Almost a year in and students are still struggling to continue their education amid the pandemic. However, the difficulties have led companies to reinvent higher education as we know it.
Schools have adapted with online workshops, virtual office hours, e-programs, and other initiatives. Throughout it all, labs and makerspaces have changed drastically. What once was to be believed as in-person-only learning quickly had to change to something electronic, and with that came the rise of online makerspaces.
Stanford University is leading the crowd with its offerings of online tools, resources, supplies, workshops, and assistance in art, engineering, textiles, and science programs.
To serve their students and their interest in virtual and at-home making, Stanford devised a new Stanford Product Realization Lab. The lab aims to provide tools for making, such as shipping a free 3D printer or other equipment for students to complete projects from home. The program helps students learn how to use, assemble, and repair the printer for online workshops and virtual discussions. Students taking mechanical engineering, sculpture, and music classes can keep the printer for further designs and inventions.
Example of student-produced project from the Student Realization Lab. (Image courtesy of Marsela Porras.)
“We’ve come across a tipping point where it can be more efficient and economical to just give students this hardware,” says Steven Collins, an associate professor of mechanical engineering who helped map out the effort. “It’s a great opportunity to enhance students’ experiences during the pandemic, but it could also be valuable afterward as well.”
This new transformation in online education has led to a rise in student performance and engagement. The virtual labs help students demonstrate and develop new skills as well as substitute in-class labs that provide a space for learning by trial and error.
An online makerspace will help students and professors discuss any questions or challenges they have when completing their work, similar to that of Make: Projects. Powered by ProjectBoard, the site enables creators and problem solvers to organize their projects, share their work online, and collaborate with others in private as well as in public groups.
Trained course assistants also provide any background material and support through tutorials and one-on-one sessions. The workspace allows students to share their ideas, brainstorm about problems, and post their projects on a channel called “I Made a Thing” to further collaborate with their peers.
“We’re trying to create a place where students can share their struggles and solutions, and celebrate each other’s successes,” says Collins.
Since 2019, Terman Engineering Library’s Mobile Maker Cart Program has helped students check out carts with tools such as a 3D printer, laptop, supplies for soldering, kits for electronics and programming projects, and a 120-piece toolset to complete various engineering projects.
“In many ways, COVID breathed some life into the project, as we had a way to provide these objects to interested people in ways that other facilities did not,” said Terman librarian Zac Painter, who co-leads the initiative. “We also want people who don’t have access, or aren’t ready to invest themselves, to have some tools they can use for their projects and design.”
Stanford Libraries and the Textile Makerspace are also leading Masquaraders to produce over 1,300 face coverings for their library staff. While the Textile Makerspace may be the last to reopen, they are currently using their supplies to make sure staff are safe until they do.
“Our space is literally the exact opposite of what you want for a COVID-friendly room: small, airless, no ventilation and it can hold maybe three people with social distancing, which doesn’t help with hands-on instruction,” said Quinn Dombrowski, academic technology specialist and founder of the Textile Makerspace in Pigott Hall.
Stanford’s electrical engineering makerspace lab64 is also offering a printed circuit board (PCB) workshop to teach students how to design a radio PCB, as well as virtual instructional classes and office hours. While they originally focused on running social events, workshops, and drop-in labs, the lab64 team is restarting work on a maker store, where students could pick up supplies at a low cost or for free.
“We’re going to be doing some work to prepare our physical space back on campus to be as useful as possible for people in the future. Aside from that, we’re doing what we can to best support students, like answering their questions and helping them debug projects,” said Clarissa Daniel, ’22, an electrical engineering major and lab64 mentor. “It’s an on-going challenge, but we’re figuring it out.”
The good news is that virtual learning is more effective at the post-secondary level compared to K-12 with organizations like Coursera, edX, and Make: Projects as well as virtual office hours, e-programs, and online makerspaces. While many thought it was impossible for electronic platforms to encourage collaboration, engagement, and discussion, they have now been proven otherwise.