Purpose – The purpose of this paper is to discuss the design, implementation, and pilot of a Mobile Makerspace at a private, southeastern liberal arts institution that did not have a campus-wide makerspace. In an effort to give students in a residential hall access to maker tools and technologies and also meet the needs of a campus-wide writing initiative, a team of administrators and staff worked to build and design programing for the “MobileMaker,” a pop-up Mobile Makerspace. Design/methodology/approach – The authors explain how the equipment was chosen based on a variety of user skill levels. The technical specifications of the MobileMaker are also detailed, which includes 3D printing and crafting tools, and a variety of electronics. In addition, they explain how a mobile cart was modified to house and secure the equipment so it could be stored in an unsecured area. The team experienced several challenges with the MobileMaker project, including the overall durability of the mobile cart and the lack of a dedicated staff to manage the equipment. Findings – The authors conclude that mobility and security were mutually exclusive with the mobile design that was chosen. Greater mobility was sacrificed to achieve greater security via locked doors and compartments that added weight to the cart. While the goal of increased student access to maker tools and technologies was met, the level of access was often limited due to staffing limitations. Originality/value – An unanticipated outcome of the project was the conversations that were generated about the need and demand for a dedicated makerspace open to the entire campus community.

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EXECUTIVE SUMMARYThe author presents a review of empirical studies of learning spaces conducted primarily in the disciplines of science education and library sciences to aid researchers in the design of future learning space assessments. The studies included a variety of perspectives, such as examinations of spaces on learning outcomes, student engagement, and pedagogy. The selections also represent varying methods, including surveys, observations, and interviews, and include both quantitative and qualitative data analysis. This review of literature suggests that learning space studies should be designed to include multiple targets and approaches, as well as innovative methods combined with traditional methods for triangulation. Learning space researchers should also strive for detailed reporting and wider dissemination of their studies for better knowledge sharing in the field.