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Wayne Morse Center Grant Application

Application information:

Areas to address:
  • New Media as in Digital Materialization.
  • How it is a democratizing influence?
  • How we are using New Social Media to do outreach?
  • How do we reach our race gender and class target demographics?
  • Show results from previous outreach efforts in the supporting documents area.

Components of the Application

Cover Letter

New media has been strongly associated with social media, blogs, and other information technology based content. This content is supposedly unrestricted and free. But in fact it is moderated by the medium of the internet itself, which has inherent and profound limitations. With the advent of maker/hacker spaces and their growing prominence in communities around the world, the phenomena of new media bridging the digital-physical divide -- through digital materialization, and it’s compliment material digitalization -- creates a new reality that transcends the purely digital modes of supposedly unrestricted production.

Digital materialization a la 3D printing, computer controlled machining, and embodied computing (robotics) has become inexpensive and accessible to non-specialists. Increased accessibility is largely due to the continual development of better methods of abstracting details and essentializing the process of production into an intuitive activity. The consequence of this is that people no longer must be geniuses in order to program computers. This creates a strong democratizing influence on the fields of information technology, computer science, and engineering. Given this reality, people can now produce for themselves the objects that they once were reliant on corporations to produce for them. Hence, these objects have gone from impersonal artifacts to the epitome of self expression.

Material digitization is the compliment of digital materialization. It entails mapping the attributes of an object into a computer model. While at first this technology seems less crucial for creativity and the generation of new media, it enables the replication of material objects in a digital form and thus their alteration and reproduction. This is central to creativity in the context of new media. Furthermore, material digitization renders the digital to material creative process bi-directional, invertible, and recursive; recursion being important in philosophy, art, and engineering.

Eugene Maker Space (EMS) is part of a worldwide social movement of makers and “Maker Spaces” - facilities established to enable the community to have access to tools and the technologies which are revolutionizing society. EMS provides a workspace, tools, equipment, and the knowledge of its members in order to create a community of collaboration and hands-on learning.

Kassie: make the connection between EMS and 3D printing stronger.

With the support of the Wayne Morse Center for Law and Politics, the Eugene Maker Space proposes to hold a series of seminars, presentations, demonstrations, and workshops focused on 3D printing, 3D scanning, and technological literacy; where technological literacy encompasses new media literacy, the amplification of action via cognitive extensions, e.g., computers, cell phones (ubiquitous computing), and embodiment in the post biological world.

Association with the UO Science Library and their 3D compliant TV with active shutter glasses allows additional 3D imaging capabilities. Additionally, the library is supporting 3D imaging technology such as AGIsoft Photoscan allowing for the creation of 3D printed objects based on a simple series of photographs of an object.

In 2014, we are entering a period in which technological advances in rapid prototyping, commonly called 3D Printing, are entering into the mainstream in the United States. Numerous companies exist that will take computer files representing a physical 3D object and produce those items for a fee that is within the budget of most individuals. Furthermore, other companies are producing 3D printers priced for the consumer to bring into the home. The future portrayed in science fiction shows such as Star Trek is very nearly here.

[digital divide]

However, this advance in technology is coming in an inequitable and uneven manner. Certain populations have greater access to the tools and skills necessary to take advantage of these advances, putting other populations at a comparative disadvantage.

The purpose of this grant request is to address the topic of technology and class, race and gender – access, use and impacts.

Eugene Maker Space (EMS) is part of a national movement of “Maker Spaces” - facilities established to allow the population at large to have access to the latest developments in this area. EMS provides workspace, tools, equipment, and other resources while creating a community of collaboration and hands-on learning.

With this grant, EMS will sponsor a series of courses in 3D Printing for local area residents, free of charge to attendees. The courses will cover the basics of creating 3D models using open source software (6 hours of instruction), plus training on use of consumer grade 3D printers, including printing of student’s models (3 hours of instruction). EMS requests $XXXX in order to hold a total of 3 sessions of this course, including costs for advertising and promotion.

Where are lectures going to be held to deal address the gender, race, and class issues? If at the EMS then how will attract the patrons to cover the race, gender and class issues. Taking a class to Girl Scout troop would work. Taking programs to needy schools be done too.

The contact person for this grant is Mark Danburg-Wyld, who can be contacted at:

687 McKinley Street Suite #2 Eugene, Oregon 97402 541-513-2945 (cell)

Description of Project

Blender and 3D printing

Classes are structure to have 1 hour of Theory and 2 hours of Practice

Example of possible classes, 3 hours each:
  • Intro to Blender
    • intro to the user interface, Navigating in 3D space, Moving objects, Key framing...
    • Goal Animated Object
  • Intro to 3D modeling
    • Editing object components, Extrusion modeling,
    • Goal Model a Block robot
  • intro to 3D for printing
    • Inorganic modeling, Modeling to scale, Tuning and cleaning
    • Goal Model a animal clip
  • Inorganic modeling
    • point modeling, stitching, modeling with multiple photo references
    • Goal create a printable Badge
  • Sculpting in blender
    • Preparing a model for sculpting, Intro to brushes, Managing resolution
    • Goal model a Organic shape
  • Intro to 3D printer kits, and or print to order shops.
    • Comparison between in house and outsource Printing
    • In house printing
      • DIY Printer categories: FFD / FFF, DLP and SLA
      • Overview of parts of printers, Hot ends, actuators, mechanical parts.
      • Overview of software tool chains.
    • Outsourcing
      • Overview of options, Pinoko, and Shapeways.
      • Material options, design rule checks.
      • Tool chains used by popular companies.
Scanning Classes
  • Intro to 3D scanning, I
    • Types of scanners, ToF, Structured light, Imaging Trigonometric, and Stereoscopic
    • Talk about examples of each.
    • Intro to scanner tool chains, goal is to scan and clean up a small object.
  • 3D Scanning II.
    • Build and use your own DiY Scanner.
    • Two three hour classes.
Workshops on Digital Materialization.
  • Intro to digital materialization with applications.
  • Intro to functional representation
    • Comparison to older modeling tecniques with pros and cons.
  • Advanced 3D modeling using Frep
Electronics Fabrication.
  • Intro to Soldering
    • Build a simple kit while learning how to solder.
We can also mentor a class of motivated students who bring their own project ideas.

These are example classes to teach the skills necessary to reduce perceived barriers to using advanced technology. Including barriers that may be due to class, race, or gender, by providing both instruction and hands-on education in the above areas. This will be accomplished by providing a series of courses on 3D modeling, scanning, and printing. The courses will cover the basics of creating 3D models using open source software, plus training on use of consumer grade 3D printers, and scanners. Including printing of student’s models.Each class is approximately three hours long.

The target audience is the population of Eugene, Oregon. The intention is to especially engage women, minorities, and low income individuals who would otherwise lack access to these technologies. Participation will not be limited based on any demographic criteria. Our intention is to do some outreach to the 4J title 1 schools. We are working with Raquel Gwynn to bring our classes to one of the BEST, School Plus, or Enrichment Classes programs. For these programs we would have to travel to and set up our gear at the schools. Other talks and classes could to be in our maker space.

The courses will be taught mostly by members of Eugene Maker Space with expertise in the relevant areas, and we will also bring in some outside speakers for more general talks on a range of subjects. There are no co-sponsors for this project.

Depending the the awarded grant, the class schedule would be flexible, weekdays for the school kids, and weekends for the general Eugene population. Based on the funding level we could do fewer or more classes. It would be about $1000 per three hour class.

The idea is to have a session of classes during a month or so, with time allotted between sessions to incorporate improvements based upon student feedback. The first Sesson will be scheduled for August 2014, the second for October 2014, and the third for February 2015. Classes will be held at the EMS shop. Pre- and post- assessments will be given to all participants to measure learning outcomes. De-personalized data on those outcomes will be published to the EMS website at the conclusion of the project.

Publicity will consist of newspaper advertising, online advertising, and outreach efforts to local schools.

Statement of qualifications and resume

(resumes limited to 2 pages per person). Please describe your qualifications to carry out the project. Explain your experience in administering similar projects and your capacity to complete the project. University applicants should demonstrate departmental support for the project.

Project Budget and Amount Requested

(Grant Request). Please include a budget for the project and the amount requested from the Wayne Morse Center. Please indicate other sources of support and any cosponsors. Be sure to include expenses for outreach and publicity.

Description Quantity Cost Each Extended Notes
Room 1 $200.00 $200.00  
Advertising 1 $150.00 $150.00  
Materials 1 $100.00 $100.00  
Insurance 1 $50.00 $50.00  
Travel 1 $50.00 $50.00  
Speaker / Teacher 1 $200.00 $200.00  
TA(s) 2 $100.00 $200.00  
Internet 1 $50.00 $50.00  
Accountant / CPA 0 0 $0.00  
  0 0 $0.00  
Cleaning / Janitorial 0 0 $0.00  
Tooling Consumables 1 0 $0.00 Drill Bits, Sand paper etc...
Cleaning Consumables 0 $25.00 $0.00 Soap, Paper towells, garbage bags.
Total Expenses     $1,000.00  
Net     ($1,000.00)  

Supporting Materials

UofO SPICE Science Night

EMS being a non-profit has a decent track record of community outreach. Here are a few examples.

Several EMS members attended the SPICE Science Nights held at the University of Oregon. This event was geared towards young children. Members set up a small table showcasing a few member projects. These projects included a 3D printer, Lock pick box, and a home made vortex cannon. Science_Night_IX.jpg

Eugene Public Library

On February 3, 2013, six members from EMS went to the Eugene Public Library to host a fun event for children ages 3-7. We thought that building and launching paper rockets would be a great event for this age group. It's also relatively inexpensive for us to host since we already have two available rocket launchers and the rockets themselves are made from just computer paper and masking tape. Mark and Taper helped teach people how to build the paper rockets. Once the rockets were constructed, the kids could take them over to Bob and Cord who would get the rocket launcher setup. A few strokes of the bicycle pump was enough to send the rocket flying across the room towards the garbage can at the other end. There were a few mishaps of failing rockets, but that's part of the fun and the learning experience. A few people managed to hit the targets. All in all, people seemed to have a great time.

We also brought a few other toys for the attendees to check out and play with. Rick was working the makerbot 3D printer, printing whistles and other fun objects. It's great to see that both adults and kids as young as a few years old are both interested in seeing how the printer works. The 3D printer always draws interest and it's a great way to get people's attention and teach them the basics of how the machine works. James brought a home built hexapod robot and let the kids control it via laptop. They had a lot of fun making it walk around, dance, etc. Bob brought his Blinkenlights project, which was an attention getter for sure. Who doesn't love blinking LEDs?

Building Rockets

Eugene Mini Maker Faire

EMS has worked with The Science Factory in both 2012 and 2013 to hold Eugene's first and second annual Mini Maker Faire. The original Makerfaire is held annually in San Mateo, California and is often considered to be the world's largest show and tell. The Mini Maker Faire aims to showcase local talent in creativity, ingenuity, science, technology, art, and similar. EMS had one of the largest booths at both faires, showcasing activities like paper rocket launchers, paper airplane launchers, lock picking tutorials, 3d printing, and more. Our intention was to get people of all ages involved in making things, whether it be something as simple as paper airplanes, or as complex as a 3D printer. We hope to work with The Science Factory again in 2014 to host the third annual Eugene Mini Maker Faire.

Punkin' Chunkin' Contest

On November 23, 2013, Eugene Maker Space held its first ever punkin' chunkin' competition at The Science Factory! It was such a fun event with a fantastic turn out. We had five teams enter the pumpkin chunking contest, with a 6th last minute entry. The last entry was a much smaller machine that threw apples instead of pumpkins. This machine was measured but competed in it's own "apple class". It was much smaller than the other chunkers but it was no less impressive. All of the teams put a lot of effort into their machines and it was fantastic to see the different types of machines. There were three trebuchets, a mangonel, and a three armed slingshot. They all performed fantastically. The competition had three heats. Each team got to fire their chunkers one time per heat. The furthest distance out of all three heats was the one that was counted for the contest results. We had a great turn out of competitors, volunteers, and spectators, even considering the cold weather. We look forwarding to host this competition annually.

Team Low Earth Orbit

People Involved:

Project Volunteers:

Weston Turner:

Clif Cox:

Speakers / Teachers:

Carl Vilbrandt:

Subject: Digital Materialization.

Kassandra Kaplan:

Modeling with Blender and 3D printing.

Weston Turner:

Developing in Python.


Jher Swartz: Advisor

Dean Walton: Information specialist advisor.

Helpful with race class or gender outreach.

Paul Bloch: Advisor

Raquel Gwynn: 4J School contact



Workshops or Classes?

  • Be more clear about where the lectures are held
  • how many lectures per cost.
  • how do approach issues of race gender or class?
  • How do we include Democracy? , "Media and Democracy"?
  • Use MOOCs or the like in our outreach. (New Media)
Hold some at schools? bring some lectures to the target groups.
How are we going to hit the target audience?

Low level workshops are one or two very long days.
Higher level classes are over several weeks.

6000 for more workshops and some fundamental class to get through part of a curriculum.
10000 follow entire track intro plus a little hands on plus workshops then classes.

theory-practice. build the bridge between both worlds. don't limit one group to just one end of the spectrum.
bring knowledge base to disadvantaged folks.

Possibly approach girl scout troops to address gender issues

Saturday workshops have a list of ongoing classes would help bring people in.
Safety checks and equipment to help.

Raquel Gwynn
Kelly MS and Madison MS. one or a series.
Put school plus coordinator. Kristina Jameson:

4:30 to 5:30 enrichment classes.
How many clsasses



Kelley and Madison middle schools various ethnicities and races. Kelley is a title 1 School.
Invite parents to come. Parents welcome to come as well.

Open source online education


  • Trimble Sketch up
  • Rhino CAD. you get a demo version which will let you save something up to 25 times.
  • Maya?
Raquel Gwynn
District Afterschool BEST Coordinator &
Staff Development Specialist
Eugene School District 4j
200 North Monroe Street
Office- 541-790-7572 Cell- 541-729-2428
Would be happy to add our logo as a partner.

-- ClifCox - 28 Jan 2014
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