Using student-led manufacturing in makerspaces to support transition into higher education
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The document discusses the establishment of 'iForge', a student-led makerspace aimed at enhancing the transition into engineering higher education through independent and peer-led learning. It highlights the benefits of such spaces, including improved manufacturing skills, reduced staff time, and enhanced student engagement, while noting a lack of significant differences in student satisfaction and grades post-implementation. The authors advocate for the broader application of student-led learning environments across various disciplines beyond engineering.
Using student-led manufacturing in makerspaces to support transition into higher education
- 1. Using student-led manufacturing in makerspaces to support transition into engineering higher education. Peter T Mylon, Gary C Wood & Timothy JC Dolmansley pete.mylon@sheffield.ac.uk
- 2. The iForge • A ‘makerspace’ run by students for students • A space for students to: design, create, innovate, collaborate, build a community, learn new skills • ‘Student-led’ • Students take responsibility for the space • No direct staff supervision • ‘Student-owned’ • A place to hang out in and to make their own • Not just a lab – we have sofas!
- 3. Why did we set it up? • Initiated by like-minded staff and students • Student demand: • enterprise activities • extracurricular groups • personal projects • To improve students’ experience of current design and manufacturing teaching • To encourage the design of new self- directed manufacturing experiences.
- 4. What equipment is in The iForge? • Laser cutters • 3D printers • CNC router • CAD PCs • Electronics • Pillar drills, band saws, disc sanders • Handheld power tools • Manual tools.
- 5. What sort of things do people make?
- 6. How do students learn in The iForge? • Independent/self-led learning and peer learning • Students learn manufacturing skills better from each other • Less pressure when taught by peers • Creates more willingness to experiment • Builds confidence through experience • Interdisciplinary environment • Development of time and project management skills • Require less support from staff • We have observed similar effects in makerspaces around the world.
- 7. Applying this to curriculum learning • How could The iForge be used in curriculum teaching? • Design and manufacture module • First year Mechanical Engineering students (n = 149) • Students created novel musical instruments for a festival • Responds to industry demand for experience of cutting-edge manufacturing techniques.
- 8. Applying this to curriculum learning • Students learn manufacturing skills as required (student-led learning) • We’d observed that students can do this for themselves in The iForge through peer learning, which means that we don’t need to teach it directly • This frees up space in the teaching schedule.
- 9. Additional learning opportunities • Employers report skills gap (expected vs. actual graduate skills) • Greater professional skills needed (teamwork; time management; independent, lifelong learners) • Students struggle with teamworking – focus on outcome rather than process • Academic issues • Increasing cohort sizes • Limited academic time. • Our solutions: • Professional skills • Team Operating Agreement • Time management • Complex group structure promotes better management and communication • Mid term peer review • Students score each other.
- 10. Key observations/findings • The module was more difficult than in previous years: it had more content and also had skills development as specified learning outcomes • Staff time to deliver the module was reduced by 81% by using The iForge • Students spent more time engaged in learning in The iForge than we’d been able to resource in previous staff-led sessions • Despite these changes: • There was no significant difference in students’ self-reported satisfaction in evaluation surveys • Student grades were not significantly different before or after the introduction of iForge • Students behaved more professionally in teams and in interactions with staff.
- 11. Wider applications of student-led spaces • Not an engineer? Student-led learning doesn’t have to be in a makerspace • Student ownership of spaces provides peer-led learning opportunities • Need to build a culture of trusting students • Students being accountable to each other • Foster community of students supporting each other – leads to an informal community of learning • How might these approaches work in your discipline? • Music performance space with different instruments • Drawing and artistic space • Design spaces • Writing workshops • Computing/programming spaces…
- 12. Using student-led manufacturing in makerspaces to support transition into engineering higher education. Peter T Mylon, Gary C Wood & Timothy JC Dolmansley pete.mylon@sheffield.ac.uk