2026 ASEE Annual Conference & Exposition

Initial Data from the Learning through Making Instrument [NSF RFE program]

Presented at NSF Grantees Poster Session II

This poster provides an update on the Learning Through Making Instrument (LMI) project, funded through NSF’s Research in the Formation of Engineers (RFE). Much anecdotal evidence points towards great learning benefits from university makerspaces. The LMI is under development to measure learning in makerspaces and has been created to help university makerspaces assess their students’ learning through making. Each survey item has undergone iterative refinement informed by expert review and cognitive interviews. In the past year, the instrument’s factor structure has been evaluated through exploratory factor analysis. The initial instrument contains five constructs: Learning by Doing (three questions), Learning by Others (three questions), Content Knowledge & Skills (three questions), Cultural Knowledge & Skills (four questions), and Ingenuity (four questions). Initial validity and reliability evidence was gathered at two different research universities, one in the Midwest and one in the Southeast. 380 students were surveyed. Results show very similar outcomes between men and women for Learning by Others, Content Knowledge & Skills, Cultural Knowledge & Skills, and Ingenuity. Men do report higher scores for Learning by Doing than Women. Learning by Doing was generally rated higher than the other constructs, which is not surprising given the hands-on nature of makerspaces. Data was also analyzed by race/ethnicity and year in school. Results show a promising instrument ready for the final steps of collecting a larger sample size for confirmatory factor analysis and evaluations at more schools. Data collection at four universities is currently in progress.

Authors

Grayson Briles Purdue University at West Lafayette (COE)
Mr. Leonardo Pollettini Marcos [biography]

Leonardo Pollettini Marcos is a PhD candidate at Purdue University's engineering education program. He completed a bachelor's and a master's degree in Materials Engineering at the Federal University of Sao Carlos, Brazil. His research interests are in assessment instruments and global frameworks for accreditation of engineering programs.
Dr. Julie S Linsey Georgia Institute of Technology [biography]

Dr. Julie S. Linsey is a Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. Her research focus is on design methods, theory, and engineering education with a particular focus on innovation and conceptual design.
Dr. Melissa Wood Aleman James Madison University [biography]

Dr. Melissa Aleman (Ph.D. University of Iowa) is Professor of Communication Studies at James Madison University and has published research using qualitative interviewing, ethnographic and rhetorical methods to examine communication in diverse contexts. Sh
Dr. Robert L. Nagel Carthage College [biography]

Dr. Robert Nagel is a Professor and Director of the Department of Engineering at Carthage College. Dr. Nagel, a mechanical engineer by training, performs research on engineering student learning and engagement with a focus on interventions, pedagogies, and design methodologies. He seeks to gain applicable knowledge for increasing student engagement and reducing barriers in engineering, design, and making.
Prof. Eric Holloway http://orcid.org/0000-0002-0343-1709 Purdue University – West Lafayette (College of Engineering) [biography]

Prof. Eric Holloway currently serves as a Professor of Engineering Practice in the School of Mechanical Engineering at Purdue University. He also holds a courtesy faculty appointment in the School of Engineering Education. His research focuses on assessment development and the professional formation of students.

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