Creating a Maker Space for Crossdisciplinary Teaching and Collaboration with Limited Funding

David G. Alexander; Colleen Robb

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: ENT Division Technical Session: Making and Maker Spaces
Tagged Division: Entrepreneurship & Engineering Innovation
Tagged Topic: Diversity
Page Count: 15
DOI: 10.18260/1-2--34344
Permanent URL: https://strategy.asee.org/34344
Download Count: 495

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Paper Authors

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David G. Alexander California State University, Chico

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Dr. Alexander’s research interests and areas of expertise are in teaching pedagogy, capstone design, renewable energy systems, thermal sciences, vehicle system modeling and simulation, heat transfer, new product development, entrepreneurship, and technology transfer. He is PI and adviser of the Department of Energy Collegiate Wind Competition 2016. He is also working on an undergraduate research project modeling solar cells using a thermodynamics approach and analyzing changes in efficiency with cell temperature. Additional work includes, developing a closed loop throttle controlled model of a purely ultracapacitor hybrid electric vehicle. This model was used to select components and control strategies for a class 8 commercial hybrid concept vehicle as well as a small hybrid sedan. Vehicle road testing was performed and validated the system model.

Dr. Alexander has 10 years of industry work experience most of which as CEO of IVUS Energy Innovations – a technology start-up company that he and three partners formed around unique fast changing technology. As CEO, he raised over $2 million in equity financing, secured a worldwide license agreement, and managed the commercialization and launch of the industry’s first 90-second rechargeable flashlight. In addition he is co-inventor on four U.S. patents and has presented numerous times at advanced energy technology conferences in the areas of business and technology development.

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Colleen Robb Florida Gulf Coast University orcid.org/0000-0002-8905-0930

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Dr. Robb is an Assistant Professor of Entrepreneurship at Florida Gulf Coast University's School of Entrepreneurship.

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Abstract

Creating cross-disciplinary programs at post-secondary educational institutions is challenging. Faculty and student schedules are full of teaching, research, service, and learning requirements that are on relatively strict timelines. Asking for time and attention on an experimental project or new course without established and quantified value to one’s program is not likely to garner support. However, creating new and innovative learning environments is important and necessary on college campuses. In an effort to overcome these challenges and develop entrepreneurial programs that connect faculty, students, and staff from across campus, an ad hoc team was formed with representatives from all seven colleges. The team was co-chaired by three professors with different educational backgrounds, mechanical engineering, business entrepreneurship and accounting. Three main pillars of innovation were identified (1) an entrepreneurial learning experience, (2) an on-campus makerspace, and (3) community outreach and engagement. This paper focuses on the design, implementation, and success of the on-campus makerspace and as well as the lessons learned and areas for improvement. Undergraduate student assistants were hired and trained to run the makerspace and manage the day-to-day activities, which included operating 3-D printers, a vinyl cutter, a sewing machine, various scanners and digitizers. Student assistants, along with university personnel, were also involved in creating the rules and responsibilities, disclaimers, safety training, and policies for using the makerspace. Students also created and managed a database of customer projects and designed the overall project work flow. The second semester saw the official opening of the space to the campus community. Multiple classes were assigned projects in the makerspace and all materials were initially free to all enrolled students. Not including the expense of using the approximately 1300-square-foot space in the campus library, total expenses for starting, operating, and maintaining the makerspace for two semesters was under $75,000. These funds resulted in over 350 projects from 45 different majors and programs across campus in the first semester (spring 2017) of its opening. The space is entering its third year of operations and has seen over 1,500 projects completed in spring 2019, a marked increase in usage. 3-D printing is the most used resource and study space is the most common activity. While it is important to continue to look for innovative technologies to engage the campus community in making and learning, often what attracts students most effectively can be the simpler things. A button-maker was first brought to the makerspace more as a second thought than an innovative technology, and yet, it continues to be a very popular item that encourages all users of the makerspace to explore their creativity. In addition to remembering that simpler can sometimes be better, keeping a careful eye on the budget and planning personnel to work in the space at key times throughout the day and semester are critical to maintaining a vibrant and financially sustainable makerspace. Over the past four semesters the makerspace has continued to expand its offerings and bring in more and more users. This unique space engages the entire campus community in learning through making.

Citation
Format

Alexander, D. G., & Robb, C. (2020, June), Creating a Maker Space for Crossdisciplinary Teaching and Collaboration with Limited Funding Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34344

TY - CPAPER
AB - Creating cross-disciplinary programs at post-secondary educational institutions is challenging. Faculty and student schedules are full of teaching, research, service, and learning requirements that are on relatively strict timelines. Asking for time and attention on an experimental project or new course without established and quantified value to one’s program is not likely to garner support. However, creating new and innovative learning environments is important and necessary on college campuses. In an effort to overcome these challenges and develop entrepreneurial programs that connect faculty, students, and staff from across campus, an ad hoc team was formed with representatives from all seven colleges. The team was co-chaired by three professors with different educational backgrounds, mechanical engineering, business entrepreneurship and accounting. Three main pillars of innovation were identified (1) an entrepreneurial learning experience, (2) an on-campus makerspace, and (3) community outreach and engagement. This paper focuses on the design, implementation, and success of the on-campus makerspace and as well as the lessons learned and areas for improvement. Undergraduate student assistants were hired and trained to run the makerspace and manage the day-to-day activities, which included operating 3-D printers, a vinyl cutter, a sewing machine, various scanners and digitizers. Student assistants, along with university personnel, were also involved in creating the rules and responsibilities, disclaimers, safety training, and policies for using the makerspace. Students also created and managed a database of customer projects and designed the overall project work flow. The second semester saw the official opening of the space to the campus community. Multiple classes were assigned projects in the makerspace and all materials were initially free to all enrolled students. Not including the expense of using the approximately 1300-square-foot space in the campus library, total expenses for starting, operating, and maintaining the makerspace for two semesters was under $75,000. These funds resulted in over 350 projects from 45 different majors and programs across campus in the first semester (spring 2017) of its opening. The space is entering its third year of operations and has seen over 1,500 projects completed in spring 2019, a marked increase in usage. 3-D printing is the most used resource and study space is the most common activity. While it is important to continue to look for innovative technologies to engage the campus community in making and learning, often what attracts students most effectively can be the simpler things. A button-maker was first brought to the makerspace more as a second thought than an innovative technology, and yet, it continues to be a very popular item that encourages all users of the makerspace to explore their creativity. In addition to remembering that simpler can sometimes be better, keeping a careful eye on the budget and planning personnel to work in the space at key times throughout the day and semester are critical to maintaining a vibrant and financially sustainable makerspace. Over the past four semesters the makerspace has continued to expand its offerings and bring in more and more users. This unique space engages the entire campus community in learning through making.
AU - David G. Alexander
AU - Colleen Robb
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Creating a Maker Space for Crossdisciplinary Teaching and Collaboration with Limited Funding
UR - https://strategy.asee.org/34344
DO - 10.18260/1-2--34344
ER -