Applied Assistant Professor of Mechanical Engineering University of Tulsa, United States
Program Abstract: This proposal shares the process and initial outcomes of a collaboration between STEM education and mechanical engineering faculty. The collaboration and emerging research rely on theoretical aspects from literature on belonging, third space, and new materialism. In an effort to decrease silos of coursework and disciplines, and to provide more literal and figurative space for background knowledge, diverse experience, creativity, and problem solving, interdisciplinary courses were developed that utilize a third space—both an on-campus and a community makerspace. Initial pilot studies with one class of undergraduate STEM education majors indicate efficacy, identity, and problem solving through self-reporting and task completion increased when learning in a makerspace. By deconstructing and recreating current classes using collaboration among faculty and across spaces, we seek to broaden participation by appealing to students using this new approach and the newly created and incorporated spaces.
