Purpose & Goals

Over the past few decades, makerspaces have developed as important venues for STEM and design education, increasing becoming part of undergraduate programs. These innovative spaces allow instructors and students access to advanced technology and integration of a wide range of projects into the curriculum. Studies indicate that makerspaces offer potential benefits for the students who use them. For example, students who are involved in their campus’s makerspace show less anxiety and more confidence when engaging in design projects or tasks. This may be from gaining hands-on experience with equipment and technology outside of the classroom. However, the impact of makerspaces on student learning and engagement is not yet fully understood. At the University of Arizona Libraries, we aimed to capture what influences students to use these spaces and the overall impact on students’ attitudes towards, and confidence in, using technologies through a mixed-method study.

Design & Methodology

Mixed method study using screening surveys with several thousand undergraduate students who have previously signed in and used our CATalyst Studios makerspace. From here, we engage in a smaller, semi-structured interview process to evaluate 1) how and why students seek out opportunities in the makerspace; 2) how those experiences impact perceived engagement, self-efficacy, and confidence. Further, we will seek to examine whether there are differences based on students’ year, gender, socio economic circumstances and race.

Action & Impact

Help students and staff/librarian define the evidence of impact, engagement and learning in order to improve makerspace facilities and services.

Practical Implications & Value

University libraries invest substantial resources (space, technology, staff) in their makerspaces. As a result, stakeholders need evaluative insight into whether these programs are contributing to student learning and engagement and to guide and shape future developments. This project acknowledges the limited research on assessment in library makerspaces and seeks to contribute to that research as it relates to process, helping others to consider and create assessments for their own makerspaces and the impact of these spaces on student engagement, motivation and perceived learning.