Case Study
Expanding Inclusive Maker-Centered Learning in the Knoxville Region: An Initial Landscape Assessment and Recommendations
by Melissa Carey, Program Manager, MakerUSA
Summary
This case study focuses on the process of conducting an initial research and assessment of the maker landscape in Knoxville, TN, in 2023. The primary objective of this Landscape Assessment was to identify and highlight the existing maker community, uncover gaps and unmet needs related to maker opportunities, and explore potential avenues for the Tennessee College of Applied Technology to expand its programming to better serve these needs.
The Challenge
The city of Knoxville, Tennessee, also referred to as "The Maker City," has cultivated a thriving community of maker-entrepreneurs for many years and will celebrate hosting its 10th annual Maker City Summit in 2026. While the city's maker scene is well-established and vibrant for adults, including non-profit organizations, and membership fee based spaces, there remains a significant opportunity to expand equitable access to younger individuals, who could greatly benefit from engagement in maker-related educational activities. This demographic often faces barriers to access, including availability, transportation, resources, exposure, and opportunities.
The Landscape Assessment was focused on 2 key challenges:
1) To better understand the current landscape of maker-centered learning opportunities in the Knoxville region. This included identifying existing programs, initiatives, makerspaces and other key assets as well as determining where there are challenges and gaps, how these are being addressed and where there are specific opportunities for TCAT Knoxville to support and grow these efforts.
2) To learn more about models, approaches and best practices in inclusive and equitable maker-centered learning that have been successfully implemented in other communities across the U.S. and explore which of these efforts could be best leveraged and most beneficial in the Knoxville region.
Target Population
The Landscape Assessment targets the city of Knoxville, TN, Knox County, TCAT Knoxville students and staff, opportunity gap populations, opportunity youth, and K - 12+ students, in Knoxville and surrounding areas including Maryville/Alcoa, Blount, and Anderson Counties.
Program Structure
1.) A crucial initial step in the research process involved brainstorming a list of relevant organizations, community members, and maker advocates from both the local area and the broader United States. This list served as a foundation for identifying a diverse group of key individuals to contact for interviews and discussions.
2.) Interviews were arranged through email introductions or established connections, with the format (in-person or virtual) selected based on the specific circumstances of each case. Prior to the interviews, a set of guiding questions and talking points was developed to ensure focused and productive conversations. However, flexibility was maintained throughout to allow for organic dialogue and to adapt to the unique context of each interview.
Here is a list of potential talking points / guiding questions used to initiate conversations in the informal interview information gathering process.
Here is a list of individuals included in the Landscape Assessment conversations.
3.) Site visits also played a pivotal role in the data collection process. These visits included key makerspaces such as the Global Center for Digital Innovation in Chattanooga, TN, the Kao Innovation and Collaboration Studio at the University of Tennessee, Knoxville, Able Trade, and Knox Makers. These initial site visits provided valuable, firsthand insight into the operations and environments of these makerspaces. In addition, several virtual tours of other makerspaces and programs contributed to a comprehensive understanding of the broader landscape. These visits and virtual explorations were integral to enriching the research and informing subsequent findings.
4.) Readings & Resources curated by MakerUSA also contributed to the robust process, providing objective and research-based support for findings and recommended next steps in the Landscape Assessment.
A list of specific resources can be found here.
After collecting and synthesizing the data and information, the Landscape Assessment was completed and formatted to include an introduction, explanation of research goals and approaches, a glossary of terms, overview of existing maker learning initiatives in Knoxville, research findings, recommendations and timeline for next steps, as well as an appendix and reference list.
Kao Innovation & Collaboration Studio at the University of Tennessee, Knoxville. Photo by Melissa Carey.
Key Designers
Key individuals involved in the design and implementation of the landscape assessment were Melissa Carey, MakerUSA Program Manager for Knoxville and Stephanie Santoso, Co-Founder and CEO of MakerUSA.
Key Partners
The key partners for the Landscape Assessment were MakerUSA and TCAT Knoxville. A collection of over 30 individuals representing a diverse variety of maker careers were also involved in the interview process.
Program Timeline
The Landscape Assessment research and data collection process started in early June 2023, with the final project delivered in September 2023, spanning a total duration of approximately 4 months. This timeline provided ample opportunity for comprehensive research, including interviews, discussions, and site visits, as well as the necessary time for data analysis, synthesis, and report preparation. The structured timeline ensured a thorough and well-rounded approach to gathering insights and producing a detailed final report.
Challenges
A variety of challenges presented themselves during the process of creating the Landscape Assessment.
1.) Sorting through the vast amount of information and insights gathered to identify the most relevant and useful content was a key challenge. This involved considering a range of perspectives from a diverse group of stakeholders, including youth.
To address this, I focused on asking and answering specific questions that would provide the most valuable insights for TCAT Knoxville and the landscape assessment, while ensuring broad representation from various viewpoints. Although the interviews and research offered a wealth of information on maker education, the challenge was narrowing down the most significant findings and ensuring the focus remained on those elements most relevant to the Knoxville context.
2.) Due to the nature of the research, there was a higher prevalence of qualitative data and anecdotal evidence, with less relevant quantitative data to support specific focus areas. While there is strong evidence highlighting the positive outcomes and benefits of expanding maker education, finding specific quantitative data, particularly for early and middle-grade students, proved difficult. This challenge may stem from the ongoing nature of long-term research and the abstract nature of certain learning outcomes, such as collaboration and creativity, which are less easily captured through traditional ‘grading’ or testing methods.
To address this, I asked interviewees to see if they had conducted any quantitative studies themselves or were aware of any relevant studies, while also dedicating time to search through available data. This yielded some helpful results, but I do hope to continue to discover more studies as time goes on.
Study Examples:
3.) Another challenge that emerged was occasional unfamiliarity with the topic or initiative among some interviewees. It was essential to include community members outside of education and academia—such as those from local business, financial organizations, and industry—in order to gain a diverse range of perspectives. However, some participants, including school principals and administrators, were less familiar with the terminology associated with maker education. Terms like "makerspace," "maker education," and "maker-centered learning" sometimes required clarification, particularly for those less involved in education.
To address this, I often began conversations by asking interviewees about their familiarity with makerspaces and maker-centered learning during initial introductions. Explaining these terms often revealed shared understanding, particularly with STEAM education, leading to more productive and relaxed conversations.
Maker education programs and makerspaces in the Knoxville area. Map by Melissa Carey.
A student volunteer at Remake Learning Days Knoxville, hosted by the Tennessee College of Applied Technology Knoxville. Photo by Stephanie Santoso.
Outcomes: Learnings and Recommendations
Key findings from the Landscape Assessment indicate and support a need to broaden access to the availability of equitable makerspace and entrepreneurship education opportunities aimed at expanding access to STEAM and maker-centered learning for young people in the Knoxville, TN region.
The primary recommendation is to pursue securing a physical makerspace to provide community and educational programming with the potential to grow mobile and flexible maker-centered programming out of the physical space. In the beginning phases, flexible programming may be conducted and used as a pilot program to garner interest, create buzz, explore possible branding, and establish foundational data points for reference as benchmarks to inform future programming.
Recommendations included the following:
A.) Launch a phased, community-driven design process for the makerspace
B.) Identify potential locations for the makerspace
C.) Further examine how the makerspace could strategically support existing programs with K - 12 students offered by or in collaboration with TCAT Knoxville
D.) Develop actionable ideas the leverage maker programming to complement and enrich existing programs
A timeline for recommended next steps was shared at the end of the Landscape Assessment. The proposed benchmarks happened over the following 9 months to track potential progress.
Helpful Tips:
Give yourself plenty of time. The collection of the information needed to better understand the needs of the Knoxville area took around 3 months and probably could have taken longer. The creation of the report took a good deal of time as well.
Talk to the experts. There are so many insights experts with experience have to offer! There are a wide variety of perspectives, options and approaches to creating a makerspace and successful programming. I had the privilege of meeting with leading researchers and pioneers in the maker-centered learning movement and considered each approach, weighing the pros and cons that would best fit the needs and interests of TCAT Knoxville and the community.
Use a flexible outline and timeline. Determine how the report will be laid out and set goals for finishing certain pieces of the project in smaller sections.
Contact
Melissa Carey, Program Manager, MakerUSA
melissa@makerusa.org