How Engineering Class in 9th Grade Can Excite Diverse Learners
What Colleges Can Gain by Adding Makerspaces to Their Libraries
How to Incubate Creativity in School Through Making and Discovery
How Public Libraries Balance Thorny Issues Raised by 3D Printers
Giving Kids a Chance to Make
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_43685":{"type":"posts","id":"mindshift_43685","meta":{"index":"posts_1591205157","site":"mindshift","id":"43685","score":null,"sort":[1455523984000]},"guestAuthors":[],"slug":"how-engineering-class-in-9th-grade-can-excite-diverse-learners","title":"How Engineering Class in 9th Grade Can Excite Diverse Learners","publishDate":1455523984,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n","blocks":[],"excerpt":"Giving kids the freedom to design, build and iterate in a high school makerspace has helped excite students about engineering and bring a more diverse set of students into STEM subjects.","status":"publish","parent":0,"modified":1455523984,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1866},"headData":{"title":"How Engineering Class in 9th Grade Can Excite Diverse Learners | KQED","description":"Giving kids the freedom to design, build and iterate in a high school makerspace has helped excite students about engineering and bring a more diverse set of students into STEM subjects.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43685 http://ww2.kqed.org/mindshift/?p=43685","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/15/how-engineering-class-in-9th-grade-can-excite-diverse-learners/","disqusTitle":"How Engineering Class in 9th Grade Can Excite Diverse Learners","path":"/mindshift/43685/how-engineering-class-in-9th-grade-can-excite-diverse-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43685/how-engineering-class-in-9th-grade-can-excite-diverse-learners","authors":["234"],"categories":["mindshift_20524","mindshift_20874"],"tags":["mindshift_997","mindshift_20967","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20945","mindshift_885","mindshift_20877","mindshift_956","mindshift_47"],"featImg":"mindshift_43697","label":"mindshift"},"mindshift_43581":{"type":"posts","id":"mindshift_43581","meta":{"index":"posts_1591205157","site":"mindshift","id":"43581","score":null,"sort":[1454662910000]},"guestAuthors":[],"slug":"what-colleges-can-gain-by-adding-makerspaces-to-its-libraries","title":"What Colleges Can Gain by Adding Makerspaces to Their Libraries","publishDate":1454662910,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Libraries are one of the fastest-evolving learning spaces. As many resources move online, and teachers require students to collaborate more and demonstrate their learning, librarians are trying to keep up. Some are even spearheading the changes. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\" target=\"_blank\">Public libraries have led\u003c/a> the effort to provide access to 21st century technologies and learning resources, but now university and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/18/what-does-the-next-generation-school-library-look-like/\" target=\"_blank\">K-12 libraries\u003c/a> are beginning to catch up. Makerspaces are one way a few groundbreaking libraries are trying to provide equal access to exciting technologies and skills.\u003c/p>\n\u003cp>\u003cstrong>ESTABLISHED MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>North Carolina State University’s librarians have the reputation for being innovators and leaders of change. So when the university built its new \u003ca href=\"https://www.ncsu.edu/huntlibrary/\" target=\"_blank\">James B. Hunt Jr. Library\u003c/a> in 2013, it had a very small “makerspace” in what was originally designed to be a storage closet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We've tied something that might look like a weird fringe thing to the library's mission and the strategic goals.'\u003c/aside>\n\u003cp>“Our library mission is to be a competitive advantage for our campus and for our students,” said Adam Rogers, the emerging technologies librarian at NCSU who pushed for the makerspace and now runs it. The \u003ca href=\"http://www.lib.ncsu.edu/services/makerspace\" target=\"_blank\">makerspace\u003c/a> is one of the few places on campus where anyone can access a 3-D printer or laser cutter. Often individual departments like engineering will have those tools, but they aren’t accessible to everyone. Rogers feels access to a makerspace fits firmly within the library’s mission.\u003c/p>\n\u003cp>“Our culture really favors us doing things like this,” Rogers said. “That said, I think it’s been very important that we’ve tied something that might look like a weird fringe thing to the library’s mission and the strategic goals.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In his first foray into making, Rogers was able to provide only 3-D printing and a laser cutter. While Rogers is the first to acknowledge that doesn’t make it a real makerspace, he was eager to align the library with the movement and continue to grow what they can offer.\u003c/p>\n\u003cp>“We think of a 3-D printer, a laser printer, as actually being an information tool or resource because it’s all about the data that goes into the tool,” Rogers said. “You can’t do anything without understanding the data that goes into the machine.”\u003c/p>\n\u003cp>He sometimes compares the process of designing and 3-D printing a project to research. Students have to think about what they are making, understand its scale, design it on software and only then can it be printed.\u003c/p>\n\u003cp>The new library also opened up more space at NCSU’s older library, \u003ca href=\"https://www.lib.ncsu.edu/hours/hill/general\" target=\"_blank\">D.H. Hill\u003c/a>. When the smaller, 3-D printing-focused making experiment went well, Rogers pushed to open a second, more hands-on focused makerspace in an area that used to be staff offices before those employees were moved over to Hunt Library.\u003c/p>\n\u003cfigure id=\"attachment_43632\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://red.lib.ncsu.edu/ncsumakes/images/117\" rel=\"attachment wp-att-43632\">\u003cimg class=\"size-medium wp-image-43632\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/NCSU-makerspace-800x800.jpg\" alt=\"Hacking and learning wearable tech in the NCSU makerspace.\" width=\"800\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-75x75.jpg 75w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Hacking and learning wearable tech in the NCSU makerspace. \u003ccite>(Adam Rogers/NCSU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It allows for hands-on learning in a different, maybe richer way,” Rogers said. He offers workshops in the new makerspace and has been able to fill it with a wider variety of tools and materials, including hand tools, sewing machines, fabrics, circuitry, a sautering station and more.\u003c/p>\n\u003cp>“Everything in the space is pretty flexible,” Rogers said. “We can move all the tables and chairs around. We’ve got power coming down from the ceilings, so we can have power anywhere we want without tripping.” And they have ventilation, a key aspect of makerspaces.\u003c/p>\n\u003cp>Rogers has also done a lot of outreach to faculty so they know the space is available to support their in-class teaching. Rogers said last semester he worked with eight to 10 professors on class projects.\u003c/p>\n\u003cp>One professor from the English department teaching a digital humanities class brought his students to the makerspace three times: once to learn about the tools, once to do a hands-on project and finally as part of their final project.\u003c/p>\n\u003cp>“That was really exciting because as librarians we aren’t so much the drivers of pedagogical innovations, but we’re really supportive of it,” Rogers said. He believes some of the most successful uses of the space have been through these faculty collaborations because students come in and work on a project from start to finish.\u003c/p>\n\u003cp>“This is really a space where we’re offering additional learning experiences alongside the formal learning experiences in the classroom,” Rogers said. “And I think we’re seeing that the experiences we’re offering are becoming a really valuable part of the full university experience.”\u003c/p>\n\u003cfigure id=\"attachment_43630\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/16626010403_c15ea44a6b_k-e1454662083483.jpg\" alt=\"cardboard crafts\" width=\"1920\" height=\"1283\">\u003cfigcaption class=\"wp-caption-text\">cardboard crafts \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rogers offers several core workshops on 3-D design and printing and Arduinos in the makerspace that are meant to be accessible to everyone. They introduce students to the technology, help them understand the range of capabilities and give them some kind of project that will produce an output.\u003c/p>\n\u003cp>“The workshop is saying this is a tool for creativity and for problem-solving,” Rogers said. “It’s one any student or researcher on campus would benefit from knowing and find some application for.”\u003c/p>\n\u003cp>In the Arduino workshop, Rogers tries to familiarize participants with the components of the SparkFun Inventor's Kits that the library lends out. They examine how the light sensor and temperature controls work, and experiment with actions like running a motor or transmitting an output onto a screen. Rogers shows students how to write a few lines of code that controls a LED light so they can see how the code is controlling the physical activity. Then he lets them play around for the rest of the workshop.\u003c/p>\n\u003cp>There are very few learning spaces at most universities where students can tinker with materials and get exposed to technologies that are quickly becoming part of every discipline. Rogers said students also bring their own passions into the space, designing and sewing Cosplay costumes or animae swords, for example.\u003c/p>\n\u003cp>Rogers recommends that university librarians start small when thinking about developing a makerspace. Find out who else on campus is already doing some of this work and partner with them, maybe start lending out some tools or kits, offer a workshop or two to gauge interest. He also says: Don’t jump right into 3-D printing without thinking through what it means to offer a service like that to the whole university community.\u003c/p>\n\u003cp>While there are logistical challenges to having a makerspace in the library, Rogers said it has been a positive experience at North Carolina State University. Librarians are showcasing skills like bookbinding to students, and there’s a lot of excitement and learning going on beyond the classroom.\u003c/p>\n\u003cfigure id=\"attachment_43626\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43626\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/college-makerspace1-e1454662124162.jpg\" alt=\"3D printing extravaganza\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">3D printing extravaganza \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING UNDER CONSTRAINTS\u003c/strong>\u003c/p>\n\u003cp>San Diego State University has had a makerspace focused on 3-D printing and laser cutting for a little over a year now. Like NCSU, it, too, started in a closet and has moved three times since then, until finally finding a home in the lobby of the library. \u003ca href=\"http://library.sdsu.edu/featured/stemming-your-creativity-tech\">Jenny Wong-Welch\u003c/a>, the STEM librarian, started the space with the intention of offering students access to new technologies and tools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'My engineering students have been shocked to see how the arts students use the 3-D printer.'\u003c/aside>\n\u003cp>“The whole point is to be a welcoming environment,” Wong-Welch said. \u003ca href=\"http://buildit.sdsu.edu/\" target=\"_blank\">Her space\u003c/a> started as a fringe project, one that many of the other librarians didn’t really understand, but it has grown into a space staffed by a variety of students who volunteer their time. Wong-Welch says at first she mostly had engineering students, but now art and business students, among others, have joined. They’re all interested in learning something new in a low-stakes environment.\u003c/p>\n\u003cp>“My engineering students have been shocked to see how the arts students use the 3-D printer,” Wong-Welch said. Students from different disciplines have learned a lot from one another, approaching projects, materials, tools and software in ways that other students had never thought of before.\u003c/p>\n\u003cp>Wong-Welch says it has been especially fun to learn alongside students. They have discussions about intellectual property rights, figure out scale together and teach anyone else who comes into the space how to use the technology. Each of Wong-Welch’s regular volunteers is also working on an individual project. One student mapped out the marketplace for open-source versus proprietary printing. Another is trying to program an Arduino to sense when visitors come into the space and count them.\u003c/p>\n\u003cfigure id=\"attachment_43629\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43629\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/22202200598_a22701478a_k-e1454662157710.jpg\" alt=\"Jewelry making\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Jewelry making \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While the school administration has been fairly supportive of the effort, Wong-Welch says her biggest struggle has been getting buy-in from faculty. “There is a weariness from the faculty to learn new technology and incorporate it into their curriculum,” she said. And, without faculty partnerships, it’s hard to get the funding to continue expanding what the space offers. There are many competing demands on the library’s budget, and Wong-Welch had hoped that professors might write some makerspace equipment and materials into their grant proposals.\u003c/p>\n\u003cp>The other struggle is a fundamental one around the idea of making as an academic endeavor. How does one measure what goes on in a makerspace? Anecdotally, Wong-Welch can point to the interdisciplinary dialogue, the hands-on experiences that often result in failure and necessitate trying again. She can say the students she works with are learning software, hardware and programming skills, but it’s harder to quantify things like the effect of a tight-knit community on a commuter campus, a creative, safe space.\u003c/p>\n\u003cp>“We don’t have the data to show they learned something while they’re here,” Wong-Welch said. She believes university makerspaces will continue to struggle because their definition and purpose is murkier than the traditional and clearly defined library mission of storing and retrieving books.\u003c/p>\n\u003cfigure id=\"attachment_43628\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43628\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/21769438583_9ef9c9b19e_k-e1454662189372.jpg\" alt=\"Robotics\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Robotics \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A COMMUNITY SPACE\u003c/strong>\u003c/p>\n\u003cp>Four-year universities aren’t the only ones branching out into makerspaces. Several community colleges are also cultivating spaces for creativity, problem-solving and access to new technologies. The College of San Mateo sits in the heart of Silicon Valley and its library director, Lorrita Ford, demonstrates the \u003ca href=\"http://www.libraryasincubatorproject.org/?p=15979\" target=\"_blank\">entrepreneurial spirit\u003c/a> for which the area is known.\u003c/p>\n\u003cp>Ford believes the library should be at the center of the college community and the broader community as well. “We serve a population that in many cases isn’t sure about what they’re going to do,” Ford said. Many College of San Mateo students are the children of service workers in the area. Their families don’t have a lot of experience with higher education, and students are still trying to discover their strengths.\u003c/p>\n\u003cp>“We really want them to have a place where they can come and discover their inner engineer that they may have not known existed,” Ford said. She and her staff embarked on their \u003ca href=\"http://collegeofsanmateo.edu/library/events.php\" target=\"_blank\">makerspace adventure\u003c/a> in 2013 and have steadily grown what they offer since then, all without a dedicated space. Many of their tools can be checked out, and when specific workshops are offered Ford repurposes library tables or holds them outside.\u003c/p>\n\u003cp>“It seems to us that it’s a good intersection between learning and creativity,” Ford said of making. “It’s also a social place. We welcome everyone.”\u003c/p>\n\u003cp>The unique thing about a makerspace, Ford said, is that it shows you a different side of people. A biology professor might lead a workshop on jewelry-making and a student could lead a workshop on knitting. “They come here and they share that with other people, and then they talk and get to know each other at a different level,” Ford said. “I think it fills a niche.”\u003c/p>\n\u003cp>When Ford started the makerspace she gathered faculty from science, technology, engineering, art and math disciplines to gauge interest. It was then she realized how much expertise and excitement already existed in the community.\u003c/p>\n\u003cp>“The fact that we had buy-in from faculty really helped,” Ford said. “It wasn’t just the library pushing for it, it was faculty from engineering, physics, the arts that were supportive, too.” Ford ended up getting an innovation grant that helped jump-start the program. Since then, the library has partnered with faculty to design solar cars, build telescopes and learn about African-American textiles, among other things.\u003c/p>\n\u003cp>“We really see it as supporting what’s going on in the classroom,” Ford said. She described one science professor who used the makerspace with his class to print out each section of the cervical spine. Each segment is slightly different, and he wanted his students to be able to see and touch them.\u003c/p>\n\u003cp>Ford has also done a lot of work with student groups on campus. “We really work to make it a multicultural space, and when we’re designing programs we try to reflect and help expand cultural awareness,” Ford said. The Pacific Islander student group came in and led a workshop on how to make graduation leis. The Puente program did a Dia de los Muertos skull-making activity where Ford was surprised to learn that the holiday is celebrated only in some parts of Mexico.\u003c/p>\n\u003cfigure id=\"attachment_43627\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43627\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/22621735470_4e05ede54e_k-e1454662236754.jpg\" alt=\"Dia de los Muertos skulls\" width=\"1920\" height=\"1283\">\u003cfigcaption class=\"wp-caption-text\">Dia de los Muertos skulls \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Faculty members have also used the space to teach skills not covered in their courses. One engineering professor was so excited about the space he taught coding classes to students for fun. The library supported him by buying the software, circuits, Arduinos and other supplies he needed. Another faculty member taught students about online privacy and two-step encryption.\u003c/p>\n\u003cp>“We have this great physical space here, and I think as we involve in terms of what the library of the 21st century will be like, I think it makes sense for us to embrace and reinvent ourselves and make this part of our ‘new normal,’ ” Ford said. And she emphasized that while many people talk about libraries becoming irrelevant in the digital age, that hasn’t been her experience.\u003c/p>\n\u003cp>The College of San Mateo library is busier than ever, mostly with students looking for a quiet space where they can spread out. Ford and her staff try to respect various student needs simultaneously in the library. They try to make the library a welcoming space by letting students bring in food and offering relaxing activities like Legos and adult coloring in addition to everything else. Ford says if a noisy making activity is planned, they try to communicate that early, and even pass out earplugs to students who are trying to study.\u003c/p>\n\u003cp>Ford’s advice for anyone starting a makerspace on campus is to first develop relationships with faculty. “I’ve been really intentional in cultivating relationships with faculty and staff and have been really intentional about becoming part of the fabric of the college,” Ford said.\u003c/p>\n\u003cp>When she started at College of San Mateo 15 years ago, the library was very isolated. But over time she has worked to put library staff on key committees and to help support faculty whenever possible. She also made it clear to faculty how a makerspace could support the work they’re doing in classrooms.\u003c/p>\n\u003cp>Ford also suggests finding faculty champions, the people who already go to Burning Man or to Maker Faire, the ones who already have the hands-on gene. And, be patient. She’s also done a lot of partnering with the county, trying to make the college’s workshops and materials available to the wider community.\u003c/p>\n\u003cp>“Build it and keep nurturing it and eventually they will come,” Ford said. “In a lot of ways we are ahead of the curve a little bit, but they know we’re here and people show up at the library looking for stuff.” She described a student who came in looking for an adapter so he could hook his computer up to the projector in class. The library didn’t have those to check out, but Ford had one in her desk, so she quickly made it available for checkout.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She says when the library is an integral part of the whole college community, and its staff is there to help anyone who needs access to something, it changes the whole tone of the endeavor. And in that kind of environment, a makerspace just makes sense.\u003c/p>\n\n","blocks":[],"excerpt":"Colleges are following the lead of K-12 schools and libraries by creating easily accessible makerspaces that are available to the entire student body. ","status":"publish","parent":0,"modified":1454693217,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":49,"wordCount":2824},"headData":{"title":"What Colleges Can Gain by Adding Makerspaces to Their Libraries | KQED","description":"Colleges are following the lead of K-12 schools and libraries by creating easily accessible makerspaces that are available to the entire student body. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43581 http://ww2.kqed.org/mindshift/?p=43581","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/05/what-colleges-can-gain-by-adding-makerspaces-to-its-libraries/","disqusTitle":"What Colleges Can Gain by Adding Makerspaces to Their Libraries","path":"/mindshift/43581/what-colleges-can-gain-by-adding-makerspaces-to-its-libraries","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Libraries are one of the fastest-evolving learning spaces. As many resources move online, and teachers require students to collaborate more and demonstrate their learning, librarians are trying to keep up. Some are even spearheading the changes. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\" target=\"_blank\">Public libraries have led\u003c/a> the effort to provide access to 21st century technologies and learning resources, but now university and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/18/what-does-the-next-generation-school-library-look-like/\" target=\"_blank\">K-12 libraries\u003c/a> are beginning to catch up. Makerspaces are one way a few groundbreaking libraries are trying to provide equal access to exciting technologies and skills.\u003c/p>\n\u003cp>\u003cstrong>ESTABLISHED MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>North Carolina State University’s librarians have the reputation for being innovators and leaders of change. So when the university built its new \u003ca href=\"https://www.ncsu.edu/huntlibrary/\" target=\"_blank\">James B. Hunt Jr. Library\u003c/a> in 2013, it had a very small “makerspace” in what was originally designed to be a storage closet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We've tied something that might look like a weird fringe thing to the library's mission and the strategic goals.'\u003c/aside>\n\u003cp>“Our library mission is to be a competitive advantage for our campus and for our students,” said Adam Rogers, the emerging technologies librarian at NCSU who pushed for the makerspace and now runs it. The \u003ca href=\"http://www.lib.ncsu.edu/services/makerspace\" target=\"_blank\">makerspace\u003c/a> is one of the few places on campus where anyone can access a 3-D printer or laser cutter. Often individual departments like engineering will have those tools, but they aren’t accessible to everyone. Rogers feels access to a makerspace fits firmly within the library’s mission.\u003c/p>\n\u003cp>“Our culture really favors us doing things like this,” Rogers said. “That said, I think it’s been very important that we’ve tied something that might look like a weird fringe thing to the library’s mission and the strategic goals.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In his first foray into making, Rogers was able to provide only 3-D printing and a laser cutter. While Rogers is the first to acknowledge that doesn’t make it a real makerspace, he was eager to align the library with the movement and continue to grow what they can offer.\u003c/p>\n\u003cp>“We think of a 3-D printer, a laser printer, as actually being an information tool or resource because it’s all about the data that goes into the tool,” Rogers said. “You can’t do anything without understanding the data that goes into the machine.”\u003c/p>\n\u003cp>He sometimes compares the process of designing and 3-D printing a project to research. Students have to think about what they are making, understand its scale, design it on software and only then can it be printed.\u003c/p>\n\u003cp>The new library also opened up more space at NCSU’s older library, \u003ca href=\"https://www.lib.ncsu.edu/hours/hill/general\" target=\"_blank\">D.H. Hill\u003c/a>. When the smaller, 3-D printing-focused making experiment went well, Rogers pushed to open a second, more hands-on focused makerspace in an area that used to be staff offices before those employees were moved over to Hunt Library.\u003c/p>\n\u003cfigure id=\"attachment_43632\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://red.lib.ncsu.edu/ncsumakes/images/117\" rel=\"attachment wp-att-43632\">\u003cimg class=\"size-medium wp-image-43632\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/NCSU-makerspace-800x800.jpg\" alt=\"Hacking and learning wearable tech in the NCSU makerspace.\" width=\"800\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-75x75.jpg 75w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Hacking and learning wearable tech in the NCSU makerspace. \u003ccite>(Adam Rogers/NCSU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It allows for hands-on learning in a different, maybe richer way,” Rogers said. He offers workshops in the new makerspace and has been able to fill it with a wider variety of tools and materials, including hand tools, sewing machines, fabrics, circuitry, a sautering station and more.\u003c/p>\n\u003cp>“Everything in the space is pretty flexible,” Rogers said. “We can move all the tables and chairs around. We’ve got power coming down from the ceilings, so we can have power anywhere we want without tripping.” And they have ventilation, a key aspect of makerspaces.\u003c/p>\n\u003cp>Rogers has also done a lot of outreach to faculty so they know the space is available to support their in-class teaching. Rogers said last semester he worked with eight to 10 professors on class projects.\u003c/p>\n\u003cp>One professor from the English department teaching a digital humanities class brought his students to the makerspace three times: once to learn about the tools, once to do a hands-on project and finally as part of their final project.\u003c/p>\n\u003cp>“That was really exciting because as librarians we aren’t so much the drivers of pedagogical innovations, but we’re really supportive of it,” Rogers said. He believes some of the most successful uses of the space have been through these faculty collaborations because students come in and work on a project from start to finish.\u003c/p>\n\u003cp>“This is really a space where we’re offering additional learning experiences alongside the formal learning experiences in the classroom,” Rogers said. “And I think we’re seeing that the experiences we’re offering are becoming a really valuable part of the full university experience.”\u003c/p>\n\u003cfigure id=\"attachment_43630\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/16626010403_c15ea44a6b_k-e1454662083483.jpg\" alt=\"cardboard crafts\" width=\"1920\" height=\"1283\">\u003cfigcaption class=\"wp-caption-text\">cardboard crafts \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rogers offers several core workshops on 3-D design and printing and Arduinos in the makerspace that are meant to be accessible to everyone. They introduce students to the technology, help them understand the range of capabilities and give them some kind of project that will produce an output.\u003c/p>\n\u003cp>“The workshop is saying this is a tool for creativity and for problem-solving,” Rogers said. “It’s one any student or researcher on campus would benefit from knowing and find some application for.”\u003c/p>\n\u003cp>In the Arduino workshop, Rogers tries to familiarize participants with the components of the SparkFun Inventor's Kits that the library lends out. They examine how the light sensor and temperature controls work, and experiment with actions like running a motor or transmitting an output onto a screen. Rogers shows students how to write a few lines of code that controls a LED light so they can see how the code is controlling the physical activity. Then he lets them play around for the rest of the workshop.\u003c/p>\n\u003cp>There are very few learning spaces at most universities where students can tinker with materials and get exposed to technologies that are quickly becoming part of every discipline. Rogers said students also bring their own passions into the space, designing and sewing Cosplay costumes or animae swords, for example.\u003c/p>\n\u003cp>Rogers recommends that university librarians start small when thinking about developing a makerspace. Find out who else on campus is already doing some of this work and partner with them, maybe start lending out some tools or kits, offer a workshop or two to gauge interest. He also says: Don’t jump right into 3-D printing without thinking through what it means to offer a service like that to the whole university community.\u003c/p>\n\u003cp>While there are logistical challenges to having a makerspace in the library, Rogers said it has been a positive experience at North Carolina State University. Librarians are showcasing skills like bookbinding to students, and there’s a lot of excitement and learning going on beyond the classroom.\u003c/p>\n\u003cfigure id=\"attachment_43626\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43626\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/college-makerspace1-e1454662124162.jpg\" alt=\"3D printing extravaganza\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">3D printing extravaganza \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING UNDER CONSTRAINTS\u003c/strong>\u003c/p>\n\u003cp>San Diego State University has had a makerspace focused on 3-D printing and laser cutting for a little over a year now. Like NCSU, it, too, started in a closet and has moved three times since then, until finally finding a home in the lobby of the library. \u003ca href=\"http://library.sdsu.edu/featured/stemming-your-creativity-tech\">Jenny Wong-Welch\u003c/a>, the STEM librarian, started the space with the intention of offering students access to new technologies and tools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'My engineering students have been shocked to see how the arts students use the 3-D printer.'\u003c/aside>\n\u003cp>“The whole point is to be a welcoming environment,” Wong-Welch said. \u003ca href=\"http://buildit.sdsu.edu/\" target=\"_blank\">Her space\u003c/a> started as a fringe project, one that many of the other librarians didn’t really understand, but it has grown into a space staffed by a variety of students who volunteer their time. Wong-Welch says at first she mostly had engineering students, but now art and business students, among others, have joined. They’re all interested in learning something new in a low-stakes environment.\u003c/p>\n\u003cp>“My engineering students have been shocked to see how the arts students use the 3-D printer,” Wong-Welch said. Students from different disciplines have learned a lot from one another, approaching projects, materials, tools and software in ways that other students had never thought of before.\u003c/p>\n\u003cp>Wong-Welch says it has been especially fun to learn alongside students. They have discussions about intellectual property rights, figure out scale together and teach anyone else who comes into the space how to use the technology. Each of Wong-Welch’s regular volunteers is also working on an individual project. One student mapped out the marketplace for open-source versus proprietary printing. Another is trying to program an Arduino to sense when visitors come into the space and count them.\u003c/p>\n\u003cfigure id=\"attachment_43629\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43629\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/22202200598_a22701478a_k-e1454662157710.jpg\" alt=\"Jewelry making\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Jewelry making \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While the school administration has been fairly supportive of the effort, Wong-Welch says her biggest struggle has been getting buy-in from faculty. “There is a weariness from the faculty to learn new technology and incorporate it into their curriculum,” she said. And, without faculty partnerships, it’s hard to get the funding to continue expanding what the space offers. There are many competing demands on the library’s budget, and Wong-Welch had hoped that professors might write some makerspace equipment and materials into their grant proposals.\u003c/p>\n\u003cp>The other struggle is a fundamental one around the idea of making as an academic endeavor. How does one measure what goes on in a makerspace? Anecdotally, Wong-Welch can point to the interdisciplinary dialogue, the hands-on experiences that often result in failure and necessitate trying again. She can say the students she works with are learning software, hardware and programming skills, but it’s harder to quantify things like the effect of a tight-knit community on a commuter campus, a creative, safe space.\u003c/p>\n\u003cp>“We don’t have the data to show they learned something while they’re here,” Wong-Welch said. She believes university makerspaces will continue to struggle because their definition and purpose is murkier than the traditional and clearly defined library mission of storing and retrieving books.\u003c/p>\n\u003cfigure id=\"attachment_43628\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43628\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/21769438583_9ef9c9b19e_k-e1454662189372.jpg\" alt=\"Robotics\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Robotics \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A COMMUNITY SPACE\u003c/strong>\u003c/p>\n\u003cp>Four-year universities aren’t the only ones branching out into makerspaces. Several community colleges are also cultivating spaces for creativity, problem-solving and access to new technologies. The College of San Mateo sits in the heart of Silicon Valley and its library director, Lorrita Ford, demonstrates the \u003ca href=\"http://www.libraryasincubatorproject.org/?p=15979\" target=\"_blank\">entrepreneurial spirit\u003c/a> for which the area is known.\u003c/p>\n\u003cp>Ford believes the library should be at the center of the college community and the broader community as well. “We serve a population that in many cases isn’t sure about what they’re going to do,” Ford said. Many College of San Mateo students are the children of service workers in the area. Their families don’t have a lot of experience with higher education, and students are still trying to discover their strengths.\u003c/p>\n\u003cp>“We really want them to have a place where they can come and discover their inner engineer that they may have not known existed,” Ford said. She and her staff embarked on their \u003ca href=\"http://collegeofsanmateo.edu/library/events.php\" target=\"_blank\">makerspace adventure\u003c/a> in 2013 and have steadily grown what they offer since then, all without a dedicated space. Many of their tools can be checked out, and when specific workshops are offered Ford repurposes library tables or holds them outside.\u003c/p>\n\u003cp>“It seems to us that it’s a good intersection between learning and creativity,” Ford said of making. “It’s also a social place. We welcome everyone.”\u003c/p>\n\u003cp>The unique thing about a makerspace, Ford said, is that it shows you a different side of people. A biology professor might lead a workshop on jewelry-making and a student could lead a workshop on knitting. “They come here and they share that with other people, and then they talk and get to know each other at a different level,” Ford said. “I think it fills a niche.”\u003c/p>\n\u003cp>When Ford started the makerspace she gathered faculty from science, technology, engineering, art and math disciplines to gauge interest. It was then she realized how much expertise and excitement already existed in the community.\u003c/p>\n\u003cp>“The fact that we had buy-in from faculty really helped,” Ford said. “It wasn’t just the library pushing for it, it was faculty from engineering, physics, the arts that were supportive, too.” Ford ended up getting an innovation grant that helped jump-start the program. Since then, the library has partnered with faculty to design solar cars, build telescopes and learn about African-American textiles, among other things.\u003c/p>\n\u003cp>“We really see it as supporting what’s going on in the classroom,” Ford said. She described one science professor who used the makerspace with his class to print out each section of the cervical spine. Each segment is slightly different, and he wanted his students to be able to see and touch them.\u003c/p>\n\u003cp>Ford has also done a lot of work with student groups on campus. “We really work to make it a multicultural space, and when we’re designing programs we try to reflect and help expand cultural awareness,” Ford said. The Pacific Islander student group came in and led a workshop on how to make graduation leis. The Puente program did a Dia de los Muertos skull-making activity where Ford was surprised to learn that the holiday is celebrated only in some parts of Mexico.\u003c/p>\n\u003cfigure id=\"attachment_43627\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43627\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/22621735470_4e05ede54e_k-e1454662236754.jpg\" alt=\"Dia de los Muertos skulls\" width=\"1920\" height=\"1283\">\u003cfigcaption class=\"wp-caption-text\">Dia de los Muertos skulls \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Faculty members have also used the space to teach skills not covered in their courses. One engineering professor was so excited about the space he taught coding classes to students for fun. The library supported him by buying the software, circuits, Arduinos and other supplies he needed. Another faculty member taught students about online privacy and two-step encryption.\u003c/p>\n\u003cp>“We have this great physical space here, and I think as we involve in terms of what the library of the 21st century will be like, I think it makes sense for us to embrace and reinvent ourselves and make this part of our ‘new normal,’ ” Ford said. And she emphasized that while many people talk about libraries becoming irrelevant in the digital age, that hasn’t been her experience.\u003c/p>\n\u003cp>The College of San Mateo library is busier than ever, mostly with students looking for a quiet space where they can spread out. Ford and her staff try to respect various student needs simultaneously in the library. They try to make the library a welcoming space by letting students bring in food and offering relaxing activities like Legos and adult coloring in addition to everything else. Ford says if a noisy making activity is planned, they try to communicate that early, and even pass out earplugs to students who are trying to study.\u003c/p>\n\u003cp>Ford’s advice for anyone starting a makerspace on campus is to first develop relationships with faculty. “I’ve been really intentional in cultivating relationships with faculty and staff and have been really intentional about becoming part of the fabric of the college,” Ford said.\u003c/p>\n\u003cp>When she started at College of San Mateo 15 years ago, the library was very isolated. But over time she has worked to put library staff on key committees and to help support faculty whenever possible. She also made it clear to faculty how a makerspace could support the work they’re doing in classrooms.\u003c/p>\n\u003cp>Ford also suggests finding faculty champions, the people who already go to Burning Man or to Maker Faire, the ones who already have the hands-on gene. And, be patient. She’s also done a lot of partnering with the county, trying to make the college’s workshops and materials available to the wider community.\u003c/p>\n\u003cp>“Build it and keep nurturing it and eventually they will come,” Ford said. “In a lot of ways we are ahead of the curve a little bit, but they know we’re here and people show up at the library looking for stuff.” She described a student who came in looking for an adapter so he could hook his computer up to the projector in class. The library didn’t have those to check out, but Ford had one in her desk, so she quickly made it available for checkout.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says when the library is an integral part of the whole college community, and its staff is there to help anyone who needs access to something, it changes the whole tone of the endeavor. And in that kind of environment, a makerspace just makes sense.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43581/what-colleges-can-gain-by-adding-makerspaces-to-its-libraries","authors":["234"],"categories":["mindshift_20579"],"tags":["mindshift_20509","mindshift_20966","mindshift_962","mindshift_20784","mindshift_1040","mindshift_68","mindshift_895","mindshift_20945","mindshift_980","mindshift_885","mindshift_975"],"featImg":"mindshift_43625","label":"mindshift"},"mindshift_41719":{"type":"posts","id":"mindshift_41719","meta":{"index":"posts_1591205157","site":"mindshift","id":"41719","score":null,"sort":[1442488153000]},"guestAuthors":[],"slug":"how-to-incubate-creativity-in-school-through-making-and-discovery","title":"How to Incubate Creativity in School Through Making and Discovery","publishDate":1442488153,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sixth-grade students at Lighthouse Community Charter in Oakland, California, eagerly pull laptops off a cart and settle down with a partner to experiment with \u003ca href=\"http://turtleart.org/\" target=\"_blank\">Turtle Art\u003c/a>, a program meant to \u003ca href=\"https://drive.google.com/file/d/0BxEFcim8OtLXWnVRNUx2TmRUbWM/view\" target=\"_blank\">introduce them to the basics of programming and some math concepts\u003c/a>.\u003c/p>\n\u003cp>Math teacher Laura Kretschmar gave students a rubric with specific goals around collaboration, communication and instructions to use various functions in the program, but not a lot else. She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n","blocks":[],"excerpt":"The makerspace in one inner-city school is helping infuse hands-on learning into all core classes.","status":"publish","parent":0,"modified":1442489833,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1187},"headData":{"title":"How to Incubate Creativity in School Through Making and Discovery | KQED","description":"The makerspace in one inner-city school is helping infuse hands-on learning into all core classes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"41719 http://ww2.kqed.org/mindshift/?p=41719","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/17/how-to-incubate-creativity-in-school-through-making-and-discovery/","disqusTitle":"How to Incubate Creativity in School Through Making and Discovery","path":"/mindshift/41719/how-to-incubate-creativity-in-school-through-making-and-discovery","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sixth-grade students at Lighthouse Community Charter in Oakland, California, eagerly pull laptops off a cart and settle down with a partner to experiment with \u003ca href=\"http://turtleart.org/\" target=\"_blank\">Turtle Art\u003c/a>, a program meant to \u003ca href=\"https://drive.google.com/file/d/0BxEFcim8OtLXWnVRNUx2TmRUbWM/view\" target=\"_blank\">introduce them to the basics of programming and some math concepts\u003c/a>.\u003c/p>\n\u003cp>Math teacher Laura Kretschmar gave students a rubric with specific goals around collaboration, communication and instructions to use various functions in the program, but not a lot else. She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41719/how-to-incubate-creativity-in-school-through-making-and-discovery","authors":["234"],"categories":["mindshift_20523","mindshift_193"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_797","mindshift_100","mindshift_980","mindshift_885"],"featImg":"mindshift_41822","label":"mindshift"},"mindshift_40296":{"type":"posts","id":"mindshift_40296","meta":{"index":"posts_1591205157","site":"mindshift","id":"40296","score":null,"sort":[1430314458000]},"guestAuthors":[],"slug":"how-public-libraries-balance-thorny-issues-raised-by-3d-printers","title":"How Public Libraries Balance Thorny Issues Raised by 3D Printers","publishDate":1430314458,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>By Joseph Leahy, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2015/04/29/401236656/libraries-make-space-for-3-d-printers-rules-are-sure-to-follow\">St. Louis Public Radio\u003c/a>\u003c/p>\n\u003cp>At hundreds of libraries across the U.S., 3-D printers can sometimes be heard whirring in the background, part of an effort to encourage interest in the new technology and foster DIY \"maker spaces.\"\u003c/p>\n\u003cp>In some libraries, officials have begun to set restrictions on the 3-D printers amid concerns about how they'll be used.\u003c/p>\n\u003cp>At the University City Public Library in St. Louis, Patrick Wall recently printed a green plastic sword from the game Minecraft.\u003c/p>\n\u003cp>He runs this library and was demonstrating its new 3-D printer for a group of kids and adults. The play sword took close to seven hours to print, Wall says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"OW7PTQlGeZP1Lm9w49Uo7S8SlZctEV9S\"]\u003c/p>\n\u003cp>The printer is roughly the size of a microwave with an open space in the middle. A coil of filament feeds an extruder that moves back and forth inside, dabbing molten plastic into layers that harden.\u003c/p>\n\u003cp>The 3-D printer, a 3-D scanner and filament cost about $4,500, Wall says.\u003c/p>\n\u003cp>University City was the first of two public libraries in the St. Louis area to set up 3-D printers for public use. But, according to the American Library Association, more than 250 libraries across the country that have one.\u003c/p>\n\u003cp>\"It's actually part of a larger trend,\" says the ALA's Sari Feldman. 3-D printers are just the newest example of the interactive spaces that libraries are becoming for their communities, she says.\u003c/p>\n\u003cp>\"So, where once we thought of libraries as places where we had things for people, now we really do things for people — or do things with people,\" Feldman says.\u003c/p>\n\u003cp>She says libraries large and small across the U.S. are setting up so-called \"maker spaces,\" offering increasingly sophisticated hardware and software, including studio production equipment, design software and in some cases, even laser cutters.\u003c/p>\n\u003cp>But Feldman says the possibilities that come with cheap, user-friendly 3-D printers have also created a new gray area in setting library policy.\u003c/p>\n\u003cp>\"There are many legal and intellectual freedom issues that need to be addressed when you make 3-D printers freely available for public use,\" she says.\u003c/p>\n\u003cp>For instance, the same technology that can print a plastic Minecraft sword is also capable of printing \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/11/14/245078880/plastic-guns-made-with-3-d-printers-pose-new-security-concerns\">plastic gun parts\u003c/a> or other items.\u003c/p>\n\u003cp>The ALA has recommended guidelines for libraries to address concerns about safety, access and liability. But some local libraries have established rules on their own.\u003c/p>\n\u003cp>At the Pope County Library System in central Arkansas, new restrictions have been placed on its two printers. They include printing objects that are prohibited by law, or deemed obscene or otherwise inappropriate.\u003c/p>\n\u003cp>Adult and Teen Services Librarian Sherry Simpson says there were just too many unknowns.\u003c/p>\n\u003cp>\"We want to inspire their interest in design and we want them to bring their creations to life. However, some creations probably don't need to see life through the library,\" she says.\u003c/p>\n\u003cp>Like most other libraries, University City's currently has no specific limits on using its 3-D printer. Director Patrick Wall says it falls under the library's general policy that applies to 2-D printers and other services and materials.\u003c/p>\n\u003cp>\"It hasn't come up,\" he says. \"We tend not to make policies about things that we fear might happen in the future. I'm sure there'll come a day when someone does something that we weren't expecting and at that time, we'll sit down and talk about it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And in an age where digital and technical literacy is stressed alongside traditional reading and writing, libraries are setting up plenty of space for the unexpected.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 KWMU-FM. To see more, visit \u003ca href=\"http://www.stlpublicradio.org\">http://www.stlpublicradio.org\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Libraries+Make+Space+For+3-D+Printers%3B+Rules+Are+Sure+To+Follow&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"They're the latest addition to so-called \"maker spaces\" showing up in a number of libraries. But as libraries work to redefine their purpose in the digital age, it also raises questions about misuse.","status":"publish","parent":0,"modified":1430314458,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":624},"headData":{"title":"How Public Libraries Balance Thorny Issues Raised by 3D Printers | KQED","description":"They're the latest addition to so-called "maker spaces" showing up in a number of libraries. But as libraries work to redefine their purpose in the digital age, it also raises questions about misuse.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40296 http://ww2.kqed.org/mindshift/?p=40296","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/29/how-public-libraries-balance-thorny-issues-raised-by-3d-printers/","disqusTitle":"How Public Libraries Balance Thorny Issues Raised by 3D Printers","nprByline":"Joseph Leahy","nprStoryId":"401236656","nprApiLink":"http://api.npr.org/query?id=401236656&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/alltechconsidered/2015/04/29/401236656/libraries-make-space-for-3-d-printers-rules-are-sure-to-follow?ft=nprml&f=401236656","nprRetrievedStory":"1","nprPubDate":"Wed, 29 Apr 2015 08:51:00 -0400","nprStoryDate":"Wed, 29 Apr 2015 03:50:00 -0400","nprLastModifiedDate":"Wed, 29 Apr 2015 06:38:21 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2015/04/20150429_me_libraries_make_space_for_3-d_printers_rules_are_sure_to_follow.mp3?orgId=278&topicId=1019&e=401236656&d=227&ft=nprml&f=401236656","nprAudioM3u":"http://api.npr.org/m3u/1402971551-4234c8.m3u?orgId=278&topicId=1019&e=401236656&d=227&ft=nprml&f=401236656","path":"/mindshift/40296/how-public-libraries-balance-thorny-issues-raised-by-3d-printers","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2015/04/20150429_me_libraries_make_space_for_3-d_printers_rules_are_sure_to_follow.mp3?orgId=278&topicId=1019&e=401236656&d=227&ft=nprml&f=401236656","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>By Joseph Leahy, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2015/04/29/401236656/libraries-make-space-for-3-d-printers-rules-are-sure-to-follow\">St. Louis Public Radio\u003c/a>\u003c/p>\n\u003cp>At hundreds of libraries across the U.S., 3-D printers can sometimes be heard whirring in the background, part of an effort to encourage interest in the new technology and foster DIY \"maker spaces.\"\u003c/p>\n\u003cp>In some libraries, officials have begun to set restrictions on the 3-D printers amid concerns about how they'll be used.\u003c/p>\n\u003cp>At the University City Public Library in St. Louis, Patrick Wall recently printed a green plastic sword from the game Minecraft.\u003c/p>\n\u003cp>He runs this library and was demonstrating its new 3-D printer for a group of kids and adults. The play sword took close to seven hours to print, Wall says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The printer is roughly the size of a microwave with an open space in the middle. A coil of filament feeds an extruder that moves back and forth inside, dabbing molten plastic into layers that harden.\u003c/p>\n\u003cp>The 3-D printer, a 3-D scanner and filament cost about $4,500, Wall says.\u003c/p>\n\u003cp>University City was the first of two public libraries in the St. Louis area to set up 3-D printers for public use. But, according to the American Library Association, more than 250 libraries across the country that have one.\u003c/p>\n\u003cp>\"It's actually part of a larger trend,\" says the ALA's Sari Feldman. 3-D printers are just the newest example of the interactive spaces that libraries are becoming for their communities, she says.\u003c/p>\n\u003cp>\"So, where once we thought of libraries as places where we had things for people, now we really do things for people — or do things with people,\" Feldman says.\u003c/p>\n\u003cp>She says libraries large and small across the U.S. are setting up so-called \"maker spaces,\" offering increasingly sophisticated hardware and software, including studio production equipment, design software and in some cases, even laser cutters.\u003c/p>\n\u003cp>But Feldman says the possibilities that come with cheap, user-friendly 3-D printers have also created a new gray area in setting library policy.\u003c/p>\n\u003cp>\"There are many legal and intellectual freedom issues that need to be addressed when you make 3-D printers freely available for public use,\" she says.\u003c/p>\n\u003cp>For instance, the same technology that can print a plastic Minecraft sword is also capable of printing \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/11/14/245078880/plastic-guns-made-with-3-d-printers-pose-new-security-concerns\">plastic gun parts\u003c/a> or other items.\u003c/p>\n\u003cp>The ALA has recommended guidelines for libraries to address concerns about safety, access and liability. But some local libraries have established rules on their own.\u003c/p>\n\u003cp>At the Pope County Library System in central Arkansas, new restrictions have been placed on its two printers. They include printing objects that are prohibited by law, or deemed obscene or otherwise inappropriate.\u003c/p>\n\u003cp>Adult and Teen Services Librarian Sherry Simpson says there were just too many unknowns.\u003c/p>\n\u003cp>\"We want to inspire their interest in design and we want them to bring their creations to life. However, some creations probably don't need to see life through the library,\" she says.\u003c/p>\n\u003cp>Like most other libraries, University City's currently has no specific limits on using its 3-D printer. Director Patrick Wall says it falls under the library's general policy that applies to 2-D printers and other services and materials.\u003c/p>\n\u003cp>\"It hasn't come up,\" he says. \"We tend not to make policies about things that we fear might happen in the future. I'm sure there'll come a day when someone does something that we weren't expecting and at that time, we'll sit down and talk about it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And in an age where digital and technical literacy is stressed alongside traditional reading and writing, libraries are setting up plenty of space for the unexpected.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 KWMU-FM. To see more, visit \u003ca href=\"http://www.stlpublicradio.org\">http://www.stlpublicradio.org\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Libraries+Make+Space+For+3-D+Printers%3B+Rules+Are+Sure+To+Follow&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40296/how-public-libraries-balance-thorny-issues-raised-by-3d-printers","authors":["byline_mindshift_40296"],"categories":["mindshift_195"],"tags":["mindshift_20509","mindshift_20784","mindshift_1040","mindshift_895","mindshift_885"],"featImg":"mindshift_40297","label":"mindshift"},"mindshift_21917":{"type":"posts","id":"mindshift_21917","meta":{"index":"posts_1591205157","site":"mindshift","id":"21917","score":null,"sort":[1339018577000]},"guestAuthors":[],"slug":"giving-kids-a-chance-to-make","title":"Giving Kids a Chance to Make","publishDate":1339018577,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/cQMKvQ-0B64\u003c/p>\n\u003cp>What does the do-it-yourself movement have anything to do with school? This episode of the \u003ca href=\"http://www.infinitethinking.org/\">Infinite Thinking Machine\u003c/a> features examples of how tinkering is starting to infiltrate the educational landscape, as with schools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\">Brightworks\u003c/a> in San Francisco and in \u003ca href=\"http://makerspace.com/\">Maker Spaces\u003c/a> around the country, where anyone can design and build anything they imagine.\u003c/p>\n\u003cp>In this episode, ITM creators challenge teachers to create a cool infographic depicting how to spend the ultimate summer vacation. Deadline is June 8. Here's \u003ca href=\"https://docs.google.com/file/d/0B-UXYrzjo7sYNnFrMUlTcktqeDQ/edit?pli=1\">more information\u003c/a>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1339018577,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":92},"headData":{"title":"Giving Kids a Chance to Make | KQED","description":"http://youtu.be/cQMKvQ-0B64 What does the do-it-yourself movement have anything to do with school? This episode of the Infinite Thinking Machine features examples of how tinkering is starting to infiltrate the educational landscape, as with schools like Brightworks in San Francisco and in Maker Spaces around the country, where anyone can design and build anything they imagine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"21917 http://blogs.kqed.org/mindshift/?p=21917","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/06/giving-kids-a-chance-to-make/","disqusTitle":"Giving Kids a Chance to Make","path":"/mindshift/21917/giving-kids-a-chance-to-make","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/cQMKvQ-0B64'\n title='//www.youtube.com/embed/cQMKvQ-0B64'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>What does the do-it-yourself movement have anything to do with school? This episode of the \u003ca href=\"http://www.infinitethinking.org/\">Infinite Thinking Machine\u003c/a> features examples of how tinkering is starting to infiltrate the educational landscape, as with schools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\">Brightworks\u003c/a> in San Francisco and in \u003ca href=\"http://makerspace.com/\">Maker Spaces\u003c/a> around the country, where anyone can design and build anything they imagine.\u003c/p>\n\u003cp>In this episode, ITM creators challenge teachers to create a cool infographic depicting how to spend the ultimate summer vacation. Deadline is June 8. Here's \u003ca href=\"https://docs.google.com/file/d/0B-UXYrzjo7sYNnFrMUlTcktqeDQ/edit?pli=1\">more information\u003c/a>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21917/giving-kids-a-chance-to-make","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_564","mindshift_876","mindshift_100","mindshift_885"],"featImg":"mindshift_21921","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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