Learning from the parallel pathways of Makers to broaden pathways to engineering.

Area of Science:

• Engineering Education
• STEM Outreach
• Informal Learning

Background:

• Makers are a diverse community with varied technical and non-technical backgrounds.
• Some Makers have formal engineering training, while others do not.
• This study explores the educational journeys of adult Makers and their connection to engineering.

Purpose of the Study:

• To understand adult Makers' educational pathways using constructivist grounded theory.
• To investigate how these pathways intersect with engineering.
• To identify potential practices for increasing access and success in engineering for diverse populations.

Main Methods:

• Qualitative interviews with 42 adult Makers.
• Utilized artifact elicitation interviews.
• Employed constructivist critical incident technique interviews.

Main Results:

• Identified a theme of Makers with diverse backgrounds creating artifacts with similar purposes.
• Presented two cases of parallel pathways: musical and large-scale interactive artifacts.
• Demonstrated multiple, parallel life pathways shaped by critical contextual events and activities.

Conclusions:

• Maker stories offer insights into promoting access and success in engineering for a broader, more diverse student population.
• Makers exhibit traits of the 'Engineer of 2020,' including lifelong learning, creativity, and ingenuity.
• Studying Makers highlights the multiplicity of pathways into engineering majors and careers.