate STEM education, we identify when and how each change strategy was used and discuss themes across the instruction pivots. These pivots provide real-world examples of instructional shifts that instructors implemented to differentiate, and in some cases change, their coursework to support inclusive learning environments.