Making Improvements: Pedagogical Iterations of Designing a Class Project in a Makerspace

Abstract

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.