Issue 1 of IJAMM is posted and articles are being added as reviews and editing are completed.
In the UK, makerspaces are still a relatively new concept, especially in higher education. This paper tackles five common misperceptions encountered by staff and students during the creation of The iForge at The University of Sheffield.
Students are perceived as having lesser experience and training when compared to typical machinists. This paper presents a novel training protocol that has demonstrated that a makerspace run by students can indeed be safe and accessible.
A variety of data collection methods available to higher education makerspaces are presented, along with their use and potential impact. Pros and cons are evaluated and presented for both passive methods (gate counters) and active methods (sign-in systems.)