2025 ASEE Annual Conference & Exposition

As the world confronts complex global challenges including climate change, rapid technological advancements, and public health crises, there is an urgent need to prepare the next generation of engineers capable of developing innovative, multidisciplinary solutions [1,2]. Fostering interdisciplinary collaborations in higher education is essential to equip these future engineers with the diverse skill sets and holistic perspectives required to tackle these issues effectively [3]. Recognizing this imperative, academic institutions are increasingly integrating cross-disciplinary experiences into engineering education to break down traditional academic silos [4,5]. Within this context, makerspaces have emerged as crucial platforms in universities, providing hands-on environments where students from various fields can collaborate, experiment, and learn from one another [6,7]. However, despite their potential, there is a lack of empirical research on how student-run workshops and training programs within these makerspaces specifically contribute to fostering interdisciplinary engagement. Addressing this gap, our study investigates the impact of these student-led initiatives on promoting cross-disciplinary collaboration over a three-year period.

Utilizing a mixed-methods approach, we collected quantitative data from over 500 participants involved in workshops and training programs, including attendance, major fields of study, training completion for various tools and machines, and subsequent makerspace usage statistics for various multidisciplinary projects. To assess students' perceptions of interdisciplinary collaboration, we administered the Interdisciplinary Education Perception Scale (IEPS) to a sample of 150 participants comprising 75 workshop and training attendees and 75 non-attendees as a control group to provide a validated measure of students' attitudes toward interdisciplinary education and collaboration [8]. Qualitative insights analyze how workshops and training programs influence students' collaborative behaviors and experiences, particularly in initiating interdisciplinary projects.

Our study explores factors that may increase interdisciplinary engagement, such as accessible learning environments, diverse content offerings and community building. Our research aims to understand how student-led initiatives within these spaces facilitate interactions among students from diverse academic backgrounds, potentially leading to improved creativity and innovative project outcomes. By examining these aspects, we aim to provide evidence-based strategies for maximizing interdisciplinary collaboration in engineering education through academic makerspaces.