Can we empower making through open contribution of solutions to shared challenges?

Popular Solutions

• DIY card-access for Maker Space equipment

  Addresses How should we introduce novic... For Training

  A common challenge for training in maker spaces is finding a way to make access to the space as open as possible while restricting access to particular machines to those who have had the proper training. We have a DIY card-access system that interfaces with a database of trained users to only power-on machines when the card indicates the user has the proper training. Developed as a senior-design project by ECE & CompE students, this is shared under CC-Sharealike. Email mvigeant@bucknell.edu

• Courses for credit to learn maker techniques!

  Addresses How do we build our students ... For Curriculum

  At the Sherman Center for Engineering Entrepreneurship Education at Northeastern, we offer a program of courses in areas identified by our students and external stakeholders to give our students product-centered and maker-based skills. These courses are taught by practitioners from the field rather than standing faculty and are entirely project (not exam) based. Course topics include: creative product design, customer-driven innovation, iterative product prototyping, and product development.

• 3 hours is all you need!

  Addresses How should we introduce novic... For Training

  The Sherman Center for Engineering Entrepreneurship Education at Northeastern has a thriving offering of evening workshops in which student instructors teach the basics of Arduino and 3-D printing to an audience of beginners. Each workshop is limited to 20 students (or staff/faculty) and materials and resources (such as Arduino boards) are provided for free b the Center. A resources page has key information for follow-on learning: http://www.northeastern.edu/sherman/upcoming-events/resources/

Open Challenges

• Makerspaces

  How do you setup and maintain undergraduate maker spaces?

  The challenge that UD will address is setting up and maintaining an undergraduate maker space. Although we are still learning, we hope to share some best practices that have worked for us with the community.

• Training - 2 solutions

  How should we introduce novice makers to basic skills?

  Students new to a makerspace face an intimidating learning curve, and this can discourage participation. Getting students up to speed with basic skills, especially those that are inherently safe and engaging will be necessary to grow the maker culture (beyond the hardcore devotees) at any institution.

• Curriculum - 1 solution

  How do we build our students 21st century skills through maker-based courses?

  Within both K12 and higher education, coursework must foster creativity, problem solving, and innovation. We can accomplish this goal through aligning course activities with the maker philosophy.

• Makerspaces

  How we we encourage collaboration across disciplines around our makerspaces?

  Our biggest issue is encouraging collaboration across disciplines, and sharing resources. After attending the Innovation Summit in October, I heard that many schools were facing the same problem, and I'd like to contribute our proposed solutions, so that others can follow along with our progress.

Latest Solutions

• DIY card-access for Maker Space equipment

  Addresses How should we introduce novic... For Training

  A common challenge for training in maker spaces is finding a way to make access to the space as open as possible while restricting access to particular machines to those who have had the proper training. We have a DIY card-access system that interfaces with a database of trained users to only power-on machines when the card indicates the user has the proper training. Developed as a senior-design project by ECE & CompE students, this is shared under CC-Sharealike. Email mvigeant@bucknell.edu

• Courses for credit to learn maker techniques!

  Addresses How do we build our students ... For Curriculum

  At the Sherman Center for Engineering Entrepreneurship Education at Northeastern, we offer a program of courses in areas identified by our students and external stakeholders to give our students product-centered and maker-based skills. These courses are taught by practitioners from the field rather than standing faculty and are entirely project (not exam) based. Course topics include: creative product design, customer-driven innovation, iterative product prototyping, and product development.

• 3 hours is all you need!

  Addresses How should we introduce novic... For Training

  The Sherman Center for Engineering Entrepreneurship Education at Northeastern has a thriving offering of evening workshops in which student instructors teach the basics of Arduino and 3-D printing to an audience of beginners. Each workshop is limited to 20 students (or staff/faculty) and materials and resources (such as Arduino boards) are provided for free b the Center. A resources page has key information for follow-on learning: http://www.northeastern.edu/sherman/upcoming-events/resources/

Key Areas

• Creating K-12 Pipelines

  0 challenges 0 solutions

  Supporting our local and national K-12 maker learning experiences. How can and should higher ed help enrich K-12 maker-based learning?

• Admissions

  0 challenges 0 solutions

  Finding and recruiting great makers to higher ed; Including making in admissions criteria; Implementing maker portfolios, etc.

• Outcomes & Evaluation

  0 challenges 0 solutions

  Assessing students, courses, programs; What is success for makers? What are the criteria we should use and why?

• Makerspaces

  2 challenges 0 solutions

  Addressing issues of setup, maintenance, management, coordination and more