Makerspaces in the Academic Library

JW: So, we have two presentations. We’re gonna go first and the second one
will go and then we’ll do Q&A at the end of both presentations if we have time. So to start off, my name is Jenny Wong-Welch
and I’m here with KJ: Kevin Jeffery
JW: And we’re presenting The ROI of Sustaining an Academic Library Makerspace. Alright. So the first part is our Makerspace is known
as buildIT. It is the makerspace at San Diego State University
Library. It has been around for about three years now. It was established in February 2015. Let’s see. What do we have? We have all the basics that you would find
in your makerspace, such as 3D printers, 3D scanners, different types of electronics. We have a desktop CNC machine, electric cutters,
Sewing/embroidery machines, all sorts of tools, supplies, computers, oh and VR headsets. Somehow that always gets lost. We…in that, the services are offered for
both students, staff and faculty of SDSU, so we’re not open really to the community
or alumnae, so that’s a heads up. We offer a free 3D print service to that community
where you can print up to 3 hours every week. And we do, to enter into the room we require
that you go through an orientation and then we do trainings for the machines afterwards. So I think that’s a brief overview of our
space. So, when people ask me, “How did we start.” I really kind of struggle with defining how
it came about. And I stumbled upon this article in American
Libraries magazine published back in September last year and it really kind of, sort of felt
like that’s what it is. It’s Tactical Urbanism of just, look I started
with a 3D printer I just popped up in our 24/7 area and said, “Hey, do students have
an interest in this?” And then from that demand I went to my administration
and said, “Look, students are interested in it.” They then gave me a group study room in that
area, so we had about 120 sq. feet, real small, one 3D printer. And then slowly it kind of just grew. So I’d find some space and said, “Look. We need more space. We all do this. Let’s move here.” And then our very final space print lane is
a very sort of public space where we have window spacing, the basic, the campus quad
is the way I see it. So lots of people can see us. But this sort of, these bullet points sort
of really entail what it takes to just start up and make your space from your own. And I think the one that I really…the last
one that really…really sticks with me is be willing to start small and even, potentially,
stay small. That sort of stands with me. (Building Community)
So after I had my space, some tools, equipment, the next part was about building community,
which is actually the most important part of the makerspace. You can set up all the space and equipment
and then it’ll be an empty room. So the way we do it is when I first started
I realized I can’t be in the room at all times. I’m the stem librarian. I actually have liaison responsibilities. I can’t sit and stare at a 3D printer. And so…and it started with the students
being engaged in their interests. So I offered them where I said if you volunteer
three hours every week you can use the printers. And you can use the printers for other work. You can use the space after hours. And you get the opportunity to meet people
outside your major, gain work experience while you’re on campus with me and it’s been
the most rewarding part about sort of the makerspace. So moving along those lines, I’ve got three…I
have about 30 students every semester that volunteer. How the heck do you get them in there? And so Dan Pink did a talk where he talks
about the Puzzle of Motivation. How do you get people to be motivated to want
to do something? And he really says intrinsic motivation is
based on autonomy, mastery and purpose. So my students that volunteer, I actually
call them master builders, sort of a play on the Lego movie. But we really sort of embrace these three
terms. I give them a time lease so they have ownership
of the space. Do you see something you want to change? Let’s do it. Do you want to create a door counter for the
door based on what we know? Tell me what you want and we’ll do it. Should we put a skateboard rack so skateboards
are not laying around and do you want to build it? Okay. Let’s do it. And mastery. So we do. I require the student volunteers to have no
experience. Like you are not required to have experience. I just want you to be interested. And so I create instruction for them to learn
how to use the machinery and they’re supposed to practice using it and master how to use
a 3D printer and fix it. And Purpose. So to be in that space I individually go with
them and we talk about what is the purpose of the makerspace? Why are you here? We really talk about focusing on education,
sharing our experiences with others and knowing what they have to give to the conversation. And so that’s a really great thing and keeps
them motivated. So many of these students I’ve known for
about three years now…the whole time we’ve been there. And they come back. There’s a great article Makerspaces: a beneficial
new service for academic libraries? By Robert Curry. And he really talks about..he reviews the
library of literature about Makerspaces and the literature basically we focus on starting
out we focus on how to get space, what equipment we put in it. But what other services are really sort of
beneficial about putting in a makerspace? And what I’ve come to embrace is sort of
the librarian role. So I’m embedded. So he gives the question, “Can librarians
provide an embedded service in that space.?” I’m there. You can see I’m talking with the students. I know them one-on-one personally. And there’s a really sort of…they develop
a relationship with me where it’s not just, I’m volunteering and it’s 3D printer. I see them from their course questions. I have…I’m having a problem with my homework
or I need to find some Henson article, they actually do that. Or, you know, I’m having social issues. Everything. And that’s really sort of the role of the
librarian where you get to be engaged with the students drastically. So. Now, Kevin’s going to talk about the investment
we put into our makerspace. KJ: Yeah, so the investment was pretty modest. We have right now about six students working
a total of 30 hours per week in the space, so student assistant workers. And we have $8,000 a year of a dedicated budget. That’s been the case for the last few years,
which in the grand scheme of the library budget isn’t a great expense, although my Dean
might disagree. I don’t know. But, and the biggest expense are the…the
uh 0.75 FTE librarians, specifically Jenny. But when you look at that expense, I mean
Jenny’s kind of a sum cost in that we hired her to liaise to the stem disciplines. And arguably the makerspace brings those disciplines
into the library, it brings the professors in, so she’s doing her job just by, you
know, keeping the space open and keeping it active. So it’s a little hard to consider her a
complete expense for the makerspace. And space isn’t such a big issue. You know we’re a big sprawling library with
contracting collections and we’ve been able, with the help of markup facilities manager
to carve some space in the library for makerspace. Okay. So we started looking at how to measure return
on investment. So looking at the literature on this, it’s
kind of hard to look at something like a makerspace and say for every dollar you invest you’re
going to get five dollars back, or something like that. So we started looking at what the library
sees as return value. And we see things like bringing people in
the door, community engagement, getting celebrated by campus, those are some of the things we
value as a library. So we looked at SROI kind of a social return
on investment, which considers some of those intangible elements. So that’s…we haven’t completely done
this math yet, but this is kind of how we are framing it and if anyone were to ask us
to justify expenditure we would probably look at it from this…using this method. Okay, so one of the tangible values are the
volunteer hours the master builders put in. So I don’t know about anyone else, but I’ve
never heard students investing their own time …. Volunteering their own time to keep a
library service desk open. It’s certainly now the case with our circulation
or reference desk. But the students do volunteer, sit at the
desk and welcome people. They consult on the different services and
machines in the library. So we have up to about 40 students per semester
volunteering at, again, in 2016 they volunteered about 114 hours each week to keep the space
open and right now it currently is at about 90 hours. We have to an hours contraction. So that’s real tangible value that we can
measure. We also support unique services in the…at
the university. So almost 30% of engineering students use
the makerspace for their engineering day in 2017. We also had 100 astronomy 101 students come
into the library lately to learn about the phases of the moon. And they’re also assisted by our master
builders when they do this assignment. We’ve also had digital humanities students
come in. We’ve had College of Ed students come in
to learn how to teach in a space with technology. They’ve brought elementary school students
in to kind of work through some of these methods of teaching. We’ve had theatre arts students come in. So there’s been a real…there has been
measureable support of the curriculum. JW: (3D pringing Training slide)
(What is 3D printing? Slide)Alright. So,
one tangible thing…
another tangible thing is just the space
to try and access new technology
(How 3D Printing Work slide) Um so,
Like I said, we do require Everyone to come in and
When they come in they Have to have gone through
Orientation. That’s for safety reasons. Also I’m
Not always there. So that way
The student volunteers know Everyone here should know the basics
Of what’s going on in the room. We started
Doing orientations About a
Year and a half ago. So in a year and a half we’ve had
Almost 400 people go Through orientation. And then of that
A hundred And 78 took
Their time to individually learn how to use a 3D printer. And it kind of goes on further from that. So we have the cutting machine. 57 people did it, our CNC machine 51 and then
our Sewing machine is 43. So the training sessions are where we individually
go through..we give them a short lecture and in that lecture we actually infuse information
literacy standards. So we’ll talk about why the 3D printer better
open source versus proprietary. And your file extensions. And what does that actually mean? Then we go into how to use the machine and
then we end with them doing it. So great we talked, but I actually want to
watch you when you step through it, where you’re going to drive and 3D print something. KJ: Okay. So another
Sort of intangible value is recognition by campus. So a marketing communications group has celebrated
the makerspace in articles and videos they place online and use to promote the university. California State University, our greater system,
has done the same and there’s also been some exposure to the broader media. So, how do you put a value on that? How much would you pay to get this kind of
exposure? There’s also been cases, you know, the university
president has come in with a donor and kind of shown off the space. So what kind of value do you put on that? What kind of an event would you have to hold
to bring the university president or administrators into your library? And there’s also recently the provost has
asked whether there are any internship opportunities in the makerspace for his teenage daughter. So those are kind of the exposure elements. Like how do you measure that value? I don’t know. But…you probably can’t. JW: So another intangible value, just engagement
with the university community in a new way. So…uh…let’s see…the first picture
on the top left is the student showing off to donors the project he’s done. So, actually talking…having donors talk
to a different type of engagement. And the students learning how to talk, how
to represent your ideas and your information, your project, in a way that will get sort
of more money. You’ll get money. There’s a tactile feeling to it. I’ve done outreach events for parents of
teenage girls who potentially want to send their students or daughters to San Diego State. How do you actually put value on different
ways to connect with the course curriculum? So you can say we had these classes come in,
but the benefit that really came from it…all those different courses…they add up, but
there’s more to that value. And then we’ve done outreach events where
we’ve been asked to participate in like a mini-Makerfair through our College of Education
to talk about makerspaces with the community at a science center. We’ve had our instructional technology services
as a way for us to connect with them. They basically draw in the traffic from the
faculty and then they send students to us. Alright. Also, so within our strategic plan we do have
sort of the school to contribute to the advancement of the San Diego region. So my students the past three years, I think;
they’ve gone to the Makerfair, the local Makerfair in San Diego. We have done lots of camps. So camps and outreach events for students,
specifically middle school girls. So I do a girls tech camp during the summer
where you get to come for two days and then I’ve partnered with the college of education,
host their camps and then the Boys and Girls Club of San Diego, all sorts of different
groups just coming in and the sort of benefit from that. Alright. JK: Okay, so it’s also very easy to …. Thankfully
our library service pledge and our library strategic plan that we introduced about three
years ago mentioned innovative technology, state of the art, technology innovation and
the technology, tools and staff supporting 21st century teaching and learning. So it makes it very easy to tell the story
of the makerspace and relate it to the goals and the mission of the library. So thanks for putting that into the strategic
plan by the way. And then finally, the most difficult one,
I feel like. How do you measure student engagement? So I have like…the thing I’ve had about
almost 120 student volunteers at one point. They’re all come through. Some stay, some go. But I have students from, I said earlier,
for three years. I’ve been them grow and develop from like
baby freshmen to now seniors going off to graduate school, or one has an internship
with NASA this summer, and sort of the community that they built. So we carved pumpkins one Halloween ‘cause
we had a refugee student from Syria who had never done it. And it was like, “Let’s do that!” And there’s connections that’s hard for
me to step back from where now they’re go, “Let’s go to Disneyland together.” Or we’re close to Mexico, so, “Let’s
go to Mexico together.” These friendships that they’ve gained. And it really helps them develop skills that
they wouldn’t have developed in their courses. So by having this sort of mediated community
in a way, where I’m present I guide them and give them structure, but they’re developing
as well. They’re gaining career readiness skills
and work experience. How do you deal with different personalities,
so you’re all sitting very close to each other for the most part in here, so this is
what they do every day and they see each other. So if someone’s getting on their nerves,
how to they deal with that and work with them in this tight, small space? And then academics. Of course they’re learning stuff prior to
even taking a course on it. I had a student who is an art student, but
she was a year out from taking Adobe Illustrator. Well in the makerspace I need a graphic design
person to do a sign for me. Let me show her and she can learn it and learn
it basically before that class. And finally,
JK: Okay. So when we look back at what we think has
made the makerspace a success, what’s made it sustainable? So there’s these ideas, I think Jenny mentioned
earlier. So the idea is kind of stolen from software
design through perpetual beta, so not being afraid to let things fail or to try different
services, or to get lots of feedback from your users so in our case the students, so
yes, just the idea that’s entered a process of something that works out, well, we just
maybe won’t mention that on the website anymore and do something different. There’s also, I was reading something about
the banana principle, the idea that the easy to eat fruit will go first from the fruit
bowl, you know, so the one with the handle and the wrapper that doesn’t squirt juice
everywhere is the one that gets taken before the orange. So I think when Jenny set up this service,
you know, students can go into the space, they can talk to one of the master builders
and quickly print off a 3D object and then walk away and never come into the space again
or they can do the same thing online. So it’s very easy to get involved. Or if they want to get more involved they
can take a 30 minute orientation and then they can use the space themselves and then
start taking other orientations to use more of the equipment. So it’s kind of easy access to the space
and kind of being willing to try different things. And then the idea of grassroots deployment. So it started off very simply. It was a lot of things that were done are
student driven, or have been what students are interested in. There were some students early on who were
building 3D printers from kits, so they kind of drove the 3D printer. And that idea of hands-on engagement. So that idea of the mastery that comes. So students do all the work. They implement a lot of they things that buildIT
does and they’re always willing to give advice to their colleagues. That’s a great picture. This is an art student and an electrical engineering
student working together, which is kind of a great cross pollination. So they do peer-to-peer instruction and they’re
a little annoying. They always tell me I’m doing things wrong
in the space. So there’s a real ownership of the space,
which I think is really great. So just those are the things, I think, that
keeps buildIT going and open. And, yeah, hopefully into the future. JW: Alright. So the last one is our question slide and
our bibliography, but we’ll hold questions to the very end. So we’re going to let the next presentation
come up. (Applause) Thank you. JF: Ready? (laughs) So, thank you for coming today. Here’s the second part of the presentation. I’m Jean Ferguson. I’m the Learning and Research Communities
Librarian at UC Berkeley. OM: Hi, I’m Owen McGrath. I’m Associate Director for Educational Technology
Services at Berkeley. JF: And we’re going to talk to you today
about working with students, actually partnering with students in a makerspace that we have
at Moffitt Library at UC Berkeley. Alright. So just to give you a little bit of background
about Berkeley. We have about 30,000 undergraduate students. We have 24 libraries. And one of the really interesting things about
Berkeley is that we have a really vibrant student club environment. And so there’re about a 1000 different student
clubs that span everything from Greek associations to arts and culture to languages to technologies,
everything under the world that you can think of. And then sprouted out of that there’s another
ecosystem called DeCals, which stands for Democratized Education at Cal that started
in the 70s and there’re actually 1 to 3 credit courses that are taught by students
that are often offshoots from a student club. And what we saw from that were a lot of student
clubs teaching things like 3D printing or building and flying drones or things like
that, which is interesting. OM: A quick history, so every institution
has it’s unique context. In our case, we actually embarked on this
journey as a partnership almost four years ago now as, like everyone else, we were starting
to learn about makerspaces and wanted to think about what that would mean at Berkeley. In particular, I think we really got serious
about this when we heard that Berkeley was going to pen an Institute for Design Innovation
and the goal of that would be to permeate design thinking across the discipline. That opened. It succeeded. It’s, in a sense, a giant, four-story makerspace
in itself with even very high end fabrication tools. So we aligned with them very early on, talked
to them about their curricular goals, but also realized that they were gonna…they
were gonna have their hands full with a certain population of students and faculty and we
knew that the library wanted to make a sort of broader access to everyone. Maybe someone wasn’t enrolled in a design
thinking course, but really just wanted to find out about it. So we embarked on a process, talked to a lot
of the student groups that Jean mentioned, found out what they’d done on their own,
what gaps there were, and started to shape into some basic services that we could offer
at an entry level. What we saw was missing was a place that anyone
could go. If you were clever and smart and maybe in
your third year you found out you had an interest in something, you could possibly get into
this or that lab or this departmental makerspace, but there was nothing to serve everyone. And so we applied for money for the students
themselves, actually. They imposed a technology fee and when we
said we’d like to have something with very low barrier of entry they were happy to fund
our pilot. JF: So let me tell you about all the different
partners that Goes into creating this space. So the basis really where the makerspace is
located, it’s in Moffitt Library, which is our undergraduate library on campus. It’s a 5 story building, built in the 1970s
that really had almost nothing change up unitl a couple of years ago when we did a renovation. So it was sorely needing some new life in
the building. So we renovated the top two floors, mainly
it’s collaborative space and study space. It’s incredibly popular with students. I get the complaints for Moffitt Library and
the complaints are always about…I can’t find a seat. And then I talk to them about the other 23
libraries on campus that they might like to go to. So, our second phase of the renovation is
to look at the bottom three floors. And we’re calling it the Center for Connected
Learning. It’s really about active engagement where
we want to lend the expertise of the librarians and also our campus partners to undergraduates
who are looking to discover new methods, new technologies, new kinds of scholarship. So the makerspace is one of those experiments
towards that plan. OM: So I mentioned that I’m not a librarian. I’m from educational technology and we had
a longstanding partnership with the Moffitt Undergraduate Library for historical reasons. We were providing technology to import there. In particular we had a dropping computer lab
in the basement and probably the story’s the same in your school’s dropping computer
labs have faded away in relevance over the years. And we were actually starting to think about
shutting this one down and realized that instead there was an opportunity to do kind of a transformation. So that’s sort of the service part of the
story and you’ll see that there’s kind of a service aspect and a student group aspect
as we go along. And so in addition to some of the great technologies
that our colleagues from San Diego State mentioned, you know, you start with 3D printing and that
sort of thing, Arduinos, the electronics that can be made easily available in a workshop
mode. So you demystify electronics for someone by
showing them how quickly, in a two hour workshop, they can build something…even something
that just blinks initially, but then you point them off to the possibility of, you know,
electronic wearable’s and that sort of thing. Looking again for entry level opportunities
to welcome people into making and clearing away the curbs. You don’t have to engineer to do this. You don’t have to be a computer scientist. JF: So our third partner is Student Affairs
IT. And they’re an IT organization on campus
that mainly services tech support for students and historically was primarily housed in the
Residence Halls. And so they had computing and printing centers
and they did tech support in the dorms, but really didn’t have a central place. And so when we renovated the fourth and fifth
floors that was one big benefit. It was that they were able to open a desk
on the fourth floor that’s open to everybody. But they still wanted to revitalize what they
were doing in the Residence Halls, so they decided to
Basically do like a traveling show, a traveling makerspace. So using the same technologies that they’re
using, they’re either hiring or training students that they have and providing 3D printing
workshops, Audrino workshops, and it’s really a gateway for us to being student, especially
freshmen that live in the resident halls to let them know about the makerspace at Moffitt
and to bring them over to us as a gateway. You want to take about B.Makerspace? You want me to. Okay. And so B.Makerspace is our student partner
and our fourth partner. So this was a total surprise, something that
fell into our laps. So I want to mention that we applied for a
student technology fee grant and at the same time there was a collective of student clubs
around design and making that were looking for a home. So they had had a space in the building in
the engineering school that they were getting kicked out of and they approached us and said,
“Could we partner with you and could we also be housed in your space, in the library,
to continue what we’re doing?” But we had to come up with a lot of agreements
with them about the time that the library is open to the entire community, it’s open
to all undergraduates and any technology that we have available needs to be open for everybody
to use. And they were completely onboard. It was with a little bit of trepidation that
we formed our agreement, but it’s been a really good partnership. So the makeup of the makerspace are really
a group of student clubs, students graduate, and so as the years turn over things change
a little bit, but some of the clubs that have been involved are a 3D printing club. Interestingly enough they decided to include
a group called Blockchain at Berkeley, who I wouldn’t necessarily consider a design
club, but they felt like this was a good addition and they’re very active in the space for
all kinds of workshops on Blockchain and other things like robotics and also drones. So one of the things that they’ve done is
they hold regular events. They’re not…ours are a little bit more
systematic wehre we have 3D printing workshops, Audrino workshops, there’s kind of crop
up and they’re kind of based on what they’re interested in or what their clubs propose. So one of the very popular ones has been a
VR happy hour where it’s just come down and try it out. And it just gets the interest of a lot of
students in trying out virtual reality. OM: Just to add here, we knew, even four years
ago when we started talking to students, we knew that knowledge, the experience, the wisdom
was actually at this level. It was in the student groups. When I started an academic IT they university
was this amazing place you went to to find technology and it was delivered to the students
and there’s been a reversal, particularly in the making area. So it’s so exciting to have these students
here showing us the way, particular in this case. The VR Club set this up. We helped arrange t heir area. But we quickly took note of which VR technologies
they were favoring. We asked them about them. And in fact decided we had better build up
our staff capacity in this area. And six months later, as we’ll talk about
in another slide, we were prepared then when an instructor came to us and said, “I’d
like to do VR with my class.” So some wonderful reversal here in the resources
and wisdom they bring to us. JF: So how does this work? How do we actually partner together with,
you know, the very structured side of library and ETFs and then with our students. We started with a memorandum of understanding
where we spelled out who owns what equipment. Then what happens if you leave and what happens
if it breaks and what space can be allocated for the student clubs to use, and the fact
that it’s still open, even though they’re planting their things there. One of the best things that we did, and it
was just kind of happened, was to ask them to appoint a student leaders. So we started with, I think we had 7 clubs
to begin with, and we knew that we weren’t going to be able to talk to each of t hem
individually, so they appointed one person. They named a president. So the person that was the president had something
good to put on their CV. And then we set up a regular meeting time
with them. So it was just that kind of operational structure
that was incredibly helpful. We have meetings every two weeks, or at least
we try to have meetings every two weeks. And this is where we get the input about what’s
working, what’s not working, what do we need to change. We’ve also been able to hold these workshops
in partnership with a furniture dealer that we work with at UC Berkeley. And they’re really interested in design
thinking and what do makerspaces mean in the furniture world. And so they’ve been able to come in and
hold a few ‘blue sky’, if you had a million dollars what would you do with this space,
type workshops where we’ve had participants from all the different student groups. One of the side benefits is they don’t necessarily
talk to each other. They’ve got their president that communicates
with them. But they’re not necessarily working between
them. And so a couple of times we’ve been able
to pull them together and really look at what are the connections between their groups. So the second year that we worked with them,
I mentioned this before, we were really surprised when everybody graduated and suddenly we didn’t
have a student president. And so in July of last year I’m reaching
out to the president, like, I know you graduated, but could you just tell me who you think would
be a good person for next year. And luckily we were able to find that person. But this year I’ve already worked with the
student president, Nicky, and I’m like, “Nicky, who’s your person for next year?” So, you know, we’re learning as it goes
on about how to work with the students. So this is one of the things that kinda came
up. It seems like a very boring slide of two very
normal looking classrooms that happened to be on the first floor of Moffitt Library where
the makerspace is located. It became quickly apparent form the students
that they wanted to hold meetings and they wanted to have workshops and they wanted to
have events and our space right now is literally just like a carved out corner in the … on
a big, wide open floor. So it’s not a locked door space like a lot
of makerspaces are. And that doesn’t lend itself very well to
a group of people being really loud in holding an event or having a meeting. So we have these two classrooms that the library
owns, but that we have a deal with the registrar that the registrar can use it to schedule
classes during the day. So we worked with both the registrar and the
library and we came up with an agreement on how, as long as we schedule it, that these
student clubs can use these rooms exclusively in the evenings and on the weekends when classes
aren’t being held. It sounds silly, but this is probably one
of the best things that we do; because not only do the students have access to this space
to do the work that they’re doing, but we’re getting real insight into what they’re doing. I’m scheduling the rooms so I’m…I know
what this workshop is that they’re doing that’s totally different than anything that
we’ve done already. We have one group, this is an unusual group
too, called Food INNO, food innovation. It’s sort of technology meets food and they
had a chocolate challenge where they were like hacking chocolate. I don’t even know what that means. Yes, exactly. But, you know, it’s a big experiment to
see what’s going on. Okay. (laughter)
OM: Alright. So you get the sense that we have the student
groups, but we have a traditional service and my side, you know, we have service liaisons. We do IT service management. We’re very careful about training up students
and making sure everyone on shift can fulfill the roles that we’ve offered, so if they’re
there at nine o’clock at night the student staff person on duty’s gotta know how to
operate all the equipment and take notes about the users and their feedback. There’s a lot of training involved, which
is in contrast to the way the student groups operate. And the first sort of win-win side of that,
I just mentioned, is we learned so much from the student groups to see what they’re doing,
what they’re interested in, what technologies they’re bringing into the space. It goes both ways though. And so the amusing story is there are at least
two clubs interested in 3D printing and they have managed to get a lot of equipment donated
to their clubs. So they have a vast array of different 3D
printers. They’re very proud of these. And we respect that. But we noticed by the second year very few
of them were running and we know from our side that it takes a lot to maintain these
printers. And we standardized and alighted with an institute
on campus. So we knew something about this. And sure enough, about a year into this we
started to … it came up in a meeting that the student groups had just quietly started
using our printers. They weren’t ready necessarily to give away
their printers, which had become sort of a trophy, but we were able to sort of step in
there and fill that role of providing the infrastructure and support. And so it’s really wonderful to discover
these arrangements, VR, and other areas with this starting to happen. Yeah. JF: So moving forward. Where do we go from here? We mentioned that we got original funding
from a student technology grant fund proposal, which was great and really got us off the
ground and where we are today. We’ve applied for a new, much larger 3 year
student technology fee grant and if we get it then what we’d really like to do is hire
a program lead for the space. So right now it’s a little bit of time of
Owen and a little bit of time of mine. We have somebody that works in ETFs that’s
actually supervising the students, but it’s very ad hoc. I mean, the students are the real consistent
people in the space who are using the equipment. And we’d really like to have somebody in
there that’s managing it and being a little bit more strategic about what happens there. One of the really great things that we were
able to do this spring..the library decided to hire undergraduate student fellows. And we picked out four different service areas
that we wanted to explore and basically gave students a stipend for the semester to work
with us to explore how we could bring this service forward within the library. So we have two students working with data,
two with visual humanities, two with just basic research services, and two with the
makerspace. I already had my students that I was working
with, so it was a really great way for me to be able to actually pay our student president
a little bit of money for doing all the work she’s doing in connecting with the student
groups. And I’d like to expand that moving forward. And then lastly, we want to engage with more
scholars and with classes. So
Owen mentioned that we had the students that started the VR happy hour that kind of led
to us creating much more of a VR service and then we have digital…or not digital humanities…our
history professor that has been bringing students in. OM: Right, so we quickly invested some of
our staff time in learning, in this case, the HTC Live, ‘cause the student group was
using it. And sure enough six months later a faculty
member comes in wanting to have his class of 50 students view VR media throughout the
semester. And happily we were prepared for that. That’s one of the students there in one
of the spaces we provide. In that case, I think early on they were doing
one of the empathy VR environments developed at Stanford around the homeless experience,
which is actually very relevant at Berkeley. But it’s just wonderful that we were able
to move that quickly and learn from them. JF: So we’ve built up this expertise and
working with student groups and we mentioned some of the campus initiatives that are going
on. Two of the biggies are with Arts and Design,
which the makerspace has a great connection to. And another is with Data Science. So we met with one of the lead faculty in
the Data Science program last spring and we were just trying to figure out if there was
something in the space that we could be doing that would be more around supporting data
students, working with data, and she got very interested in this partnership with student
clubs and said that she’d been approached by a lot of student clubs and they kind of
didn’t know what to do with them. And so we basically formed the same agreement
that we had with the Design Clubs with these Data Science Clubs. It’s a little bit different in that the
makerspace really has the space. Data Science, it’s in a different part of
the same floor. It’s less of a physical presence, but they
are providing peer support for data, working with our data librarian, and then also holding
workshops and events in rooms where we’re getting a better picture into what’s happening
there. So that’s been one really great outcome. And then we have, I don’t know if anybody
went to the presentation on the CAVE at UC Merced yesterday, but (laughter) Okay then. So we’re part of the folks that are working
on that project. And one of Owen’s colleagues has been working
with the Hearst Museum of Anthropology on their CAVE and they’re doing, they’re
creating 3D models of items in the Hearst Museum, which is really, really interesting. And so he got a grant to set up another CAVE
and he came to us and said, “I think we should put this in the library in this space
because there’s such a connection with virtual reality. There’s the potential of working with data. We’ve got a gaming group. I could see them using this. And then also, of course, with digital humanities.” And so we’re exploring the possibility of
… how would this work? Which would be different than what I heard
explained from UC Merced in that we would probably want to make this more open and for
people to be able to load their own content and that comes with its own questions. So I guess in conclusion, our overall experience,
I feel like we entered into this partnership with students sort of like, “I don’t know
how this is going to go. They’re gonna be crazy and leave all their
stuff around.” Or something like that. And it’s been amazing. I mean, I think what we’ve found is that
we’re providing the operational structure of the makerspace and they’re providing
the innovation and really pushing us forward into looking at new technologies. And it’s really helping, from the library’s
point of view, it’s really helping us to be more expansive and thinking about the services
that we’re offering. OM: Yeah, I’d just echo what the previous
speaker said very well. He approached this as if he were just open
to change, try things, if they don’t work quietly get rid of them. Working with students, they’re going to
want to change up the space at least once a semester and that’s exciting too. But the iterative. JF: Great. So now we have a Q&A. We should bring Kevin and Jenny back. JW: Thank you. (applause)