Comparison of Makerspace Learning Outcomes Between Genders, Universities, and Online Communities
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In prior work, a learning typology was developed that encompasses an understanding of the way in which women students learn in the makerspaces and the specific interpersonal, intrapersonal, and cognitive proficiencies that women students develop through using makerspaces. In this thesis, we explore how these learning outcomes compare for men and women makers as well as between two Universities with varied degrees of making integrated into the curriculum. Additionally, we've explored how online maker communities are supporting students in their personal making.