University Innovation Fellows - User contributions [en]

Fellow:Meg Anderson

2017-02-16T19:31:09Z

Meg anderson:

Fellow:Meg Anderson

2017-02-16T19:30:33Z

Meg anderson:

Fellow:Meg Anderson

2017-02-16T19:26:24Z

Meg anderson:

Meg Anderson is an undergraduate double-majoring in Oxbridge History of Ideas and Physics at [http://universityinnovation.org/wiki/William_Jewell_College William Jewell College] (Class of 2019). By studying[[File:Meg headshot.jpeg|thumb|Meg headshot.jpeg]] the history of both human thought and scientific progress, Meg hopes to strengthen her ability to communicate complex technical and conceptual material to a variety of audiences. She became involved with the University Innovation Fellows through the [http://universityinnovation.org/wiki/Uifresh #uifresh] initiative as well as the #OneDayKC workshop. Meg has lived in the Kansas City metro area since she was born, and she enjoys increasing her involvement in the community. She has experienced this especially through her work at The Nelson-Atkins Museum of Art. At William Jewell College, located north of Kansas City, she is involved in the Society of Physics Students, the Jewellverse Student Advisory Board, and on-campus research. Additionally, she serves as a First-Year Mentor and Cardinal Host. Though her home location has been consistent, Meg has traveled to forty-eight states and is excited to spend next school year studying abroad at Oxford University. To connect with Meg, please email [mailto:andersonm@william.jewell.edu andersonm@william.jewell.edu].  

= Related Resources =

'''William Jewell College'''

[http://universityinnovation.org/William%20Jewell%20College%20Strategic%20Priorities William Jewell College Strategic Priorities]

2016-2017 Leadership Circle: [http://universityinnovation.org/Sofia%20Arthurs-Schoppe Sofia Arthurs-Schoppe], [http://universityinnovation.org/Meg%20Anderson Meg Anderson], [http://universityinnovation.org/Conner%20Foote Conner Foote], [http://universityinnovation.org/William%20Hyde William Hyde], [http://universityinnovation.org/Jesse%20Lundervold Jesse Lundervold], [http://universityinnovation.org/Dalton%20Nelson Dalton Nelson], [http://universityinnovation.org/Erika%20storvick Erika Storvick], [http://universityinnovation.org/Denver%20Strong Denver Strong]

2015-2016 Leadership Circle: [http://universityinnovation.org/Bradley%20Dice Bradley Dice], [http://universityinnovation.org/Trevor%20Nicks Trevor Nicks], [http://universityinnovation.org/Ben%20Shinogle Ben Shinogle], [http://universityinnovation.org/Alex%20Holden Alex Holden], [http://universityinnovation.org/Macy%20Tush Macy Tush], [http://universityinnovation.org/Gretchen%20Mayes Gretchen Mayes]

2014-2015 Leadership Circle: [http://universityinnovation.org/Bradley%20Dice Bradley Dice], [http://universityinnovation.org/James%20Milam James Milam], [http://universityinnovation.org/Kate%20McFerren Kate McFerren], [http://universityinnovation.org/Amelia%20Hanzlick Amelia Hanzlick], [http://universityinnovation.org/Conner%20Hazelrigg Conner Hazelrigg]

[[Category:Student Contributors|Student_Contributors]]

School:William Jewell College

2017-02-16T19:19:21Z

Meg anderson:

= Overview =

[[File:William Jewell College Logo 1.jpg|thumb]] William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”

William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. A goal of the 2016-2017 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons along with a 3D printer, production studio, and audio recording studio. There are a great number resources that students could be using in their entrepreneurial endeavors.

= Faculty Innovation and Entrepreneurship =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, the Jewellverse Student Advisory Board, and the Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body. Students a part of the Jewellverse Advisory Board are able to help influence tech and I&E policy. The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events ==

     William Jewell College offers an extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, KC Tech Week, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as visiting lecture series sponsored by the chemistry and biology departments, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department. 

     The fall 2014 UIF cohort started an annual event called #OnedayKC. Through partnerships with the University of Missouri-Kansas City, Think Big Partners, the Kaufmann Foundation, and other local businesses and organizations #OnedayKC became the collegiate entrepreneurial event of the year for the Kansas City area by bringing together students from multiple institutions for a day of innovation and entrepreneurship. The 2015 cohort is looking forward to expanding and improving upon the already excellent model for this amazing event. 

William Jewell College also puts on a Duke Colloquium Day every April for students to both showcase their unique project and get a look at what their peers have been working on. Classes are canceled for the day to show the students they have the colleges full backing and admiration for their work. In addition, alumni are invited as well as local professional leaders. 

== Spaces ==

The College built a new building called the Pryor Learning Commons just two years ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved 24/7. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, production studio, and multiple collaboration spaces.

On Jewell’s campus, there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, however, are mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body. A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

There is also the IdeaX room available to students and professor at all hours. This non-traditional classroom features a whiteboard wall, couch, tv, coffee maker, and is organized in a way so that there is no standard front of the room. This space is frequently used for guest of the Business Department to talk to students on many different post-graduation career fields. 

== Opportunities ==

The college offers numerous opportunities to engage in unique innovative experiences. These opportunities include the Career Mentor Program, the Journey Grant, and the Kauffman Grant.

The Career Mentor program matches students from any discipline on campus to a professional mentor in the Kansas City area to do a job shadowing experience of 10 hours minimum. This program allows students to gain a better understanding of a career field and it connects professionals to the college through a professional relationship with a Jewell student.

The Journey Grant is a $2,000 minimum grant that allows Jewell students to study abroad, attend a conference, to start a business with these funds, or anything to aid the experiential learning process. To use the Journey Grant, a student must apply for it to use during their Junior or Senior year. The school offers pre-planned trips that include learning about business on a ranch, learning about third world communities and economies in Honduras, the British Teacher Education Program, among others.

Students at William Jewell College have the opportunity to apply for funding for a start-up or business venture through the Kauffman Grant. The students can apply through the Director of Creativity and Innovation to have access to these funds that allow students to gain real world experiences with real money to start up.

= Evaluation of Innovation and Entrepreneurship =

     William Jewell is rapidly growing its Creativity and Innovation program and other campus-wide efforts, to the degree that the word "entrepreneurship," "innovation," and "creativity" find themselves at the center of nearly every new project and initative. The University Innovation fellows welcome this environment, but currently find ourselves grounding campus projects and initiatives into doable, process based creativity. While we encourage "thinking big," we consider it equally important to consider the multi-stepped, process-based origin of true creative work. Projects that include faculty recognition, centralized data regarding campus activities, and better communications mechanisms for campus leaders all include big goals--yet we continue to seek first iterations of these projects to use as prototypes to better evaluate the underlying need of the initiatives at hand. From there, we intend to garner the immediate success of various initiatives into the energy and support needed to reach their fullest conceptions.

     In line with this goal, Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle. Some of the ways Jewell has utilized the collected data is the creation of the college's first ever engineering program, which it is in the midst of now. In the fall of 2016 William Jewell College will be welcoming its first ever class of civil engineers. The program will have an environmental emphasis and focus on four technical areas: environmental, geotechnical, hydraulic and structural. The addition of this department will certainly add to the innovation and entrepreneruship on Jewell's campus. 

= Landscape Canvas =

[https://drive.google.com/folderview?id=0B844vlWIDJatU0dNa0Z2THNVRHc&usp=sharing_eid&tid=0B9GRsz4i6ggafmRUOFlyWXNCWVVUbzI2U1ptbXJma0JNWTZvcHlHdzJEMlR0N2o3ZTZPYlE Fall 2015 Landscape Canvas]

[https://docs.google.com/spreadsheets/d/1fueIItc8e6c3BE1Kz2jnWG21U5L8Vc_670y6ktAXZ8o/edit#gid=0 Spring 2017 Landscape Canvas]

=== ===

= Related Resources =

'''William Jewell College'''

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

'''Current Fellows'''

[[Alex_Holden|Alex Holden]]

[[Gretchen_Mayes|Gretchen Mayes]]

[[Trevor_Nicks|Trevor Nicks]]

[[Ben_Shinogle|Ben Shinogle]]

[[Macy_Tush|Macy Tush]]

[[Meg_Anderson|Meg Anderson]]

[http://universityinnovation.org/Sofia%20Arthurs-Schoppe Sofia Arthurs-Schoppe]

[[Conner_Foote|Conner Foote]]

[[William_Hyde|William Hyde]]

[[Jesse_Lundervold|Jesse Lundervold]]

[[Dalton_Nelson|Dalton Nelson]]

[[Erika_storvick|Erika Storvick]]

[[Denver_Strong|Denver Strong]]

2016-2017 Leadership Circle: [[Meg_Anderson|Meg Anderson]], [[Sofia_Arthurs-Schoppe|Sofia Arthurs-Schoppe]], [http://universityinnovation.org/Conner%20Foote Conner Foote], [[William_Hyde|William Hyde]], [[Jesse_Lundervold|Jesse Lundervold]], [[Dalton_Nelson|Dalton Nelson]], [[Erika_storvick|Erika Storvick]], [[Denver_Strong|Denver Strong]]

2015-2016 Leadership Circle: [[Bradley_Dice|Bradley Dice]], [[Trevor_Nicks|Trevor Nicks]], [[Ben_Shinogle|Ben Shinogle]], [[Alex_Holden|Alex Holden]], [[Macy_Tush|Macy Tush]], [[Gretchen_Mayes|Gretchen Mayes]]

2014-2015 Leadership Circle: [[Bradley_Dice|Bradley Dice]], [[James_Milam|James Milam]], [[Kate_McFerren|Kate McFerren]], [[Amelia_Hanzlick|Amelia Hanzlick]], [[Conner_Hazelrigg|Conner Hazelrigg]]

[[Category:Universities]]

School:William Jewell College

2017-02-16T19:14:00Z

Meg anderson:

= Overview =

[[File:William Jewell College Logo 1.jpg|thumb]] William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”

William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. A goal of the 2016-2017 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons along with a 3D printer, production studio, and audio recording studio. There are a great number resources that students could be using in their entrepreneurial endeavors.

= Faculty Innovation and Entrepreneurship =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, the Jewellverse Student Advisory Board, and the Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body. Students a part of the Jewellverse Advisory Board are able to help influence tech and I&E policy. The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events ==

     William Jewell College offers an extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, KC Tech Week, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as visiting lecture series sponsored by the chemistry and biology departments, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department. 

     The fall 2014 UIF cohort started an annual event called #OnedayKC. Through partnerships with the University of Missouri-Kansas City, Think Big Partners, the Kaufmann Foundation, and other local businesses and organizations #OnedayKC became the collegiate entrepreneurial event of the year for the Kansas City area by bringing together students from multiple institutions for a day of innovation and entrepreneurship. The 2015 cohort is looking forward to expanding and improving upon the already excellent model for this amazing event. 

William Jewell College also puts on a Duke Colloquium Day every April for students to both showcase their unique project and get a look at what their peers have been working on. Classes are canceled for the day to show the students they have the colleges full backing and admiration for their work. In addition, alumni are invited as well as local professional leaders. 

== Spaces ==

The College built a new building called the Pryor Learning Commons just two years ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved 24/7. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, production studio, and multiple collaboration spaces.

On Jewell’s campus, there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, however, are mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body. A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

There is also the IdeaX room available to students and professor at all hours. This non-traditional classroom features a whiteboard wall, couch, tv, coffee maker, and is organized in a way so that there is no standard front of the room. This space is frequently used for guest of the Business Department to talk to students on many different post-graduation career fields. 

== Opportunities ==

The college offers numerous opportunities to engage in unique innovative experiences. These opportunities include the Career Mentor Program, the Journey Grant, and the Kauffman Grant.

The Career Mentor program matches students from any discipline on campus to a professional mentor in the Kansas City area to do a job shadowing experience of 10 hours minimum. This program allows students to gain a better understanding of a career field and it connects professionals to the college through a professional relationship with a Jewell student.

The Journey Grant is a $2,000 minimum grant that allows Jewell students to study abroad, attend a conference, to start a business with these funds, or anything to aid the experiential learning process. To use the Journey Grant, a student must apply for it to use during their Junior or Senior year. The school offers pre-planned trips that include learning about business on a ranch, learning about third world communities and economies in Honduras, the British Teacher Education Program, among others.

Students at William Jewell College have the opportunity to apply for funding for a start-up or business venture through the Kauffman Grant. The students can apply through the Director of Creativity and Innovation to have access to these funds that allow students to gain real world experiences with real money to start up.

= Evaluation of Innovation and Entrepreneurship =

     William Jewell is rapidly growing its Creativity and Innovation program and other campus-wide efforts, to the degree that the word "entrepreneurship," "innovation," and "creativity" find themselves at the center of nearly every new project and initative. The University Innovation fellows welcome this environment, but currently find ourselves grounding campus projects and initiatives into doable, process based creativity. While we encourage "thinking big," we consider it equally important to consider the multi-stepped, process-based origin of true creative work. Projects that include faculty recognition, centralized data regarding campus activities, and better communications mechanisms for campus leaders all include big goals--yet we continue to seek first iterations of these projects to use as prototypes to better evaluate the underlying need of the initiatives at hand. From there, we intend to garner the immediate success of various initiatives into the energy and support needed to reach their fullest conceptions.

     In line with this goal, Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle. Some of the ways Jewell has utilized the collected data is the creation of the college's first ever engineering program, which it is in the midst of now. In the fall of 2016 William Jewell College will be welcoming its first ever class of civil engineers. The program will have an environmental emphasis and focus on four technical areas: environmental, geotechnical, hydraulic and structural. The addition of this department will certainly add to the innovation and entrepreneruship on Jewell's campus. 

= Landscape Canvas =

[https://drive.google.com/folderview?id=0B844vlWIDJatU0dNa0Z2THNVRHc&usp=sharing_eid&tid=0B9GRsz4i6ggafmRUOFlyWXNCWVVUbzI2U1ptbXJma0JNWTZvcHlHdzJEMlR0N2o3ZTZPYlE Fall 2015 Landscape Canvas]

[https://docs.google.com/spreadsheets/d/1fueIItc8e6c3BE1Kz2jnWG21U5L8Vc_670y6ktAXZ8o/edit#gid=0 Spring 2017 Landscape Canvas]

=== ===

= Related Resources =

'''William Jewell College'''

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

'''Current Fellows'''

[http://universityinnovation.org/Alex%20Holden Alex Holden]

[http://universityinnovation.org/Gretchen%20Mayes Gretchen Mayes]

[http://universityinnovation.org/Trevor%20Nicks Trevor Nicks]

[http://universityinnovation.org/Ben%20Shinogle Ben Shinogle]

[http://universityinnovation.org/Macy%20Tush Macy Tush]

[http://universityinnovation.org/Meg%20Anderson Meg Anderson]

[http://universityinnovation.org/Sofia%20Arthurs-Schoppe Sofia Arthurs-Schoppe] 

[http://universityinnovation.org/Conner%20Foote Conner Foote]

[http://universityinnovation.org/William%20Hyde William Hyde]

[http://universityinnovation.org/Jesse%20Lundervold Jesse Lundervold]

[http://universityinnovation.org/Dalton%20Nelson Dalton Nelson]

[http://universityinnovation.org/Erika%20storvick Erika Storvick]

[[Denver_Strong|Denver Strong]]

2016-2017 Leadership Circle: [http://universityinnovation.org/Meg%20Anderson Meg Anderson], [http://universityinnovation.org/Sofia%20Arthurs-Schoppe Sofia Arthurs-Schoppe], [http://universityinnovation.org/Conner%20Foote Conner Foote], [http://universityinnovation.org/William%20Hyde William Hyde], [http://universityinnovation.org/Jesse%20Lundervold Jesse Lundervold], [http://universityinnovation.org/Dalton%20Nelson Dalton Nelson], [http://universityinnovation.org/Erika%20storvick Erika Storvick], [[Denver_Strong|Denver Strong]]

2015-2016 Leadership Circle: [http://universityinnovation.org/Bradley%20Dice Bradley Dice], [http://universityinnovation.org/Trevor%20Nicks Trevor Nicks], [http://universityinnovation.org/Ben%20Shinogle Ben Shinogle], [http://universityinnovation.org/Alex%20Holden Alex Holden], [http://universityinnovation.org/Macy%20Tush Macy Tush], [http://universityinnovation.org/Gretchen%20Mayes Gretchen Mayes]

2014-2015 Leadership Circle: [http://universityinnovation.org/Bradley%20Dice Bradley Dice], [http://universityinnovation.org/James%20Milam James Milam], [http://universityinnovation.org/Kate%20McFerren Kate McFerren], [http://universityinnovation.org/Amelia%20Hanzlick Amelia Hanzlick], [http://universityinnovation.org/Conner%20Hazelrigg Conner Hazelrigg]

[[Category:Universities]]

School:William Jewell College

2017-02-16T19:12:28Z

Meg anderson:

= Overview =

[[File:William Jewell College Logo 1.jpg|thumb]] William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”

William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. A goal of the 2016-2017 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons along with a 3D printer, production studio, and audio recording studio. There are a great number resources that students could be using in their entrepreneurial endeavors.

= Faculty Innovation and Entrepreneurship =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, the Jewellverse Student Advisory Board, and the Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body. Students a part of the Jewellverse Advisory Board are able to help influence tech and I&E policy. The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events ==

     William Jewell College offers an extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, KC Tech Week, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as visiting lecture series sponsored by the chemistry and biology departments, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department. 

     The fall 2014 UIF cohort started an annual event called #OnedayKC. Through partnerships with the University of Missouri-Kansas City, Think Big Partners, the Kaufmann Foundation, and other local businesses and organizations #OnedayKC became the collegiate entrepreneurial event of the year for the Kansas City area by bringing together students from multiple institutions for a day of innovation and entrepreneurship. The 2015 cohort is looking forward to expanding and improving upon the already excellent model for this amazing event. 

William Jewell College also puts on a Duke Colloquium Day every April for students to both showcase their unique project and get a look at what their peers have been working on. Classes are canceled for the day to show the students they have the colleges full backing and admiration for their work. In addition, alumni are invited as well as local professional leaders. 

== Spaces ==

The College built a new building called the Pryor Learning Commons just two years ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved 24/7. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, production studio, and multiple collaboration spaces.

On Jewell’s campus, there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, however, are mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body. A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

There is also the IdeaX room available to students and professor at all hours. This non-traditional classroom features a whiteboard wall, couch, tv, coffee maker, and is organized in a way so that there is no standard front of the room. This space is frequently used for guest of the Business Department to talk to students on many different post-graduation career fields. 

== Opportunities ==

The college offers numerous opportunities to engage in unique innovative experiences. These opportunities include the Career Mentor Program, the Journey Grant, and the Kauffman Grant.

The Career Mentor program matches students from any discipline on campus to a professional mentor in the Kansas City area to do a job shadowing experience of 10 hours minimum. This program allows students to gain a better understanding of a career field and it connects professionals to the college through a professional relationship with a Jewell student.

The Journey Grant is a $2,000 minimum grant that allows Jewell students to study abroad, attend a conference, to start a business with these funds, or anything to aid the experiential learning process. To use the Journey Grant, a student must apply for it to use during their Junior or Senior year. The school offers pre-planned trips that include learning about business on a ranch, learning about third world communities and economies in Honduras, the British Teacher Education Program, among others.

Students at William Jewell College have the opportunity to apply for funding for a start-up or business venture through the Kauffman Grant. The students can apply through the Director of Creativity and Innovation to have access to these funds that allow students to gain real world experiences with real money to start up.

= Evaluation of Innovation and Entrepreneurship =

     William Jewell is rapidly growing its Creativity and Innovation program and other campus-wide efforts, to the degree that the word "entrepreneurship," "innovation," and "creativity" find themselves at the center of nearly every new project and initative. The University Innovation fellows welcome this environment, but currently find ourselves grounding campus projects and initiatives into doable, process based creativity. While we encourage "thinking big," we consider it equally important to consider the multi-stepped, process-based origin of true creative work. Projects that include faculty recognition, centralized data regarding campus activities, and better communications mechanisms for campus leaders all include big goals--yet we continue to seek first iterations of these projects to use as prototypes to better evaluate the underlying need of the initiatives at hand. From there, we intend to garner the immediate success of various initiatives into the energy and support needed to reach their fullest conceptions.

     In line with this goal, Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle. Some of the ways Jewell has utilized the collected data is the creation of the college's first ever engineering program, which it is in the midst of now. In the fall of 2016 William Jewell College will be welcoming its first ever class of civil engineers. The program will have an environmental emphasis and focus on four technical areas: environmental, geotechnical, hydraulic and structural. The addition of this department will certainly add to the innovation and entrepreneruship on Jewell's campus. 

= Landscape Canvas =

[https://drive.google.com/folderview?id=0B844vlWIDJatU0dNa0Z2THNVRHc&usp=sharing_eid&tid=0B9GRsz4i6ggafmRUOFlyWXNCWVVUbzI2U1ptbXJma0JNWTZvcHlHdzJEMlR0N2o3ZTZPYlE Fall 2015 Landscape Canvas]

[https://docs.google.com/spreadsheets/d/1fueIItc8e6c3BE1Kz2jnWG21U5L8Vc_670y6ktAXZ8o/edit#gid=0 Spring 2017 Landscape Canvas]

=== ===

= Related Resources =

'''William Jewell College'''

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

'''Current Fellows'''

[http://universityinnovation.org/Alex%20Holden Alex Holden]

[http://universityinnovation.org/Gretchen%20Mayes Gretchen Mayes]

[http://universityinnovation.org/Trevor%20Nicks Trevor Nicks]

[http://universityinnovation.org/Ben%20Shinogle Ben Shinogle]

[http://universityinnovation.org/Macy%20Tush Macy Tush]

[http://universityinnovation.org/Meg%20Anderson Meg Anderson]

[http://universityinnovation.org/Sofia%20Arthurs-Schoppe Sofia Arthurs-Schoppe] 

[http://universityinnovation.org/Conner%20Foote Conner Foote]

[http://universityinnovation.org/William%20Hyde William Hyde]

[http://universityinnovation.org/Jesse%20Lundervold Jesse Lundervold]

[http://universityinnovation.org/Dalton%20Nelson Dalton Nelson]

[http://universityinnovation.org/Erika%20storvick Erika Storvick]

[http://universityinnovation.org/Denver%20Strong Denver Strong]

2016-2017 Leadership Circle: [http://universityinnovation.org/Meg%20Anderson Meg Anderson], [http://universityinnovation.org/Sofia%20Arthurs-Schoppe Sofia Arthurs-Schoppe], [http://universityinnovation.org/Conner%20Foote Conner Foote], [http://universityinnovation.org/William%20Hyde William Hyde], [http://universityinnovation.org/Jesse%20Lundervold Jesse Lundervold], [http://universityinnovation.org/Dalton%20Nelson Dalton Nelson], [http://universityinnovation.org/Erika%20storvick Erika Storvick], [http://universityinnovation.org/Denver%20Strong Denver Strong]

2015-2016 Leadership Circle: [http://universityinnovation.org/Bradley%20Dice Bradley Dice], [http://universityinnovation.org/Trevor%20Nicks Trevor Nicks], [http://universityinnovation.org/Ben%20Shinogle Ben Shinogle], [http://universityinnovation.org/Alex%20Holden Alex Holden], [http://universityinnovation.org/Macy%20Tush Macy Tush], [http://universityinnovation.org/Gretchen%20Mayes Gretchen Mayes]

2014-2015 Leadership Circle: [http://universityinnovation.org/Bradley%20Dice Bradley Dice], [http://universityinnovation.org/James%20Milam James Milam], [http://universityinnovation.org/Kate%20McFerren Kate McFerren], [http://universityinnovation.org/Amelia%20Hanzlick Amelia Hanzlick], [http://universityinnovation.org/Conner%20Hazelrigg Conner Hazelrigg]

[[Category:Universities]]

School:William Jewell College

2017-02-16T19:09:18Z

Meg anderson:

School:William Jewell College

2017-02-16T19:09:07Z

Meg anderson:

= Overview =

[[File:William Jewell College Logo 1.jpg|thumb]] William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”

William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. A goal of the 2016-2017 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons along with a 3D printer, production studio, and audio recording studio. There are a great number resources that students could be using in their entrepreneurial endeavors.

= Faculty Innovation and Entrepreneurship =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, the Jewellverse Student Advisory Board, and the Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body. Students a part of the Jewellverse Advisory Board are able to help influence tech and I&E policy. The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events ==

     William Jewell College offers an extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, KC Tech Week, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as visiting lecture series sponsored by the chemistry and biology departments, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department. 

     The fall 2014 UIF cohort started an annual event called #OnedayKC. Through partnerships with the University of Missouri-Kansas City, Think Big Partners, the Kaufmann Foundation, and other local businesses and organizations #OnedayKC became the collegiate entrepreneurial event of the year for the Kansas City area by bringing together students from multiple institutions for a day of innovation and entrepreneurship. The 2015 cohort is looking forward to expanding and improving upon the already excellent model for this amazing event. 

William Jewell College also puts on a Duke Colloquium Day every April for students to both showcase their unique project and get a look at what their peers have been working on. Classes are canceled for the day to show the students they have the colleges full backing and admiration for their work. In addition, alumni are invited as well as local professional leaders. 

== Spaces ==

The College built a new building called the Pryor Learning Commons just two years ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved 24/7. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, production studio, and multiple collaboration spaces.

On Jewell’s campus, there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, however, are mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body. A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

There is also the IdeaX room available to students and professor at all hours. This non-traditional classroom features a whiteboard wall, couch, tv, coffee maker, and is organized in a way so that there is no standard front of the room. This space is frequently used for guest of the Business Department to talk to students on many different post-graduation career fields. 

== Opportunities ==

The college offers numerous opportunities to engage in unique innovative experiences. These opportunities include the Career Mentor Program, the Journey Grant, and the Kauffman Grant.

The Career Mentor program matches students from any discipline on campus to a professional mentor in the Kansas City area to do a job shadowing experience of 10 hours minimum. This program allows students to gain a better understanding of a career field and it connects professionals to the college through a professional relationship with a Jewell student.

The Journey Grant is a $2,000 minimum grant that allows Jewell students to study abroad, attend a conference, to start a business with these funds, or anything to aid the experiential learning process. To use the Journey Grant, a student must apply for it to use during their Junior or Senior year. The school offers pre-planned trips that include learning about business on a ranch, learning about third world communities and economies in Honduras, the British Teacher Education Program, among others.

Students at William Jewell College have the opportunity to apply for funding for a start-up or business venture through the Kauffman Grant. The students can apply through the Director of Creativity and Innovation to have access to these funds that allow students to gain real world experiences with real money to start up.

= Evaluation of Innovation and Entrepreneurship =

     William Jewell is rapidly growing its Creativity and Innovation program and other campus-wide efforts, to the degree that the word "entrepreneurship," "innovation," and "creativity" find themselves at the center of nearly every new project and initative. The University Innovation fellows welcome this environment, but currently find ourselves grounding campus projects and initiatives into doable, process based creativity. While we encourage "thinking big," we consider it equally important to consider the multi-stepped, process-based origin of true creative work. Projects that include faculty recognition, centralized data regarding campus activities, and better communications mechanisms for campus leaders all include big goals--yet we continue to seek first iterations of these projects to use as prototypes to better evaluate the underlying need of the initiatives at hand. From there, we intend to garner the immediate success of various initiatives into the energy and support needed to reach their fullest conceptions.

     In line with this goal, Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle. Some of the ways Jewell has utilized the collected data is the creation of the college's first ever engineering program, which it is in the midst of now. In the fall of 2016 William Jewell College will be welcoming its first ever class of civil engineers. The program will have an environmental emphasis and focus on four technical areas: environmental, geotechnical, hydraulic and structural. The addition of this department will certainly add to the innovation and entrepreneruship on Jewell's campus. 

= Landscape Canvas =

[https://drive.google.com/folderview?id=0B844vlWIDJatU0dNa0Z2THNVRHc&usp=sharing_eid&tid=0B9GRsz4i6ggafmRUOFlyWXNCWVVUbzI2U1ptbXJma0JNWTZvcHlHdzJEMlR0N2o3ZTZPYlE Fall 2015 Landscape Canvas]

[https://docs.google.com/spreadsheets/d/1fueIItc8e6c3BE1Kz2jnWG21U5L8Vc_670y6ktAXZ8o/edit#gid=0 Spring 2017 Landscape Canvas]

<parsererror style="display: block; white-space: pre; border: 2px solid #c77; padding: 0 1em 0 1em; margin: 1em; background-color: #fdd; color: black">
=== This page contains the following errors: ===
<div style="font-family:monospace;font-size:12px">error on line 2 at column 48: attributes construct error </div>
=== ===

= Related Resources =

'''William Jewell College'''

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

School:William Jewell College

2017-02-16T19:08:43Z

Meg anderson:

= Overview =

[[File:William Jewell College Logo 1.jpg|thumb]] William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”

William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. A goal of the 2016-2017 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons along with a 3D printer, production studio, and audio recording studio. There are a great number resources that students could be using in their entrepreneurial endeavors.

= Faculty Innovation and Entrepreneurship =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, the Jewellverse Student Advisory Board, and the Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body. Students a part of the Jewellverse Advisory Board are able to help influence tech and I&E policy. The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events ==

     William Jewell College offers an extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, KC Tech Week, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as visiting lecture series sponsored by the chemistry and biology departments, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department. 

     The fall 2014 UIF cohort started an annual event called #OnedayKC. Through partnerships with the University of Missouri-Kansas City, Think Big Partners, the Kaufmann Foundation, and other local businesses and organizations #OnedayKC became the collegiate entrepreneurial event of the year for the Kansas City area by bringing together students from multiple institutions for a day of innovation and entrepreneurship. The 2015 cohort is looking forward to expanding and improving upon the already excellent model for this amazing event. 

William Jewell College also puts on a Duke Colloquium Day every April for students to both showcase their unique project and get a look at what their peers have been working on. Classes are canceled for the day to show the students they have the colleges full backing and admiration for their work. In addition, alumni are invited as well as local professional leaders. 

== Spaces ==

The College built a new building called the Pryor Learning Commons just two years ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved 24/7. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, production studio, and multiple collaboration spaces.

On Jewell’s campus, there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, however, are mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body. A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

There is also the IdeaX room available to students and professor at all hours. This non-traditional classroom features a whiteboard wall, couch, tv, coffee maker, and is organized in a way so that there is no standard front of the room. This space is frequently used for guest of the Business Department to talk to students on many different post-graduation career fields. 

== Opportunities ==

The college offers numerous opportunities to engage in unique innovative experiences. These opportunities include the Career Mentor Program, the Journey Grant, and the Kauffman Grant.

The Career Mentor program matches students from any discipline on campus to a professional mentor in the Kansas City area to do a job shadowing experience of 10 hours minimum. This program allows students to gain a better understanding of a career field and it connects professionals to the college through a professional relationship with a Jewell student.

The Journey Grant is a $2,000 minimum grant that allows Jewell students to study abroad, attend a conference, to start a business with these funds, or anything to aid the experiential learning process. To use the Journey Grant, a student must apply for it to use during their Junior or Senior year. The school offers pre-planned trips that include learning about business on a ranch, learning about third world communities and economies in Honduras, the British Teacher Education Program, among others.

Students at William Jewell College have the opportunity to apply for funding for a start-up or business venture through the Kauffman Grant. The students can apply through the Director of Creativity and Innovation to have access to these funds that allow students to gain real world experiences with real money to start up.

= Evaluation of Innovation and Entrepreneurship =

     William Jewell is rapidly growing its Creativity and Innovation program and other campus-wide efforts, to the degree that the word "entrepreneurship," "innovation," and "creativity" find themselves at the center of nearly every new project and initative. The University Innovation fellows welcome this environment, but currently find ourselves grounding campus projects and initiatives into doable, process based creativity. While we encourage "thinking big," we consider it equally important to consider the multi-stepped, process-based origin of true creative work. Projects that include faculty recognition, centralized data regarding campus activities, and better communications mechanisms for campus leaders all include big goals--yet we continue to seek first iterations of these projects to use as prototypes to better evaluate the underlying need of the initiatives at hand. From there, we intend to garner the immediate success of various initiatives into the energy and support needed to reach their fullest conceptions.

     In line with this goal, Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle. Some of the ways Jewell has utilized the collected data is the creation of the college's first ever engineering program, which it is in the midst of now. In the fall of 2016 William Jewell College will be welcoming its first ever class of civil engineers. The program will have an environmental emphasis and focus on four technical areas: environmental, geotechnical, hydraulic and structural. The addition of this department will certainly add to the innovation and entrepreneruship on Jewell's campus. 

= Landscape Canvas =

[https://drive.google.com/folderview?id=0B844vlWIDJatU0dNa0Z2THNVRHc&usp=sharing_eid&tid=0B9GRsz4i6ggafmRUOFlyWXNCWVVUbzI2U1ptbXJma0JNWTZvcHlHdzJEMlR0N2o3ZTZPYlE Fall 2015 Landscape Canvas]

[https://docs.google.com/spreadsheets/d/1fueIItc8e6c3BE1Kz2jnWG21U5L8Vc_670y6ktAXZ8o/edit#gid=0 Spring 2017 Landscape Canvas]

<parsererror style="display: block; white-space: pre; border: 2px solid #c77; padding: 0 1em 0 1em; margin: 1em; background-color: #fdd; color: black">
=== This page contains the following errors: ===
<div style="font-family:monospace;font-size:12px">error on line 2 at column 48: attributes construct error </div>
=== Below is a rendering of the page up to the first error. ===
</parsererror>
= Related Resources =

'''William Jewell College'''

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

School:William Jewell College

2017-02-16T19:08:13Z

Meg anderson:

= Overview =

[[File:William Jewell College Logo 1.jpg|thumb]] William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”

William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. A goal of the 2016-2017 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons along with a 3D printer, production studio, and audio recording studio. There are a great number resources that students could be using in their entrepreneurial endeavors.

= Faculty Innovation and Entrepreneurship =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, the Jewellverse Student Advisory Board, and the Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body. Students a part of the Jewellverse Advisory Board are able to help influence tech and I&E policy. The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events ==

     William Jewell College offers an extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, KC Tech Week, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as visiting lecture series sponsored by the chemistry and biology departments, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department. 

     The fall 2014 UIF cohort started an annual event called #OnedayKC. Through partnerships with the University of Missouri-Kansas City, Think Big Partners, the Kaufmann Foundation, and other local businesses and organizations #OnedayKC became the collegiate entrepreneurial event of the year for the Kansas City area by bringing together students from multiple institutions for a day of innovation and entrepreneurship. The 2015 cohort is looking forward to expanding and improving upon the already excellent model for this amazing event. 

William Jewell College also puts on a Duke Colloquium Day every April for students to both showcase their unique project and get a look at what their peers have been working on. Classes are canceled for the day to show the students they have the colleges full backing and admiration for their work. In addition, alumni are invited as well as local professional leaders. 

== Spaces ==

The College built a new building called the Pryor Learning Commons just two years ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved 24/7. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, production studio, and multiple collaboration spaces.

On Jewell’s campus, there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, however, are mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body. A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

There is also the IdeaX room available to students and professor at all hours. This non-traditional classroom features a whiteboard wall, couch, tv, coffee maker, and is organized in a way so that there is no standard front of the room. This space is frequently used for guest of the Business Department to talk to students on many different post-graduation career fields. 

== Opportunities ==

The college offers numerous opportunities to engage in unique innovative experiences. These opportunities include the Career Mentor Program, the Journey Grant, and the Kauffman Grant.

The Career Mentor program matches students from any discipline on campus to a professional mentor in the Kansas City area to do a job shadowing experience of 10 hours minimum. This program allows students to gain a better understanding of a career field and it connects professionals to the college through a professional relationship with a Jewell student.

The Journey Grant is a $2,000 minimum grant that allows Jewell students to study abroad, attend a conference, to start a business with these funds, or anything to aid the experiential learning process. To use the Journey Grant, a student must apply for it to use during their Junior or Senior year. The school offers pre-planned trips that include learning about business on a ranch, learning about third world communities and economies in Honduras, the British Teacher Education Program, among others.

Students at William Jewell College have the opportunity to apply for funding for a start-up or business venture through the Kauffman Grant. The students can apply through the Director of Creativity and Innovation to have access to these funds that allow students to gain real world experiences with real money to start up.

= Evaluation of Innovation and Entrepreneurship =

     William Jewell is rapidly growing its Creativity and Innovation program and other campus-wide efforts, to the degree that the word "entrepreneurship," "innovation," and "creativity" find themselves at the center of nearly every new project and initative. The University Innovation fellows welcome this environment, but currently find ourselves grounding campus projects and initiatives into doable, process based creativity. While we encourage "thinking big," we consider it equally important to consider the multi-stepped, process-based origin of true creative work. Projects that include faculty recognition, centralized data regarding campus activities, and better communications mechanisms for campus leaders all include big goals--yet we continue to seek first iterations of these projects to use as prototypes to better evaluate the underlying need of the initiatives at hand. From there, we intend to garner the immediate success of various initiatives into the energy and support needed to reach their fullest conceptions.

     In line with this goal, Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle. Some of the ways Jewell has utilized the collected data is the creation of the college's first ever engineering program, which it is in the midst of now. In the fall of 2016 William Jewell College will be welcoming its first ever class of civil engineers. The program will have an environmental emphasis and focus on four technical areas: environmental, geotechnical, hydraulic and structural. The addition of this department will certainly add to the innovation and entrepreneruship on Jewell's campus. 

= Landscape Canvas =

[https://drive.google.com/folderview?id=0B844vlWIDJatU0dNa0Z2THNVRHc&usp=sharing_eid&tid=0B9GRsz4i6ggafmRUOFlyWXNCWVVUbzI2U1ptbXJma0JNWTZvcHlHdzJEMlR0N2o3ZTZPYlE Fall 2015 Landscape Canvas]

[https://docs.google.com/spreadsheets/d/1fueIItc8e6c3BE1Kz2jnWG21U5L8Vc_670y6ktAXZ8o/edit#gid=0 Spring 2017 Landscape Canvas]

= Related Resources =

'''William Jewell College'''

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

School:William Jewell College

2017-02-16T19:07:39Z

Meg anderson:

= Overview =

[[File:William Jewell College Logo 1.jpg|thumb]] William Jewell College is a small liberal arts institution established in 1849. The college has called Liberty, Missouri its home for over 165 years. Today the campus is about 200 acres in size, and sits on a hill overlooking the Kansas City skyline.  The average enrollment is around 1,100 students, making the student to faculty ratio eleven to one. The college places a strict emphasis on service, leadership, and spiritual growth with a motto, “Deo Fisus Labora,” meaning, “Trust in God, Work.”

William Jewell advertises their four-year degree as being “a journey rich with opportunities.” With over 40 majors to choose from, the college provides students with opportunities to collaborate in a state of the art technology based learning commons, utilize a Journey Grant ($2,000.00) to pursue a passion of their own design, be a Division II athlete, research with a professor in their major field of study, launch an entrepreneurial venture through the college's Idea Exchange, and much more. The school's motto is "Live what you learn."

The college focuses on achievement, experiential learning and leadership, and critical thinking. Consistently ranked among America’s best colleges, William Jewell College is cited for small class sizes, low student debt, high graduation rates, commitment to service, and overall value. 

= Student Innovation and Entrepreneurship =

Presently, Jewell students from physics and business are the most engaged in entrepreneurship. This is because of the focus on engineering and entrepreneurial courses, respectively. A goal of the 2016-2017 Leadership Circle is to engage interdisciplinary students and help market our existing resources to students across campus. There are several student organizations dedicated to entrepreneurship and innovation, detailed below. Additionally, students leverage resources in the Kansas City entrepreneurial ecosystem, such as Lean Startup Machine workshops. There are also many makerspaces that encourage collaboration among students and students have many resources through on-campus faculty. Students also have the Adobe Suite at their disposal on specific computers in the Pryor Learning Commons along with a 3D printer, production studio, and audio recording studio. There are a great number resources that students could be using in their entrepreneurial endeavors.

= Faculty Innovation and Entrepreneurship =

Faculty have two primary avenues for innovation: inside the class and outside the class. Innovation in the classroom requires student interaction in place of a purely lecture-based course. Jewell's mission to create critical thinkers through its core curriculum is served by this end: a liberal arts education is furthered by enabling students to voice their thoughts, hear criticism, and increase the rigor of their intellectual engagement. Some courses already embody this ideal, but others have room to grow. There are, however, opportunities in the business and marketing classes to do real, hands-on marketing and product research through projects. This could be a great jumping off point. There are many project-based classes that could expand more into entrepreneurialship. Transitioning towards a curriculum that supports innovation and an entrepreneurial mindset is a gradual process that the current Leadership Circle aims to begin.

= Innovation and Entrepreneurship On Campus =

At William Jewell, students have many available resources to use when it comes to I&E. The school offers various clubs, events, and maker spaces that are for student use.

== Clubs and Organizations ==

The clubs and organizations that we have on campus are the TECH Club, E-Society, InScape Digital Magazine, the Jewellverse Student Advisory Board, and the Jewell Communication and Theatre Society. The TECH Club, also known as Teach Everyone Coding and Hardware, is a club that reaches out to campus to educate and create awareness of technology and coding. The E-Society is the Jewell Entrepreneur Society that does events throughout the year as well as creates an interest for entrepreneurship and innovation in the student body. Students a part of the Jewellverse Advisory Board are able to help influence tech and I&E policy. The Jewell Communication and Theatre Society helps assist students with networking with professionals and teaches about the possible careers in this subject matter.

== Events ==

     William Jewell College offers an extensive list of events for students to go to which include an extensive lecture series, Big Omaha, Big Kansas City, the Kansas City Maker Faire, KC Tech Week, and One Million Cups. Organizations around campus also contribute to events that help inspire innovation and entrepreneurship such as visiting lecture series sponsored by the chemistry and biology departments, a professor sponsored weekly networking meeting called BizTime Coffee, Lean Startup Machine in Kansas City that is sponsored by the Business Department, and Think Big Pitch Camp that is also sponsored by the Business Department. 

     The fall 2014 UIF cohort started an annual event called #OnedayKC. Through partnerships with the University of Missouri-Kansas City, Think Big Partners, the Kaufmann Foundation, and other local businesses and organizations #OnedayKC became the collegiate entrepreneurial event of the year for the Kansas City area by bringing together students from multiple institutions for a day of innovation and entrepreneurship. The 2015 cohort is looking forward to expanding and improving upon the already excellent model for this amazing event. 

William Jewell College also puts on a Duke Colloquium Day every April for students to both showcase their unique project and get a look at what their peers have been working on. Classes are canceled for the day to show the students they have the colleges full backing and admiration for their work. In addition, alumni are invited as well as local professional leaders. 

== Spaces ==

The College built a new building called the Pryor Learning Commons just two years ago that consists of spaces dedicated to I&E. These spaces are open to the whole campus and are able to be reserved 24/7. These spaces include a graphics suite, an audio suite, a 3D printing suite, an editing suite for graphics, production studio, and multiple collaboration spaces.

On Jewell’s campus, there are two shops in the Physics Department that are the machine shop and the electronics shop. These spaces, however, are mostly used by students in the Physics Department. These shops require special training to use which makes them less accessible to the larger student body. A private shop is located about thirty-five minutes away called the Design Shop and it is available for student use. It is a business professor initiative at bringing design and creativity to campus and to the community.

There is also the IdeaX room available to students and professor at all hours. This non-traditional classroom features a whiteboard wall, couch, tv, coffee maker, and is organized in a way so that there is no standard front of the room. This space is frequently used for guest of the Business Department to talk to students on many different post-graduation career fields. 

== Opportunities ==

The college offers numerous opportunities to engage in unique innovative experiences. These opportunities include the Career Mentor Program, the Journey Grant, and the Kauffman Grant.

The Career Mentor program matches students from any discipline on campus to a professional mentor in the Kansas City area to do a job shadowing experience of 10 hours minimum. This program allows students to gain a better understanding of a career field and it connects professionals to the college through a professional relationship with a Jewell student.

The Journey Grant is a $2,000 minimum grant that allows Jewell students to study abroad, attend a conference, to start a business with these funds, or anything to aid the experiential learning process. To use the Journey Grant, a student must apply for it to use during their Junior or Senior year. The school offers pre-planned trips that include learning about business on a ranch, learning about third world communities and economies in Honduras, the British Teacher Education Program, among others.

Students at William Jewell College have the opportunity to apply for funding for a start-up or business venture through the Kauffman Grant. The students can apply through the Director of Creativity and Innovation to have access to these funds that allow students to gain real world experiences with real money to start up.

= Evaluation of Innovation and Entrepreneurship =

     William Jewell is rapidly growing its Creativity and Innovation program and other campus-wide efforts, to the degree that the word "entrepreneurship," "innovation," and "creativity" find themselves at the center of nearly every new project and initative. The University Innovation fellows welcome this environment, but currently find ourselves grounding campus projects and initiatives into doable, process based creativity. While we encourage "thinking big," we consider it equally important to consider the multi-stepped, process-based origin of true creative work. Projects that include faculty recognition, centralized data regarding campus activities, and better communications mechanisms for campus leaders all include big goals--yet we continue to seek first iterations of these projects to use as prototypes to better evaluate the underlying need of the initiatives at hand. From there, we intend to garner the immediate success of various initiatives into the energy and support needed to reach their fullest conceptions.

     In line with this goal, Jewell has collected data from faculty and student interviews about innovation, entrepreneurship, and engagement over the last year, and this content area will eventually summarize those data along with that collected by the Leadership Circle. Some of the ways Jewell has utilized the collected data is the creation of the college's first ever engineering program, which it is in the midst of now. In the fall of 2016 William Jewell College will be welcoming its first ever class of civil engineers. The program will have an environmental emphasis and focus on four technical areas: environmental, geotechnical, hydraulic and structural. The addition of this department will certainly add to the innovation and entrepreneruship on Jewell's campus. 

= Landscape Canvas =

[https://drive.google.com/folderview?id=0B844vlWIDJatU0dNa0Z2THNVRHc&usp=sharing_eid&tid=0B9GRsz4i6ggafmRUOFlyWXNCWVVUbzI2U1ptbXJma0JNWTZvcHlHdzJEMlR0N2o3ZTZPYlE Fall 2015 Landscape Canvas]

[https://docs.google.com/spreadsheets/d/1fueIItc8e6c3BE1Kz2jnWG21U5L8Vc_670y6ktAXZ8o/edit#gid=0 Spring 2017 Landscape Canvas]

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= Related Resources =

'''William Jewell College'''

[[William Jewell College Strategic Priorities|William Jewell College Strategic Priorities]]

Fellow:Meg Anderson

2017-02-10T01:13:03Z

Meg anderson:

Meg Anderson is an undergraduate double-majoring in Oxbridge History of Ideas and Physics at [http://universityinnovation.org/wiki/William_Jewell_College William Jewell College] (Class of 2019). By studying[[File:Meg headshot.jpeg|thumb|Meg headshot.jpeg]] the history of both human thought and scientific progress, Meg hopes to strengthen her ability to communicate complex technical and conceptual material to a variety of audiences. She became involved with the University Innovation Fellows through the [http://universityinnovation.org/wiki/Uifresh #uifresh] initiative as well as the #OneDayKC workshop. Meg has lived in the Kansas City metro area since she was born, and she enjoys increasing her involvement in the community. She has experienced this especially through her work at The Nelson-Atkins Museum of Art. At William Jewell College, located north of Kansas City, she is involved in the Society of Physics Students, the Jewellverse Student Advisory Board, and on-campus research. Additionally, she serves as a First-Year Mentor and Cardinal Host. Though her home location has been consistent, Meg has traveled to forty-eight states and is excited to spend next school year studying abroad at Oxford University. To connect with Meg, please email [mailto:andersonm@william.jewell.edu andersonm@william.jewell.edu].  

= Related Resources =

'''William Jewell College'''

[http://universityinnovation.org/William%20Jewell%20College%20Strategic%20Priorities William Jewell College Strategic Priorities]

'''Current Fellows'''

[http://universityinnovation.org/Alex%20Holden Alex Holden]

[http://universityinnovation.org/Gretchen%20Mayes Gretchen Mayes]

[http://universityinnovation.org/Trevor%20Nicks Trevor Nicks]

[http://universityinnovation.org/Ben%20Shinogle Ben Shinogle]

[http://universityinnovation.org/Macy%20Tush Macy Tush]

[http://universityinnovation.org/Bradley%20Dice Bradley Dice]

2016-2017 Leadership Circle: [http://universityinnovation.org/Sofia%20Arthurs-Schoppe Sofia Arthurs-Schoppe], [http://universityinnovation.org/Meg%20Anderson Meg Anderson], [http://universityinnovation.org/Conner%20Foote Conner Foote], [http://universityinnovation.org/William%20Hyde William Hyde], [http://universityinnovation.org/Jesse%20Lundervold Jesse Lundervold], [http://universityinnovation.org/Dalton%20Nelson Dalton Nelson], [http://universityinnovation.org/Erika%20storvick Erika Storvick], [http://universityinnovation.org/Denver%20Strong Denver Strong]

2015-2016 Leadership Circle: [http://universityinnovation.org/Bradley%20Dice Bradley Dice], [http://universityinnovation.org/Trevor%20Nicks Trevor Nicks], [http://universityinnovation.org/Ben%20Shinogle Ben Shinogle], [http://universityinnovation.org/Alex%20Holden Alex Holden], [http://universityinnovation.org/Macy%20Tush Macy Tush], [http://universityinnovation.org/Gretchen%20Mayes Gretchen Mayes]

2014-2015 Leadership Circle: [http://universityinnovation.org/Bradley%20Dice Bradley Dice], [http://universityinnovation.org/James%20Milam James Milam], [http://universityinnovation.org/Kate%20McFerren Kate McFerren], [http://universityinnovation.org/Amelia%20Hanzlick Amelia Hanzlick], [http://universityinnovation.org/Conner%20Hazelrigg Conner Hazelrigg]

[[Category:Universities]]

[[Category:Student Contributors|Student_Contributors]]

Priorities:William Jewell College Strategic Priorities

2017-01-26T03:21:26Z

Meg anderson:

=Project Pitch Video=
{{#Widget:Youtube|id=mwueP4CKgcQ}}

= Strategic Priorities at William Jewell College =

= Priority 1: Redesigning Curry Hall =

== What We Found ==

William Jewell recently hired a new president and her new focus is rebranding William Jewell. Recently, she approached our University Innovation Fellows group and asked us to rethink a massive space in our administration building.

== Goal ==

We want to make this area an extension of the Pryor Learning Center (a study building on campus). Refitting it with newer technologies, what the incoming students what to have, and what old students feel it needs. We also plan to propose using the vacant area above the floor to extend on the project even more.

== Next Steps ==
<div>''Week'' </div><div style="margin-left: 40px">Ask students, "If you could have a 4th floor of the PLC, what would you want in it?" </div><div style="margin-left: 40px">Gain ideas for designing from the internet and elaborate on them to fill William Jewells campus and community. </div><div>''Month'' </div><div style="margin-left: 40px">Present to the Board of Trustees/Administration Team </div><div style="margin-left: 40px">Seek out funding. </div><div style="margin-left: 40px">Receive approval from administration. </div><div>''Year'' </div><div>            Have a newly renovated and furnished extension of the Pryor Learning Center in Curry Hall </div><div> </div><div> </div>

= Priority 2: Incorporating Design Teams in the Science/Engineering Departments  =

The research that takes place on Jewell's campus is mostly individualized and only lasts a couple semesters. Our engineering department is only a year old and hasn't had enough time or initiative to grasp design teams yet because the students are still so young. But, teams include teamwork, leadership, and responsibility which leads to success as individuals and as groups.

== Taking Initiative ==

Taking initiative on this project will require a lot of personal relationships. Over the next couple years, students could work alongside professors rather than underneath them in a class. If students come to professors with project ideas, there will be a lot more involvement and passion for the projects.

If students go to professors with projects, then they will enjoy the work. If they get shadowed during their research and replace themselves, they will feel much more inclined to act in a professional manner and explain their research thoroughly to those who will take their position. This will also allow the research to be continued over the years. We would like to get this idea out to students so that projects they're passionate about are integrated into the programs and they will hopefully be able to recruit mentees better to continue to fully develop projects that benefit themselves, professors, and the school.

One particular application is building community through team-based engineering competitions. The Civil Engineering program is in its first year at William Jewell, and we want to encourage interconnectedness among the majors and their peers. We think that giving the Civil Engineers significant involvement will help them generate a sense of identity. The Civil Engineering faculty are supportive of these programs and are eager to transition the group to national affiliation. Our fellows are currently taking a lead role in this development. 

'''Difference'''

<span style="font-size:13.333333333333332px; font-family:Arial; color:#000000; background-color:transparent; font-weight:400; font-style:normal; font-variant:normal; text-decoration:none; vertical-align:baseline">A blog we found ([http://blog.invisionapp.com/how-to-design-your-design-team/ http://blog.invisionapp.com/how-to-design-your-design-team/]) laid out how a business design team runs: there is the small group of directors, below them are the senior designers, and in the lowest section are the junior designers that are newest to the team. We thought we could redevelop this plan in terms of a science design time. We decided to do this in more of a ladder format rather than a pyramid. At the top of the ladder is the mentor/professor that leads the team and provides the tasks and goals of the group. The mentor brings in someone who they believe would benefit their team and teaches them the tasks while making them aware of the goals. The experienced researcher will then be heavily involved in teaching the newest researcher the ropes. Overtime, this would become a cycle as seniors graduate, juniors and sophomores ascend up the ladder, and freshmen fill empty positions. There are many benefits to our prototype such as continuous innovation to the research being done, practicing team-building, and learning through teaching.

= Priority 3: Creating a College of the 21st and 22nd Century  =
<div>
     Kansas City currently has some of the fastest internet in the United States. Thanks to Google Fiber and excellent city planning the high-tech industry in the KC areas has been rapidly expanding in recent years. Recent developments on the William Jewell campus and points of pride for the college are also focused on tech utility. In fall of 2013 the college opened its Pryor Learning Commons, a bookless library and collaborative space for its students and faculty. In 2014 it unveiled its Jewellverse initiative which vastly improved the college's wifi capabilities and equipped every student and faculty member with an iPad. The college's 24/7 innovation suites contain a free-to-use 3D-printer and digital media editing suites. The recent trend in the campus environment has been to be as tech savy as possible, yet with all of this technology being used on campus the only degree program in technology is the school's recently added interactive digital media degree. 

     Interviews with faculty, alumni, and students have shown that interest is high in the Jewell communiy for an increase in availability of computer science courses. Similarly, businesses such as Cerner are hard pressed to find locally-grown computer scientists. It is with this information that the 2015 Fall cohort is proposing a route to increase the presence of computer science courses on the William Jewell campus while simultaneously connecting William Jewell students to the best universities in the world.   

== What do we mean by this? ==

    edx.org is a website that was co-founded by the Massachusetts Institute of Technology and Harvard University. It allows the general public to take courses from the founding institutions as well as many other world-class universitites for free or at very low costs. The current version of this plan for technology course expansion has three phases. 

=== Phase 1 ===

    One of the many computer science courses offered on edx.org is Harvard's famed CS50 which immerses students in different programming languages. Our goal is to create a system in which students can enroll in the certificate verified CS50 course and complete the graded course to receive P/F credit. The ideal program would send a professor and student to Harvard over the upcoming summer to take part in the CS50 education course through the Harvard Extension school and a single student every summer thereafter. The course would be structured as a tutorial style class, students watching the lectures and beginning their coursework outside of class and meeting twice a week to collaborate on their projects. At the the end of the semester the group would complete a project to improve campus. 

=== Phase 2 ===

     Upon successful implementation of phase 1 the program would increase the accredited-courses offered at Jewell through CS50. Programs like R and statistic for hard sciences and Ruby for beginners. If phase 1 went exceptionately well, it would be possible to include non-computer science classes to increase the diversity of courses offered at Jewell. 

=== Phase 3 ===
</div>
    Upon the completion of phases 1 and 2 and the culture of computer science has increased on Jewell's campus a degree program in computer science will be created. By offering a degree in computer science the college will enhance its position on the midwest and national stage and produce talented graduates with skill sets that fill the computer science needs of companies in the Kansas City area and beyond. 

= Priority 4: Interdisciplinary Communication =

== Tactic 1: Building Relationships ==
<div>Building relationships with leadership and faculty will allow for a means of entry into the faculty communication circle. Reaching out to faculty and attend a faculty meeting to open conversation about how William Jewell College can move from "polydisciplinary" - in which students are simultaneously engaged in many disciplines - to truly "interdiscplinary" - in which faculty and students connect disparate ideas and have investment in programs beyond the department.</div>
== Tactic 2: Pitching Interdisciplinary Ideas ==
<div>Communicating between areas of study and departments for the purpose of collaboration will benefit the community by expanding the effects of the liberal arts approach at William Jewell College. Inviting faculty from other departments to lectures, shadow a class, collaborate on curriculum, and share ideas are the objectives of interdepartmental communication. For example, if a class is discussing a subject that relates to that of another discipline, it could be enriching to bring a faculty member from the other department to speak on the subject. Furthermore, if a department had a program that could be of interest to a student outside the major, faculty to faculty communication could facilitate communicating this program to their students.</div><div> </div>
== Tactic 3: Unifying Silos ==
<div>As students have expressed, they feel comfortable communicating with faculty in their own discipline, but are hesitant to contact those who are not in their disciple. Breaking down silos that block communication could aid in encouraging students talking to faculty in other disciplines. As William Jewell is a liberal arts institution, it is a goal of the college to create well rounded individuals who value critical thinking. This goal can be facilitated through accessibility to the whole faculty, not just those in one's department.</div>
= Priority 5: Effective Campus Communication =
<div>William Jewell College is a small campus with just 1100 students. Combined with centralized campus "heartbeats" like our digital library and student union, Jewell is a place in which one feels as if they are always plugged in to campus community. Ironically, Jewell campus initiatives have had a profoundly difficult time relaying information and motivating the student body to attend events. This, combined with the small size of the college, can produce lackluster engagement at events. In short, serendipity and word of mouth are both relied upon and coming up short when it comes to campus communications. </div><div> </div><div> </div>
== Tactic 1: Define an Ideal Solution ==
<div>Our overarching goal is to be able to reach every student on Jewell's campus fully digitally. This will require a multi tiered approach: A centralized calendar with all campus activities that is readily accessible and easy to add events to is a starting point. From there, organizational mechanisms that allow the events to be easily sorted by type and time is a necessary component. Yet this vision needs to include at a glance features such as the capacity to see what is happening at "Jewell Today" or "Jewell This Week." Fast, relevant, easily accessible information. As an incentive, we want to capitalize on an individuals desire to be in the know by having auxiliary resources including description of campus clubs and their leadership, brief descriptions of events, and clarify what might be happening on campus not relevant to students. For example, a Trustee meeting or debate tournament--something that is not essential for students to know but may help explain what is happening and give a sense of context. While having information accessible is nice, sometimes it is not enought. This is why our vision also includes a network with a texting service, and push notifications to iPads from a scheduling app organized by student life. It is essential our concept work around the Jewellverse initiative in which each student has an iPad. This platform will be ideal for our final vision.</div>
== Tactic 2: Build Momentum and Prove a Need ==
<div>The above goal is a good one, but it could never be feasible in the immediacy for cost and logistical reasons. As such we would like to first create a first iteration of our larger goal for centralized communications. This could simply include a "Jewell Today" function on the Student Senate website with a "Jewell This Week" link beneath it. While the Senate Website does not have the capacity for push notifications, another Jewell app does, and the Provost of the college has already given us permission to use that to link to senate's website weekly. By offering a single push notification (released at the same time weekly when students and staff are typically comingling over cookies) with a link to a source of information, we hope to create a habit of referring to this somewhat rudimentary app often. If we can prove students use this, hopefully we can get the funding and logistical backing to create a more elaborate version of our plans.</div>
== Tactic 3: Create a Communication Mechanism Between Campus Leaders ==

Separately, student leaders often find themselves working within a bubble without knowledge of other activities on campus. This is why we would like an organizational platform for working between campus leaders. This would allow collaboration on similar projects and avoid over programming students with too many activities one week and too few the next. Finally if campus leaders are aware of what is happening on campus in other spheres, they can communicate to the groups relevant to them and hopefully spark a culture of give and take by attending other groups events.

= Related Resources =

[[William Jewell College|William Jewell College]]

'''William Jewell College Strategic Priorities'''

'''Fellows'''

[[Alex Holden]]

[[Gretchen Mayes|Gretchen Mayes]]

[[Trevor Nicks|Trevor Nicks]]

Benjamin Shinogle

[[Macy Tush|Macy Tush]]

[[Bradley Dice|Bradley Dice]]
<div dir="ltr" style="margin-left:0pt;"> </div><div dir="ltr" style="margin-left:0pt;">'''Spring 2017 Fellows: '''[[Meg_Anderson|Megan Anderson]], [[Sofia Arthurs-Schoppe|Sofia Arthurs-Schoppe]], [[Conner Foote|Conner Foote]], [[William Hyde|William Hyde]], [[Jesse Lundervold|Jesse Lundervold]], [[Dalton Nelson|Dalton Nelson]], [[Erika storvick|Erika Storvick]], [[Denver Strong|Denver Strong]] </div>
[[Category:Student Priorities|Student_Priorities]]

Fellow:Meg Anderson

2017-01-09T16:06:07Z

Meg anderson:

Fellow:Meg Anderson

2017-01-09T16:04:39Z

Meg anderson:

Fellow:Meg Anderson

2017-01-09T16:04:10Z

Meg anderson:

File:Meg headshot.jpeg

2017-01-09T16:01:09Z

Meg anderson:

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:22:15Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by [[Brad_Turner|Brad Turner]].

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb|Team 1.jpg]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb|Solder-station 1.jpg]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb|Collaboration 1.jpg]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb|Tools 1.jpg]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb|Creative 1.jpg]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>
== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb|Workplace 2.jpg]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb|Light bulbs 1.jpg]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

== Written By  ==

[[Meg Anderson|Meg Anderson]], Kathleen Baert, [[Jared Emerson|Jared Emerson]], [[Allen liu|Allen Liu]], [[Kiera Rust|Kiera Rust]], [[James setzer|James Setzer]]

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:14:53Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb|Laughing 1.jpg]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>
== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

== Written By  ==

[[Meg_Anderson|Meg Anderson]], Kathleen Baert, [[Jared_Emerson|Jared Emerson]], [[Allen_liu|Allen Liu]], [[Kiera_Rust|Kiera Rust]], [[James_setzer|James Setzer]]

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:08:14Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb|Team 1.jpg]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb|Solder-station 1.jpg]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb|Collaboration 1.jpg]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb|Tools 1.jpg]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb|Creative 1.jpg]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>
== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb|Workplace 2.jpg]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb|Light bulbs 1.jpg]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:07:48Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb|Laughing 1.jpg]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div> 

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:07:32Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div> 
== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:07:19Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner. 

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective. 

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb|Team 1.jpg]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace. 

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb|Solder-station 1.jpg]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students. 

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb|Collaboration 1.jpg]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb|Tools 1.jpg]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb|Creative 1.jpg]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students. 

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb|Laughing 1.jpg]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div> 
== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb|Workplace 2.jpg]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus. 

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb|Light bulbs 1.jpg]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:06:52Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective. 

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace. 

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students. 

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students. 

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div> 

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus. 

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:06:34Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace. 

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students. 

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students. 

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div> 

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus. 

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:06:13Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace. 

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students. 

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students. 

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div> 

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus. 

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb|Light bulbs 1.jpg]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:05:58Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb|Team 1.jpg]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students. 

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students. 

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div> 

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus. 

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb|Light bulbs 1.jpg]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:05:45Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb|Team 1.jpg]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb|Solder-station 1.jpg]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students. 

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div> 

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus. 

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb|Light bulbs 1.jpg]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:05:33Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb|Team 1.jpg]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb|Solder-station 1.jpg]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students. 

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb|Laughing 1.jpg]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>
== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus. 

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb|Light bulbs 1.jpg]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:05:15Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb|Team 1.jpg]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb|Solder-station 1.jpg]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students. 

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb|Laughing 1.jpg]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>
== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb|Workplace 2.jpg]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb|Light bulbs 1.jpg]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:04:49Z

Meg anderson:

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb|Gears 1.jpg]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb|Team 1.jpg]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb|Solder-station 1.jpg]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb|Creative 1.jpg]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb|Laughing 1.jpg]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>
== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb|Workplace 2.jpg]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb|Light bulbs 1.jpg]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:04:07Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb|Collaboration 1.jpg]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event! 

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb|Tools 1.jpg]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:03:53Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb|Tools 1.jpg]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome. 

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:03:30Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several [[File:Creative 1.jpg|thumb]]foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:03:10Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. 
A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:02:28Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. 
A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Creative 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes[[File:Light bulbs 1.jpg|thumb]] wrong. 2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:01:38Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a [[File:Collaboration 1.jpg|thumb]]makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. 
A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Creative 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes wrong. 
2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 
3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T06:01:01Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. 
A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Creative 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes wrong. 
2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 
3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

File:Collaboration 1.jpg

2017-01-06T06:00:55Z

Meg anderson:

File:Creative 1.jpg

2017-01-06T05:59:57Z

Meg anderson:

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T05:58:18Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. 
A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and [[File:Laughing 1.jpg|thumb]]people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes wrong. 
2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 
3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

File:Laughing 1.jpg

2017-01-06T05:57:56Z

Meg anderson:

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T05:57:19Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. 
A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good[[File:Workplace 2.jpg|thumb]] attendance. Diversity among makerspace student leaders may help encourage diversity of attendees. It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes wrong. 
2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 
3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

File:Workplace 2.jpg

2017-01-06T05:55:07Z

Meg anderson:

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T05:54:27Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need [[File:Tools 1.jpg|thumb]]to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. 
A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good attendance. Diversity among makerspace student leaders may help encourage diversity of attendees.
 It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! 
Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes wrong. 
2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 
3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

File:Tools 1.jpg

2017-01-06T05:53:58Z

Meg anderson:

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T05:53:21Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee [[File:Team 1.jpg|thumb]]the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. 
A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good attendance. Diversity among makerspace student leaders may help encourage diversity of attendees.
 It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! 
Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes wrong. 
2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 
3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

File:Team 1.jpg

2017-01-06T05:49:34Z

Meg anderson:

Resource:How to engage the campus community in the design of a makerspace

2017-01-06T05:47:52Z

Meg anderson:

Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

A makerspace can provide a social and creative outlet that brings together a campus community. Many schools are enthusiastic about the possibility of a makerspace, but the logistics of designing one can be intimidating. Each location presents its own set of needs, resources, and challenges. This article describes the process of designing a community-focused makerspace using insights shared by Brad Turner.

== Filling Needs and Setting Goals ==

When designing a makerspace, you should consider the needs it can meet. A UIF Landscape Canvas may be helpful for assessing the gaps present on campus and the tools that may [[File:Gears 1.jpg|thumb]]be used to fill them. These gaps can also be identified through observations made during day-to-day school life as well as conversations with fellow students and faculty. If there is no particular target audience, it’s imperative that you get a variety of perspectives in order to objectively look at what the campus needs as a whole, rather than just your specific college or department. After determining the needs of your campus, goals should be set so you can meet the identified needs and determine which needs take precedence over others. Collaboration with students of all types and majors will help ensure that the needs are met. Additionally, it is important to have regular meetings when students can voice their opinions, share their ideas with fellow students, and offer a different perspective.

== Faculty Support ==

Though it is beneficial to have a student-led makerspace, faculty support is crucial for the initiative to be launched and sustained. In the case where only one advisor is selected to oversee the entire space, it may be helpful to choose someone with a passion for innovation over someone with great technical skills. An advisor’s role will largely be to consult with and advocate for the makerspace. Though it would be ideal for the advisor to know how to work the tools in the makerspace, the advisor will not likely need this kind of knowledge. The implementation of a makerspace panel, with advisors from various disciplines and areas of the school, is an efficient and productive system used by schools such as Michigan Tech. The panel includes people from computer science to biology to engineering as well as people from facilities management and campus safety. A panel dynamic nurtures collaboration for decisions regarding the makerspace. Because the panel can have face-to-face meetings set at a predetermined time every month, this setup cuts down on seemingly infinite email strings of communication. The combination of perspectives from different areas of the school bring a fresh and productive dynamic to the makerspace.

== Materials ==

Goals for the makerspace should include a vision for what kind of projects will occur in the space. Discussions regarding the tools needed for such projects should be open to university[[File:Solder-station 1.jpg|thumb]] personnel beyond the makerspace team. By getting outside opinions, you will be able to gauge the equipment needed for operation. Your makerspace may call for a metalworking area, a woodworking station, a 3-D printer, or something totally different. While considering the tangibles for the makerspace, keep in mind that organization and operation of any equipment should be addressed before asking for such equipment. At this point you will also need to consider sustainability of the equipment. For instance, pipettes should be calibrated every six months. Make sure there are sufficient funds allocated to maintain equipment and purchase supplies to meet the demand of students.

== Financial Support ==

A makerspace is a considerable investment, so securing financial support can be a challenge. Gaining faculty support is key to gaining administrative and financial support. After all, a makerspace will likely be operated primarily by faculty and students. The need and support for a makerspace should be demonstrated, then the conversation can shift toward funding. Obtaining local company sponsorship in any way, particularly for tools and materials, is important to further convey enthusiasm for the makerspace. For example, Michigan Tech’s makerspace was given a large donation of equipment from Milwaukee Tool which included prototyping tables. The makerspace team then turned the table building into an event!

== Access and Maintenance ==

The goals of the makerspace will include an audience that the makerspace will serve. Even a small makerspace can be made available to many students, but certain guidelines will need to be in place. If the makerspace has any tools or equipment that require safety procedures, there should be a system for overseeing the makerspace during operational hours. Many schools successfully implement student leadership. Though faculty may volunteer assistance, the involvement of student leaders engages more people on campus and is often easier to coordinate. Each leader should be trained to use the equipment and encouraged to make all visiting makers feel welcome.

== Academic Involvement ==

There are several possibilities for helping schools’ curriculums evolve to be more makerspace-friendly. This will increase awareness and engagement among students. There are several foibles of trying to sway an entire department to use makerspaces in their department-wide curriculum; namely, the department as a whole is highly unlikely to make any dramatic changes. Instead, target individual professors or faculty members who are particularly interested in innovation. This is much like when a grassroots campaign aims to spur interest on a person-to-person basis. When coordinating with individual faculty members, it might be appropriate to suggest co-designing a single class with the professor as the professor may not know how their class could best utilize the space. 
A makerspace phenomenon will not happen overnight. It will take a clear effort to spread awareness through the medium of class curriculum. Experience has shown that this is an effective method in introducing students to the resources available, and having more classes utilize the makerspace will increase both its visibility and use among students.

== Activities and Events ==

Fun social events in a makerspace can be a low-pressure way to introduce people to the space. An example of this is a brewing-themed event during which coffee could be served and people could decorate mugs and design bottle openers. These sorts of activities are fun to many different types of people. Since it is important that a makerspace reflect the demographics on campus, it can be helpful to host makerspace events for underrepresented demographics. For example, hold a “Ladies Night” event to encourage the attendance of more women. Partnering with other campus offices and groups can also lead to successful events. Some schools have partnered with their career center to bring in employers that would be interested meeting with innovative students.
<div class="_">Hackathons and similar events can also work well in a makerspace. One fun idea is to host a “mini-makeathon” during which participants are put in groups and given two hours to create something. A shorter time period may lead to more people signing up because it is minimal commitment.</div>

== Promoting and Making Connections ==

Makerspace student leaders are some of the best makerspace promotors. They invite their friends and peers to utilize and attend events in the space, and word of mouth leads to good attendance. Diversity among makerspace student leaders may help encourage diversity of attendees.
 It may also be useful for a group of students to form a marketing team or policy committee specifically for the makerspace. This connects students to the space on a personal level while providing the space with valuable contributions. A marketing team has the added bonus of advertising for the space around campus! 
Additionally, faculty are a useful connection for promotion: students developing a makerspace can cater to the needs of a college by collaborating with the needs of faculty members. When a space is supported by many faculty, it is easier to build credibility and use resources across the entire campus.

== Advice ==

1. Surround yourself with people who are passionate about what you are doing. These are the type of people you can call at 1:00 a.m. and know they’ll be there to help if something goes wrong. 
2. Pace yourselves and be careful not to fall into discouragement. Recognize that you are doing something amazing! Any amazing feat requires a lot of time and effort. You can’t start at zero and instantaneously be at 100%. Try to take your time and have fun with it. 
3. Enjoy the little things and small victories along the way. Thank others for what they do and take some pride in what you were able to accomplish together.

File:Gears 1.jpg

2017-01-06T05:47:23Z

Meg anderson: