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>> Next up. That could be make. Such a word. In one decade the number of maker spaces increased nearly 14 world wide so while the spaces are a growing worldwide phenomenon there is a lack of evidence that shows the value of making experiences and make or spaces for the professional development of STEM students and higher education yet universities like Georgia Tech have poured millions of dollars into building staffing and outfitting academic maker spaces at their respective campuses the lack of empirical evidence dams from the fact that these spaces are not the traditional classroom setting they're labelled as informal interactive collaborative self paced and problem beast these types of characteristics do not lend themselves well to controlled experimental studies and call for the need of a methodology that matches the complexity of these environments in my research I use a variety of qualitative research methods to study the impact of the speeches pacifically on the lived experiences of women students who are active users of the different pieces at Georgia Tech so this means that people are 1st hand accounts of people who seek out the space for more than just class based projects now the benefit of qualitative research methods are that they highlight the context and they feature the voices of participants which is highly useful when looking at understudied environments like maker spaces and under represented populations like women I focus on women experiences because there still remains a low population of women students who are using these spaces and in general in STEM fields.

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So in that I think that tearing or dark who is a volunteer at a feminist maker's face in Pittsburgh puts it perfectly that there are still these unspoken societal roles that assign gender to the making and designing of a scene so in my research one of the techniques I use in order to understand these women experiences is a 3 series interview protocol where I ask the students to talk about how they got involved in the space what it's like to be a part of this piece and how they see that impacting them one of the students actually came in pre-med and after having a space or having a class that involved the maker space she decided that she wanted to do design for a living I'm also able to extract the types of learning that are associated with this piece which is very new so this is the mentality is for learning such as learning by doing learning by working with others the learning outcomes such as content knowledge cultural knowledge creativity competence communication skills and management skills along with the pathways for entry into the speech why did they come in and why did they stay in the long run I expect to have transformative insights for pedagogy of learning and also initiatives for women in STEM because this is still a big problem thanks.