Status: Complete

Launch a Makerspace on campus

A makerspace provides a workshop/studio with tools and equipment for students to design, prototype, and build projects on any topic of their choosing, related to their studies or any other curiosity. 

 

While there are design studios and workshops on the Highfield campus, as far as I understand these are all department specific and only able to be used for coursework or research activities. A makerspace, by constrast, would be open to all students, creating a truly interdisciplinary environment and providing great opportunities for students from different backgrounds to share knowledge and ideas.Moreover, university makerspaces have become quite common and many universities in the UK already offer such a space (https://tinyurl.com/3t5bvxua).

 

The university has placed a heavy emphasis on entrepreneurship and innovation—including a startup accelerator and a student enterprise office—yet there doesn't seem to be a space for students to work on ideas that are not part of their studies. This is very important for students that might not have the space or tools required to realise their ideas at home. A makerspace would then seem to fit well with the university's priorities, and of course, ideally the makerspace would be done in collaboration with the university and/or a faculty/department.

 

It is also worth mentioning the makerspace model is economical. Such places are largely run by volunteers with equipment and materials provided by sponsorship or donation. Some of the tools that might be available could include handtools, power tools, 3d-printers, soldering stations, sewing machines, etc.

 

Here's some links with further information:

https://www.usnewsglobaleducation.com/all-advice/what-is-a-makerspace/

https://www.forbes.com/sites/mariaklawe/2020/12/02/creating-a-college-makerspace/

https://www.gov.uk/government/publications/libraries-and-makerspaces/libraries-and-makerspaces

https://www.sciencedirect.com/science/article/pii/S0736585316304774

https://link.springer.com/content/pdf/10.1007/s11528-016-0028-5.pdf

 

 

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