Using student-led manufacturing in makerspaces to support transition into engineering higher education

This paper reports our preliminary findings from utilising The iForge, a student-run makerspace, as a resource for curriculum-based learning, in place of traditional timetabled workspace access for students. We show how this enabled us to offer projects that were less structured, less constrained by timetables, and more open-ended. We also explain how we were able to embed the development of professional skills particularly teamworking - into the curriculum. Results show no negative impact on student satisfaction or grades, and positive impact in terms of staff time and flexibility for students to work independently around their individual timetables. We conclude by highlighting some areas for further work, and make recommendations for colleagues wishing to explore more creative practical projects in their own contexts.