Traditionally, construction materials for high power rocketshave included wood and composites, or even machined parts. As Fused FilamentFabrication (FFF) 3D printing has become more widespread, it has been applied to various parts of the rocket design and construction process.

There is an increasing need for makerspaces to support the academic communities working with biology. Creating and sustaining biological makerspaces is a daunting challenge requiring the highest level of commitment and resourcing.

In this paper, we discuss the development of a custom 3Dprint management system that would automate 3D print management while maximizing user interaction with the additive manufacturing process.

If an increase in Making within the curriculum is desirable, universities must invest time and money in resource planning and module leaders must be realistic in their project briefs and design learning outcomes and assessments that can be achieved within the available resources.

The workshop development process, co-created with full-time staff, undergraduate, and graduate students, based on design thinking and community cultural wealth frameworks, has become an essential tool for inclusive collaboration, and learning in the MakerSpace.

This paper explores motivational factors that influence volunteers, how the staff’s motivation impacts the makerspace culture, and tactics that makerspace leaders could use to recruit andsustain student volunteers for a makerspace.

This paper reviews a number of Maker projects in introductory high school and college engineering courses and identifies a common theme that has increased students’ initial success. This theme is the role that freehand sketching plays.

This paper presents novel approaches by which makerspaces could leverage the wide accessibility of AI tools, IoT sensors, and computation power to better achieve their mission and serve their stakeholders.

The demand for tool usage in a makerspace is usually high. Oftentimes the financial constraints do not allow for an all-day supervision of the tool shop by staff members. A self-managed solution must be implemented so staff does not always need to be present.

To create a workforce that can develop innovative solutions to complex problems, participation from diverse groups is necessary. Academic makerspaces have been seen as potential drivers to increase diverse participation, due to the increased access to tools and knowledge.

A blended training model, both virtual and in-person, has equipped the Maker Space with a suite of new training materials and achieved efficiencies, while enabling induction and technology trainings to be redeveloped and applicable across a wider range of learning scenarios.

There are many options for staffing an academic makerspace. At Sears think[box] we have elected to use a model that has a large complement of paid student technicians working under the guidance and mentorship of professional staff.

The Construct is a discipline-agnostic makerspace that falls under the umbrella of Innovation and Entrepreneurship research at RIT, the space encourages an inclusive and diverse user base and seeks to foster interdisciplinarity.

Relatively few full-semester for-credit courses are designed by students apart from the student-designed courses at University of California Berkeley under the DeCal program.

Besides the aim of offering direct access to technologies and tools to support activities such as prototyping, tinkering, and solution development, Makerspaces and fab labs enable their users to meet and work with other like-minded individuals and to carry out projects .

This research focuses on understanding how academic makerspaces can contribute to reducing OI barriers in different contexts and understanding the required framework for this kind of OI cooperation so that all participating stakeholders can gain valuable benefits from the results

Makerspaces provide unparalleled hands-on experiences for students. Understanding the interactions that occur in these spaces is critical to improving the engineering education.

Despite their growing popularity, makerspaces struggle to attract and retain a diverse user base. This paper will focus on efforts to attract women to makerspaces, an environment that they have historically been excluded from.

Allowing community access increases both the diversity of skills and density of makers at an academic makerspace, increasing the likelihood for innovation. Providing easy access to tools for prototyping also promotes local business innovation and fosters University partnerships.

Using natural language processing on trained models of images to generate renderings is a new process where requiring an understanding of command prompt engineering.

As boundaries between disciplines blur and academic inquiry blends with entrepreneurial drive, higher education institutions are increasingly seeking to position collaborative, experience- based problem-solving and maker environments as essential components to education.

In order to turn away from the history of exclusivity in makerspaces, we must focus on student growth, development, and access as an inherent part of the design of these spaces. Olin College, in its shops and library, has prioritized this work.

This research integrates the what, who, and why of course projects at a university makerspace from the perspective of student and faculty experiences.

Training and credentialing programs have grown in popularity. However, the wide and varied nature of what defines the term “makerspace” often means that skill-building and training ecosystems frequently exist in silos.

The University of Victoria Libraries’ Digital Scholarship Commons taught over 20,000 workshop participants between April 2017 and July 2022. Over 1,300 of those participants earned an informal credential, or digital badge, for successful completion.