Using student-led manufacturing in makerspaces to support transition into engineering higher education

Abstract

[EN] This paper reports our preliminary findings from utilising The iForge, astudent-run makerspace, as a resource for curriculum-based learning, inplace of traditional timetabled workspace access for students. We show howthis enabled us to offer projects that were less structured, less constrained bytimetables, and more open-ended. We also explain how we were able toembed the development of professional skills – particularly teamworking –into the curriculum. Results show no negative impact on student satisfactionor grades, and positive impact in terms of staff time and flexibility forstudents to work independently around their individual timetables. Weconclude by highlighting some areas for further work, and makerecommendations for colleagues wishing to explore more creative practicalprojects in their own contexts.