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Browsing by Subject "Makerspace"

Now showing 1 - 2 of 2
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    CornerStone – Youth Entrepreneurship & Programming Research
    (2023-05) Hussein, Dalila
    The CornerStone Youth Entrepreneurship research project studied models of youth centers promoting entrepreneurship in the Midwest specifically, and the United States generally to design a youth center model suitable for Frazee's youth and community needs. The research is driven by the community's desire to address the high incidence of depression, hopelessness, and suicidal intentions among Frazee's youth, as well as the lack of secure and supportive spaces outside of school for youth to spend time together. The research project has established several goals and objectives, including conducting a literature review of youth entrepreneurship and programming models, researching successful youth programming models in Minnesota and beyond, and identifying appropriate programming models for CornerStone based on the community's needs assessment. The project recognizes the importance of youth entrepreneurship in empowering young people, improving their self-belief, fostering positive connections with mentors, and promoting positive life outcomes. Through primary and secondary tools, the research investigated the three main components at CornerStone: the youth program, the makerspace, and the retail and gift shop. Preliminary findings suggest that youth programs in Minnesota have diverse focus areas, including arts and culture, entrepreneurship, and capacity development. These programs often involve peer-to-peer mentorship, promotion of youth ownership and involvement, as well as uplifting their work and creativity. Research findings suggest having an art jury to facilitate the decision making around art exhibition at the gallery for both youth and established artists.
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    Multimodality, Makerspaces, and the Making of a Maker Pedagogy for Technical Communication and Rhetoric
    (2019-05) Tham, Jason
    This dissertation investigates how students create multimodal solutions to address complex problems via technology-enhanced maker practices informed by design thinking. It contributes to the ongoing scholarly conversations around multimodality and multimodal composition by understanding the new material affordances of rapid prototyping technology and dedicated spaces for collaborative invention, fondly known as makerspaces. By investigating how students compose and create multimodal artifacts through making and design thinking, this project identifies useful pedagogical intersections between the Maker Movement proper and technical and professional communication (TPC). To do so, I studied the use and operation of three academic makerspaces in the U.S. at the Georgia Institute of Technology, Case Western Reserve University, and the University of Minnesota. I then conducted a case study of a maker framework based on the findings from the makerspace ethnography. The deployment of the framework––tentatively known as maker pedagogy––occurred in a TPC course. Combining the results from my makerspace ethnography and the pedagogical case study, I discuss the implications of a maker pedagogy for TPC, including the cultivation of a maker mindset, disruption to conventional ideologies, and an exploration of the material dimension of writing. I also discuss ways in which making and design thinking can be assessed in the context of TPC pedagogy.