2026 ASEE Annual Conference & Exposition

Academic machine shops are learning spaces that not only offer digital fabrication tools similar to makerspaces, but also heavy machines such as mills, lathes, and Computer Numerical Control (CNC) equipment. In universities, they are often embedded in engineering departments and serve as sites for students to learn design, prototyping, and manufacturing. Despite providing important learning resources for undergraduate engineering students, machine shops have historically been associated with masculine norms and technical authority, often excluding the participation of students whose identities do not align with those norms. In recent years, makerspaces have received substantial attention as they can serve as inclusive learning environments in which students engage with hands-on, collaborative design practices. Machine shops, despite employing similar making pedagogies as makerspaces, have received considerably less scholarly attention. Given their historical and cultural associations with masculinity and exclusion, coupled with the intimidating nature of heavy machinery that can deter novice users, machine shops may present even greater barriers to equitable access and participation.

This study addresses these accessibility challenges by investigating how machine shops can be intentionally redesigned to encourage and legitimize the access of students with diverse identities. The research focused on the machine shops in two institutions in New England, both going through redesign efforts aimed at creating a more welcoming and inclusive atmosphere. We conducted focus groups with a total of fifty engineering students in the two institutions to understand their learning experiences in the shops, and interviewed one faculty member from each institution who is central to the redesign initiative. We aimed to identify the features and practices within machine shops that facilitate or hinder students’ engagement, and to consider potential areas for improvement.

Our analysis was guided by the theoretical framework of “practice-linked identities” (Nasir & Hand, 2008) and “identity resources” (Nasir & Cook, 2009). The theory of practice-linked identity emphasizes that the connectedness one feels towards a setting directs how they perceive themselves and their identities in the setting, which in turn influences their engagement and learning. Learning spaces provide or do not provide varying “identity resources” for students to feel connected to the spaces. These resources can be understood as ideational (values and narratives about who belongs), material (physical environment and artifacts), and relational (social interactions and mentorship) resources that collectively shape students’ learning and identity development within machine shops.

Our findings illustrate how the different types of identity resources manifest in machine shops and influence students’ participation. For example, one institution’s “passion project” initiative provided material resources that enabled students to learn through self-directed projects. At the other institution, students reported hesitating to pursue personal projects due to the cost of materials and uncertainty about where to obtain them. These findings indicate that without intentional design, access to resources can be inequitable, often favoring students who already feel comfortable in the space or have prior machine shop experiences.

Based on these findings, we recommend that institutions implement strategies to expand identity resources to promote equitable participation. Examples include hiring a diverse group of student mentors to provide peer support, offering structured and bite-sized workshops outside of coursework, and providing guidance and material support for self-directed projects. Such initiatives can help ensure that students with diverse identities, regardless of prior experience, can feel their participation and learning legitimized in machine shops.