Making Change: Instructional Pivots of Academic Makerspace Projects during the COVID-19 Pandemic

Autor/inn/en	Boklage, Audrey; Carbonell, Roxana; Andrews, Madison
Titel	Making Change: Instructional Pivots of Academic Makerspace Projects during the COVID-19 Pandemic
Quelle	In: European Journal of Engineering Education, 47 (2022) 6, S.1009-1035 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2098693
Schlagwörter	Shared Resources and Services; Design; COVID-19; Pandemics; Educational Change; Undergraduate Students; Inclusion; Engineering Education; Equal Education; Experiential Learning; Educational Innovation + Suchen Sie Ihr Suchwort? Gemeinwirtschaft; Bildungsreform; Inklusion; Ingenieurausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Instructional innovation; Bildungsinnovation
Abstract	In March of 2020, the world encountered the COVID-19 pivot, an abrupt transition from in-person interactions to a socially distanced world. Within schools of engineering, this pivot meant a switch out of collaborative environments, including academic makerspaces. This research investigates how engineering faculty pivoted their instruction to account for the limited capacity, of an academic makerspace during the COVID-19 pivot. We interviewed four engineering faculty members in the United States who utilise the academic makerspace for a course project. Then, we used a descriptive case study approach to explore their perspectives on their instructional pivots. Using Henderson et al.'s ([2011]. "Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of Literature." "Journal of Research in Science Teaching" 48 (8): 952-984) theoretical framework of change strategies within undergraduate STEM education, we identify when and how each change strategy was used and discuss themes across the instruction pivots. These pivots provide real-world examples of instructional shifts that instructors implemented to differentiate, and in some cases change, their coursework to support inclusive learning environments. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01