Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

iMakerSpace Model: Shaping the 21st Century Workforce

Version 1 : Received: 20 October 2020 / Approved: 21 October 2020 / Online: 21 October 2020 (08:48:48 CEST)

How to cite: Fidan, I.; Canfield, S.; Motevalli, V.; Chitiyo, G.; Mohammadizadeh, M. iMakerSpace Model: Shaping the 21st Century Workforce. Preprints 2020, 2020100423 (doi: 10.20944/preprints202010.0423.v1). Fidan, I.; Canfield, S.; Motevalli, V.; Chitiyo, G.; Mohammadizadeh, M. iMakerSpace Model: Shaping the 21st Century Workforce. Preprints 2020, 2020100423 (doi: 10.20944/preprints202010.0423.v1).

Abstract

Innovations in engineering education are undergoing a noticeable transformation. Higher education institutions are practicing distance education, remote laboratories, studio pedagogies and several other approaches in order to increase their students’ retention, success, and preparedness for the job market. In engineering education, maker spaces have become popular in the last ten years in universities as well as community colleges, high-schools and community innovation hubs. A large number of engineering colleges have allocated significant spaces, and at some universities entire buildings as maker spaces to be used for curricular and extracurricular activities. Success stories of these types of spaces are well documented. This paper describes the activities and programs held at Tennessee Tech University’s maker space called ‘iMakerSpace.’ These accomplishments include several workforce development activities. The impact and effectiveness of the iMakerSpace is evaluated through analysis of survey data.

Subject Areas

Innovation; Maker Space; iMakerSpace; 3D Printing; COVID-19; Workshop; Manufacturing; skill; entrepreneurship

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