{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,22]],"date-time":"2026-04-22T01:30:42Z","timestamp":1776821442442,"version":"3.51.2"},"reference-count":43,"publisher":"Cambridge University Press (CUP)","issue":"3","license":[{"start":{"date-parts":[[2020,7,13]],"date-time":"2020-07-13T00:00:00Z","timestamp":1594598400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/www.cambridge.org\/core\/terms"}],"content-domain":{"domain":["cambridge.org"],"crossmark-restriction":true},"short-container-title":["AIEDAM"],"published-print":{"date-parts":[[2020,8]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>An academic makerspace, home to tools and people dedicated to facilitating and inspiring a making culture, is characterized by openness, creativity, learning, design, and community. This nontraditional learning environment has found an immense increase in popularity and investment in the last decade. Further, makerspaces have been shown to be highly gendered, privileging men's and masculine understandings of making. The spike in popularity warrants deeper analysis, examining the value of these spaces for women and if learning is occurring in these spaces, specifically at higher education institutions. We implemented a phenomenologically based interviewing process to capture the making experiences of 20 women students, recruited through purposive and snowball sampling. By eliciting the narratives of women students, we captured how making, designing, and creating evolved through gendered experiences in the university makerspace. Each interview was transcribed and resulted in around 868 pages of single-spaced text transcriptions. The data were analyzed through multiple cycles of open and axial coding for common themes and patterns, where makerspaces create a culture of learning, facilitate students\u2019 design journey, and form a laboratory for creativity. These themes forwarded the creation of a learning model that showcases how design and learning interact in the makerspace. This work demonstrates that women students are engaging learning and inspiration; developing confidence and resilience; and learning how to work with others and collaborate.<\/jats:p>","DOI":"10.1017\/s089006042000030x","type":"journal-article","created":{"date-parts":[[2020,7,13]],"date-time":"2020-07-13T07:54:13Z","timestamp":1594626853000},"page":"363-373","update-policy":"https:\/\/doi.org\/10.1017\/policypage","source":"Crossref","is-referenced-by-count":8,"title":["Academic makerspaces as a \u201cdesign journey\u201d: developing a learning model for how women students tap into their \u201ctoolbox of design\u201d"],"prefix":"10.1017","volume":"34","author":[{"given":"Megan","family":"Tomko","sequence":"first","affiliation":[]},{"given":"Wendy","family":"Newstetter","sequence":"additional","affiliation":[]},{"given":"Melissa W.","family":"Alem\u00e1n","sequence":"additional","affiliation":[]},{"given":"Robert L.","family":"Nagel","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3030-7399","authenticated-orcid":false,"given":"Julie","family":"Linsey","sequence":"additional","affiliation":[]}],"member":"56","published-online":{"date-parts":[[2020,7,13]]},"reference":[{"key":"S089006042000030X_ref21","doi-asserted-by":"publisher","DOI":"10.17763\/haer.84.4.46m7372370214783"},{"key":"S089006042000030X_ref31","volume-title":"Situating Constructionism","author":"Papert","year":"1991"},{"key":"S089006042000030X_ref10","volume-title":"Makerspaces: A Practical Guide for Librarians","author":"Burke","year":"2014"},{"key":"S089006042000030X_ref3","volume-title":"Grounded Theory: A Practical Guide","author":"Birks","year":"2015"},{"key":"S089006042000030X_ref6","doi-asserted-by":"publisher","DOI":"10.1080\/01616846.2014.970425"},{"key":"S089006042000030X_ref19","unstructured":"Intel\/Harris_Poll (2020) MakeHers: Engaging girls and women in technology through making, creating, and inventing. 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Available at: http:\/\/www.slj.com\/2016\/08\/technology\/seven-surprising-benefits-of-maker-spaces\/#_."},{"key":"S089006042000030X_ref29","first-page":"12","article-title":"The maker movement: a learning revolution","volume":"41","author":"Martinez","year":"2014","journal-title":"Learning and Leading with Technology"},{"key":"S089006042000030X_ref22","first-page":"20","article-title":"Practical implementation of an educational makerspace: part 3 of making an educational makerspace","volume":"42","author":"Kurti","year":"2014","journal-title":"Teacher Librarian"},{"key":"S089006042000030X_ref15","doi-asserted-by":"publisher","DOI":"10.1111\/1559-8918.01026"},{"key":"S089006042000030X_ref36","volume-title":"E-learning Papers, 39","author":"Sch\u00f6n","year":"2014"},{"key":"S089006042000030X_ref4","first-page":"58","article-title":"Creativity through \u201cMaker\u201d experiences and design thinking in the education of librarians","volume":"42","author":"Bowler","year":"2014","journal-title":"Knowledge Quest"},{"key":"S089006042000030X_ref28","volume-title":"Invent to Learn: Making, Tinkering, and Engineering in the Classroom","author":"Martinez","year":"2013"},{"key":"S089006042000030X_ref42","unstructured":"Tomko, M , Nagel, RL , Alem\u00e1n, MW , Newstetter, WC and Linsey, JS (2018 a) Learning in academic makerspaces: preliminary case studies of how academic makerspaces afford learning for female students. 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