Forest, C., & Hashemi Farzaneh, H., & Weinmann, J., & Lindemann, U. (2016, June), Quantitative Survey and Analysis of Five Maker Spaces at Large, Research-Oriented Universities  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26023

\bibitem{asee_peer_26023}
  Forest, C., \& Hashemi Farzaneh, H., \& Weinmann, J., \& Lindemann, U. (2016, June), \emph{Quantitative Survey and Analysis of Five Maker Spaces at Large, Research-Oriented Universities}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26023

Craig Forest, Helena Hashemi Farzaneh, Julian Weinmann, and Udo Lindemann.  "Quantitative Survey and Analysis of Five Maker Spaces at Large, Research-Oriented Universities".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26023 Internet.  26 Dec, 2024

\bibitem{asee_peer_26023}
  Craig Forest, Helena Hashemi Farzaneh, Julian Weinmann, and Udo Lindemann.
  "Quantitative Survey and Analysis of Five Maker Spaces at Large, Research-Oriented Universities".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26023 Internet.  26 Dec, 2024

@INPROCEEDINGS{asee_peer_26023
author = "Craig Forest, Helena Hashemi Farzaneh, Julian Weinmann, and Udo Lindemann"
title = "Quantitative Survey and Analysis of Five Maker Spaces at Large, Research-Oriented Universities"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26023}
number = {10.18260/p.26023}
}

TY  - CPAPER
AB  - Technical universities around the world are opening makerspaces on their campuses: facilities and cultures that afford unstructured student-centric environments for design, invention, and prototyping. Consequentially, there is a growing need to survey and understand emergent trends and best practices, to compare and contrast them. Towards this end, we have conducted 38 interviews at five university maker spaces: Stanford University, Massachusetts Institute of Technology, Georgia Tech, Technical University of Berlin, and at Arizona State University. The comparison of these spaces highlights similarities and differences in the areas’ foci, size, accessibility, intellectual property policies, funding and staffing of the surveyed spaces. We extracted quantitative relations between maker space size and number of users, staff supervision composition and staff to user ratio. 

While larger makerspaces affect a great portion of the student population, smaller spaces appear to focus more on a specific user group, such as entrepreneurs, student clubs or tinkerers. Amongst the five surveyed, makerspaces focused only on education might limit access to students, while other makerspaces open their doors to a larger group of stakeholders, such as alumni, entrepreneurs or even the general public. Most of these makerspaces have single foci, either education, community, or entrepreneurship, with some emerging models of multiple foci. 

Total staffing hours per makerspace range from 20/week to 480/week, or on a per use basis 0.27-0.56 hours/supervised user. Accessibility and funding vary widely and should be evaluated based on goals and environment. Space varied from 0.5-1.7 monthly users/m². Equipment seems not to be as important as motivating and empowering members of the university community to build a culture. 

While the sample size is small, does not span the spectrum of university makerspaces, and does not address crucial cultural factors, this survey and analysis provides an initial dataset and metrics for large, research-oriented institutions.

AU  - Craig Forest
AU  - Helena Hashemi Farzaneh
AU  - Julian Weinmann
AU  - Udo Lindemann
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Quantitative Survey and Analysis of Five Maker Spaces at Large, Research-Oriented Universities
UR  - https://peer.asee.org/26023
DO  - 10.18260/p.26023
ER  -