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CCC Maker Implementation Plan – Budget (April 28, 2017)

Developing the Makerspace Budget for your Implementation Plan. This webinar will cover the process of creating your budget detail and summary, matching funds calculation, budget narrative and total funding request. TAP will offer guidance in aligning funding request to overall Implementation Plan outcomes.

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CCC Maker Implementation Plan – Internships (April 25, 2017)

Developing the Internship plan for your Implementation Plan. This webinar will cover the CCC Maker Internship types and definitions, Work based Learning strategies, 21st Century skills development and how to integrate these into your overall Implementation Plan outcomes.

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CCC Maker Implementation Plan – Makerspace Equipment (April 26, 2017)

Developing the Makerspace Equipment plan for your Implementation Plan. This webinar will cover strategies for developing your equipment list based on your college needs and capacity, ranges of equipment packages and how to integrate makerspace equipment into your overall Implementation Plan outcomes.

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CCC Maker Implementation Plan – Work Plans (4/24/2017)

Developing the Work Plans for your Implementation Plan. This webinar will offer guidance in generating the Work Plan in alignment to key outcomes and implementation strategies.

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CCC Maker Update April 13, 2017

In April, the CCC Maker newsletter provided an update on the college makerspace initiative. Colleges attended regional meet-ups to build connections that will form the state-wide community of practice and work on their makerspace implementation plans. The CCC Maker initiative also sponsored New World of Work 21st Century Skills Training for makerspace teams. The City College of San Francisco makerspace planning team explained how they used visual mind maps as a technique to collect ideas and build community.

Read the April 13, 2017 CCC Maker Update.

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CCC Maker Implementation Plan Packet Overview Webinar (4/20/17)

An overview of the Implementation Plan Packet, review of guiding principles, elaboration of narratives, technical and delivery guidelines.

Student Activity Reporting instructions

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CCC Maker Update March 9

In the March 2017 CCC Maker update, it was reported that colleges attended training in using Kumu to map their college ecosystems as well as regional meet-ups to build the community of practice.

Some of the colleges shared their efforts to build community and plan makerspaces. Sacramento City College students on the implementation team designed posters and put them up on campus. Cabrillo College is planning a Makerspace Plan-a-thon in April. Allan Hancock College is working with community partners on a Maker Weekend on May 5 and 6.

Read the March 9, 2017 CCC Maker Update.

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Nurturing your Ecosystem through Member Engagement

Guest Blog Post By Amy B. Schulz, MBA, NACCE, Special Projects

After identifying partners in your ecosystem, the next step is to assess the strength of current connections and evaluate a need for developing new partnerships to round out your maker ecosystem. This blog post will focus on fostering current relationships, and a future post will examine how to build new partnerships.

In their book, Harnessing the Power of Networks for Social Impact: Connecting to Change the World, Plastrik, Taylor, and Cleveland (2014) provide strategies for fostering networks. In the example of the Networks United for a Rural Voice (NURV), diverse stakeholders joined together to move policy to improve conditions in rural communities. Initial strangers did not see how they were connected, but over time their common goals and budding relationships shaped the direction of the network, and, ultimately, policy. Forming trust through relationships was key to their success. The same ideals can be applied to developing a makerspace or innovation lab ecosystem. The richness of relationships from within the ecosystem can catapult a makerspace past the startup phase and initial funding. If the ecosystem members all feel invested in the makerspace, they will work together to ensure its success.

Trust is the key currency in a thriving ecosystem. Firstly, it is critical to evaluate the level of connectedness currently within your ecosystem. Plastrik, Taylor and Cleveland (2014) provide the following four levels of member connections:

“Level 1: I have been introduced to this person, but do not exchange information with them on a regular basis.

Level 2: I exchange useful information with this person on a regular basis but have not worked/do not work directly with them on a project.

Level 3: I exchange useful information with this person on a regular basis and have worked or am working directly with this person on one or more projects.

Level 4: I depend on this person regularly for important advice and have worked with him/her on more than one project (Plastrik et al., 2014, p. 86).”

In the context of a makerspace or innovation lab, levels of connectedness may appear by partners’ level of support in activities, such as a campus maker fair or in internships provided by industry partners. Platrik, Taylor, and Cleveland’s (2014) model provides a basis to start evaluating levels of engagement within the ecosystem.

Patterns may emerge of the most active partners and where future cultivation may be necessary for a more robust ecosystem. For example, if there is a strong clustering of Levels 3 and 4 connections around partners in making activities, but among employer partners the Levels fall in the 1-2 range, that would indicate a need to invest effort in employer relationships. Ecosystem stewards can design activities to engage the target audiences. Here are a few things to keep in mind when planning activities to engage ecosystems members:

  1. Face to face interactions are the gold standard of relationship building and ecosystem engagement. When possible, plan events that bring members together for in person connections.
  2. Employ empathy when designing events. What will appeal to your members and be beneficial to their goals? While you may have curriculum development and internship placements in mind, they might be attracted to the network for like-minded thinkers in similar fields or a sense of social responsibility. Understanding what brings value to your members will help to drive how to plan ecosystem events.
  3. Continually invest through multiple areas of entry. While in-person events are the gold standard, there are many other ways to engage members between in-person events, such as social media, e-newsletters, webinars, regular conference calls, and special interest groups. Like a face to face event, think through what brings values to members when designing virtual engagement activities.
  4. Become a network hub. Make your college the central hub to connect members of the ecosystem and add new members. If you have strong ties with members, you can introduce them to each other, which provides tremendous value to the ecosystem. They, in turn, will introduce new members to organically grow your ecosystem.

An ecosystem is a loosely connected and mostly volunteer network so participation will emerge as the value is evident. Be strategic in planning engagement activities to provide value while optimizing connections within the ecosystem. While the ecosystem will bring value to your makerspace or innovation lab work, the ecosystem should be beneficial to everyone involved.

Plastrik, P., Taylor, M., & Cleveland, J. (2014). Harnessing the power of networks for social impact: Connecting to change the world. Washington, DC: Island Press.

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CCC Maker Regional Meet-up Held in San Bernardino

Photo Caption: Team members from Mt San Jacinto, Moreno Valley and San Bernardino Community Colleges at the San Bernardino Community College District Offices for the CCC Maker Meet-up on March 10.

CCC Maker held a Regional Meet-up in San Bernardino, hosted by San Bernardino Community College District on March 10. Representatives from three CCC Maker Colleges in the Inland Empire participated.

They heard presentations from Salomon Davila and Deborah Bird about the process of makerspace development and discussed with the Technical Assistance providers the unique opportunities and challenges at the community colleges in the Inland Empire.

They explored the student experience in the makerspace environment and compared their own experiences with generations of making within their own families, including everything from rebuilding car engines, to quilting and coding.

During the workshop portion, CCC Maker college teams, including administrators and faculty leads from science and math, graphic design and computer science, worked together with the TAPs to develop strategies for creating makerspaces for their communities. They shared the challenges of planning a makerspace linked to their college and suggested ways to make their makerspaces responsive to their rapidly changing regional ecosystem.

To help colleges prepare to take their initial research from the self-study and ecosystem maps into a plan, they followed a design thinking process facilitated by the Technical Assistance Providers, Deborah Bird and Salomon Davila. Participants formulated a shared understanding of their college’s unique opportunities, including the availability of dedicated space, existing mobile labs, and also considered the challenges of the student experience, including a high percentage of part-time students. Teams explored how the outcomes of the CCC Maker project aligned with their makerspace efforts including developing maker curriculum, building an inclusive maker community, offering student internships and work based learning, and participating with other colleges in a Community of Practice. With a regional community now in place, the teams determined their next steps in the makerspace planning process and are looking forward to their next follow-up meeting.