2024 ASEE Annual Conference & Exposition

In recent years, there have been many efforts to increase student sense of belonging in engineering as it has been shown to positively impacting student retention, persistence, and success. One promising venue for building belonging is the academic makerspace. Makerspaces provide a setting for informal learning and student connection inspired by creativity, discovery, and collaboration. Due to the flexible and informal nature of the makerspace environment, it is an ideal place to create social connections between students. Supporting students’ social and emotional development is an essential component to creating culturally competent, well-rounded engineers who exhibit a strong sense of belonging in engineering. Funded through the NSF Research Initiation in Engineering Formation (RIEF) program, this project researched the impact of integrating social engagement activities into an academic makerspace on the development of student sense of belonging. The primary research question explored the extent to which participation in the engagement activities leads to an increased sense of belonging for engineering students. Spanning a two-year period, a series 32 of social engagement events were hosted in the engineering department makerspace. The authors collected data about students perceived social belonging in both the makerspace and the department. Students completed two surveys: a pre-survey administered at the beginning of the social engagement activity and a post-survey administered at the end of each academic year. Findings indicate the social engagement events had a positive impact on the development of student sense of belonging to both the makerspace and the engineering department. These results are encouraging as they suggest that events designed to support the social and emotional development of students can positively impact student sense of belonging to a makerspace environment and, more broadly, to engineering. By creating supportive communities of students built on shared experience and trust, we begin to develop the inclusive communities of learners that is a key component to diversifying pathways to engineering.