2026 ASEE Annual Conference & Exposition

This instruction-focused paper describes the faculty development component of a larger NSF-supported project on integrating inclusive “Making” pedagogy in higher education classes. While the literature into the use of Makerspaces has increased over the last decade, Making pedagogies are still an understudied area, particularly with respect to higher education. This work aimed at supporting faculty in developing intentionally inclusive and equitable Making activities and describes the faculty development and outcomes of the project.

Eight faculty were recruited to the project including 3 Engineering, 2 Education, 1 Math, 1 Physics, and 1 Law School instructors. The faculty cohort participated in a series of three summer workshop sessions and summer reading. The sessions were organized for faculty to plan and iterate their Making activities, adding layers of inclusive practice and intentional assessment as well as identifying barriers to their implementation. Another underlying goal of this faculty cohort was to start to establish an institutionally inclusive definition of “Making” and maker learning to better support future faculty in including making in their pedagogy.

In addition to equipment training and supply identification, assessment of making activities and supporting student autonomy in making projects (providing them choice in the type(s) of making they could engage with rather than prescribed) were the primary knowledge gaps faculty identified as summer development goals. Maker learning was defined by the cohort in several knowledge, skills, and attitudes (KSA) areas as well as in broader terms. From this, each faculty developed assessment plans that linked their course learning goals to their making activities and their definitions of maker learning. Faculty barriers to implementing making in their classrooms included resources, time, and staff support. Discussions centered around removing barriers included alternative materials procurement, thinking about sustainable design (low-tech options), and Makerspace training (for faculty and provided TAs). The cohort also created pre-questionnaires to invite their students to share any accessibility needs for using the spaces.

Faculty also completed a pre-post Likert survey that aimed to gauge their efficacy in inclusive Maker learning and to determine if the faculty development process assisted in positively impacting faculty efficacy in these areas. The faculty pre-survey indicated faculty were not confident in creating inclusive learning spaces or in articulating the vision of maker learning on campus. Though not statistically significant, given the small cohort, post survey results indicated an overall increase in faculty efficacy in creating inclusive learning environments as well as articulating/implementing Maker learning. From student data, it seems more effort (by the faculty and assignments design) should be spent linking the Making activities to student learning of course concepts (either in the project design or in the communication of that link to students) so students can better articulate and connect to the value of the learning experience.

The preferred presentation format is a talk.