Social Emotional Learning SEL and the Makerspace - Adventures in Learning

Mike Pitcher, Director - Academic Technologies-Learning Environments, the University of Texas at El Paso And Hector Lugo our Sr. Instructional Technologist, the University of Texas at El Paso

Mike Pitcher, Director - Academic Technologies-Learning Environments, the University of Texas at El Paso

When we started a college makerspace years ago, social emotional learning (SEL) honestly was the last thing on our mind, however throughout our journey we have come to understand that SEL and a makerspace are intimately intertwined. The Collaborative for Academic, Social, and Emotional Learning (CASEL) 5 are defined as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making; the foundational core of the SEL model. Furthermore, the CASEL model looks at SEL within the context of classrooms (SEL Instruction and Classroom Climate), schools (Schoolwide culture, practices and policies), families (authentic partnerships), and communities (aligned learning opportunities) which upon reflection very much matches the core ethos of a makerspace.

Every student interacts and uses the makerspace with different purposes and perspectives. Students, individually or in a group, work on their research, course projects, and personal projects; all the way to the other side of the coin which is to utilize the space for a break between classes, to study, listen to music, meet and hang out with their friends, talk with other people and even attend events that happen within the makerspace. The makerspace has been a place that is in constant development and expansion based on student’s needs, wants and where staff/faculty can enhance the student’s college experience academically, intrinsically, and socially. The student’s feedback, suggestions, and interactions (students do perceive their emotions and understand their tendencies across those situations within the makerspace) are what makes every interaction within the space a growth opportunity.  Student’s self-awareness of what they have accomplished during a project, where they can improve upon it, and engaging the makerspace community to grow those skills are key pieces which align with the CASEL model. The makerspace is a safe place to reflect on what they have achieved and allows students to inquire where they can expand next either individually or accompany others on that journey via leading, guiding, assisting, and supporting.

Hector Lugo our Sr. Instructional Technologist, the University of Texas at El Paso

Individuals that visit the makerspace are usually swamped with emotions both academically and personally. We have seen that students enter the makerspace in the beginning with a huge responsibility, and many times the pressure of making an intangible idea/thought into a tangible and realistic outcome; is just too much for them. Many times, students have difficulty managing their emotions throughout the process. They may start off seeing their visit as the first piece of having to develop an unrealistic deliverable in a short span of time. Other students have amazing yet impractical vision/goals that do not allow the process or the experience in the beginning to be joyful for them. What we have witnessed across their projects is that at the end they are happy with what they accomplish and take pride in it and their growth, however it takes some guidance. We typically think of staffing a makerspace with technical skills staff those who know how to laser engrave, 3D print, design in virtual reality, etc.; however while those skills are critical to help along the end product, it is just as critical to make sure our makerspace staff helps students process, empathize, and grow their approach to the end goal. Our staff needs to intervene at times to ask questions of reflection, challenge students to identify how their approach and emotional mindset may be what is causing a project to meet success or failure just as much or more so than the actual design and fabrication process itself.

Every student that enters the makerspace makes a brave and bold decision to explore the unknown and infinite possibilities that can be crafted within it. What they may not always see is that the process can ignite a spark to develop relationships with new people that share interests; provide a chance to learn and explore new passions, and to develop meaningful friendships by chance. Our makerspace stands by three main pillars, which are Imagine. Create. Inspire. The hope is after reading this you we have sparked something in you which allows you to imagine, create, or inspires your space to be a key place to help develop SEL in new ways.

Virtual Reality