The HIVE, The Flowers Inventions Studio AI Makerspace, Yang Aero Maker Space, BME Design Shop and The MILL.
Established in 2009, Freeside Atlanta is a 501(c)3 non-profit makerspace built entirely by volunteers. As a community, we have built our space with tools and equipment for electronics, 3D printing, woodworking, metalworking, art, design, classes, and events.
Mass Collective provides affordable access to tools, technologies, and teachers in a variety of disciplines. Offers Apprenticeship, Education, and Membership Program.
Our diverse community is made up of makers from 5 to 105 years old including artists, designers, fabricators, welders, woodworkers, engineers, textile workers, programmers, 3D printing professionals, crafters, teachers, students, entrepreneurs, and others.
A website dedicated to providing resources for teachers who are looking to build, develop, and increase their maker space resources.
Great resources for new makerspaces.
A guide and set of worksheets to assist in the conception and design of a community around a Makerspace. Provided by Lincoln Intermediate Unit 12 (PA).
Abstract: The Maker Movement is a community of hobbyists, tinkerers, engineers, hackers, and artists who creatively design and build projects for both playful and useful ends. There is growing interest among educators in bringing making into K-12 education to enhance opportunities to engage in the practices of engineering, specifically, and STEM more broadly.
Abstract: The recent movement to include art and design in Science, Technology, Engineering, and Mathematics (STEM) education has made Science, Technology, Engineering, Arts, and Mathematics (STEAM) an increasingly common acronym in the education lexicon.
Abstract: This paper focuses on manual screenprinting as a DIY fabrication technique for embedding interactive behavior onto a rage of substrates such as paper, fabric, plastic, wood, or vinyl. We frame screenprinting as a process that operates at the intersection of art, technology, and material science and iteratively examine its potential in two STEAM contexts.
Abstract: In this article, we describe efforts to reduce barriers of entry to pre-college engineering in a rural community by training local teens to become maker-mentors and staff a mobile makerspace in their community.
Abstract: In this article, educational researchers Edward P. Clapp and Raquel L. Jimenez review a sample of maker projects from 3 data sources to explore the role of STEM disciplines and the arts in maker-centered learning experiences. They propose that the A in the STEAM acronym may stand for 3 different educational outcomes: arts learning, aesthetic education, and/or creativity, but ultimately conclude that the A in the STEAM acronym—however it is defined—is only loosely incorporated into maker-centered learning experiences.
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