Fabricating Change in Mental Wellness

Create a welcoming and collaborative environment, both physical and social, to allow students to feel comfortable in participating in classes, communicating with social workers or therapists, and expressing their creativity. A welcoming physical environment that is flexible and open enhances creativity and engagement. A collaborative and creative social environment allows students to feel safe and welcome. Ways to begin adapting the environment may include: introducing flexible seating; installing writable surfaces; introducing work stations for studying, creating, working, and displaying work throughout the space; creating material bins and storage areas; and installing appropriate technology and digital fabrication equipment (if desired). Equipment used in our lab can be found at IU1 Fab Lab or Fab Foundation. 

Once the space is established with the appropriate tools or equipment, develop a corresponding curriculum. This curriculum can be designed according to student needs and learning level. As there are many levels of projects that are typically done in a makerspace, students will first learn to use the material or equipment, which then leads up to more complex projects. Examples include: projects that serve to familiarize the students with tools or materials in the space, resulting in a personal project for the students to take home; design and build a project that will enhance their classroom or school environment; and partnering with local community organizations, creating something for the community at large.

Key factors to keep in mind when developing the curriculum are when the lessons will be offered throughout the school year and who will be teaching. The curriculum may be integrated with other subject areas, for example History lesson on the Wright Brothers, students design and construct their own airplanes. This allows the digital fabrication teacher to work together with other content area teachers to create a robust curriculum.

(See included sample lesson on solar power.)

Train teachers and support staff on how to effectively and successfully use the space and any equipment/software. Through training, teachers will be prepared to assist the lead teacher and or conduct student instruction within the space and operate the needed equipment/software. Teachers will be equipped with a general understanding and knowledge to collaborate and assist the lead teacher when conducting lessons in the space. Should the lead teacher be absent, this allows the day to day schedule to proceed smoothly.  

To ensure that all students have access to the space in a timely and efficient manner, a schedule will need to be established. Classes within the space are 45 minutes long and are offered on a rotating schedule throughout the year. Students in the lower grade levels are scheduled within the lab two days per week year-round and students in higher grade levels are scheduled three days a week year-round. Social workers and school therapists are also able to plan accordingly as to their students' mental health needs once a schedule is in place.  

The schedule allows the teachers to plan and request all materials needed for their lessons. This has proven to be an effective model in getting all students access to the space, as well as giving them exposure to new materials and equipment. 

Now that the space is set up, the curriculum created, teachers are trained, and the schedule is ready, students are ready to be welcomed to the space! Conducting an open house to allow parents, students, and the community come in is a great way to kick-off the initiative. This allows parents to see what their students will be doing, it gives students the opportunity to explore more freely, and invites the community in to learn more about opportunities in their area.