CSM Makerspace

CSM Maker Competencies are based on Maker Competencies/Maker Literacies at University of Texas, Arlington.

 

1. Identify and articulate a need to create

1a. Recognize unmet needs and inaccessible situations that might be solved by making

1b. Tinker and hack to learn how things are made and how they work 

1c. Isolate a specific, manageable issue to focus on 

1d. Evaluate the costs and benefits of making and/or upcycling as an alternative to buying or hiring 

 

2. Analyze and explore ideas, questions, problems, and potential solutions

2a. Define an idea, question, and/or problem

2b. Break an idea, question, and/or problem into its constituent parts for closer analysis 

2c. Investigate how others have approached similar situations 

2d. Question assumptions 

2e. Brainstorm a variety of solutions and pursue the most promising 

 

3. Create effectively and safely

3a. Seek training, information, and necessary certifications when planning to work with dangerous equipment and materials

3b. Wear personal protective gear when appropriate 

3c. Reinforce safety precautions with others 

3d. Accustom self with location-specific emergency procedures, egress and disaster plans 

3e. Transfer safety principles covered in training to real-world contexts

 

4. Assess the availability and appropriateness of tools and materials

4a. Research various equipment and materials to determine limitations and suitability for specific applications

4b. Consider environmental sustainability/impact when making, including upcycling and recycling materials 

4c. Determine the most ideal tools, materials, and method(s) of creation (physical, digital, and rhetorical) for the project 

4d. Secure access to the necessary tools, materials, and space/facilities 

4e. Investigate alternatives when a desired tool or material is not available or is too resource intensive 

4f. Fabricate necessary tools, reimagine material choices, develop alternate workflows, and/or revise project scope when tools or materials are not feasible

 

5. Prototype using iterative design principles

5a. Specify measurable criteria for a successful prototype vs desired finished product 

5b. Divide design into individual components to facilitate testing 

5c. Take intelligent risks, use trial and error, and learn from failures 

5d. Test measurable criteria to determine whether creation meets needs

5e. Gather prototype feedback and input from stakeholders and mentors 

5f. Revise and modify prototype design over multiple iterations

 

6. Develop a project management plan

6a. Specify actionable and measurable project goals and requirements 

6b. Utilize time management and project management tools 

6c. Outline project milestones, including sequential action items and anticipating time for multiple prototype iterations 

6d. Work effectively within project constraints, be they financial, material, spatial, and/or temporal

 

7. Engage in effective teamwork

7a. Gauge the costs & benefits of “Doing-it-Yourself” (DIY) or “Doing-it-Together” (DIT) 

7b. Recognize opportunities to collaborate with others who provide diverse experiences and perspectives 

7c. Recruit team members with diverse skills appropriate for specific project requirements 

7d. Join a team where one’s skills are sought and valued 

7e. Listen and communicate attentively to learn from and with others 

7f. Follow through on commitments and contribute to culture of accountability

 

8. Employ effective knowledge management practices

8a. Restate technical and maker jargon for the layperson 

8b. Document steps clearly with sufficient detail for others to follow and replicate workflows 

8c. Use version control to manage project outputs and documentation 

8d. Preserve project outputs and documentation for long-term access

 

9. Apply knowledge gained into other situations

9a. Teach skills and share insights with other makers 

9b. Recognize and cultivate transferrable skills 

9c. Transfer knowledge, skills, and methods of inquiry across disciplines and activities 

9d. Familiarize self with skillsets of others 

9e. Connect those seeking to learn something with those who have relevant experience

 

10. Understand ethical and intellectual property issues surrounding making

10a. scrutinize the ethical implications of making

10b. demonstrate an understanding of intellectual property rights and protections 

10c. weigh the costs & benefits of seeking intellectual property protections v. making project outputs open and freely available to others 

10d. examine the potential viability of both proprietary and open source systems to adopt/adapt 

10e. respect the intellectual property rights of other makers