Merry Makers: The Miracle of the Makerspace

How would you define the Makerspace? Some have called it a woodshop, a craft studio, or a technology lab. However, to know the Makerspace by its tools or materials misses the magic that truly defines it: collaboration, creativity, and ingenuity.

About 15 years ago, St. Mary’s transitioned to one-to-one technology, leaving the North Campus with a bit of a misfit: an unused technology classroom. Once a place to practice typing and basic computer skills, the technology classroom had outlived its original purpose. But, like any great engineering project, all it needed was a spark of creativity.

Around this time, North Campus Curriculum Director Jessica Lancaster was closely following the Maker Movement of the 2010s, a cultural phenomenon focused on hands-on creativity, tinkering, and innovation. Recognizing the room's potential for this kind of learning, Mrs. Lancaster encouraged teachers to take their class projects into the space, allowing girls the chance to unleash their creativity. 

Before long, the classroom was transformed into a true Makerspace: A place where students don’t just build things, they build confidence. 

And build confidence they did. Lower School students were overjoyed when the Makerspace was established, eagerly seizing the Makerspace’s first endeavor, robotics.

“The girls absolutely loved the five little Lego WeDo robotics kits we got them. One student said to me, ‘I’ve been waiting for this my whole life,’” recalled Mrs. Lancaster.

The students’ enthusiasm prompted a deeper pursuit, and it wasn’t long before a second Makerspace was established on St. Mary’s South Campus for Middle and Upper School students. 

Since then, St. Mary’s science teachers Carrie Ruhland and Meagan Michael have transitioned into new roles to lead the Makerspaces, with Mrs. Ruhland taking on the position of North Campus STEAM Coordinator and Mrs. Michael stepping into the role of Applied Technology and Innovation Center Coordinator. On the North Campus, Mrs. Ruhland leads the Lower School “Merry Makers” class, while Mrs. Michael coaches the Upper School VEX Robotics Team and helps Middle and Upper School teachers integrate STEM projects into their courses. 

Mrs. Ruhland and Mrs. Michael work harmoniously both with each other and teachers across disciplines to design unique learning opportunities that intentionally align with classroom curriculum. Their collaboration is contagious and representative of a larger “maker mindset” at St. Mary’s. 

“By the time the girls are in fourth and fifth grade, their brains are so hard-wired to recognize each other’s strengths,” remarked Mrs. Ruhland. “When working together, they praise one another for their contributions, and you can just see them stand a little taller.” 

Mrs. Michael echoed this sentiment, commenting, “The girls love going to each other for help. If someone is stuck on a problem, they work through it together.” 

Collaboration and working well with others is part of being a maker, but independently building courage and creativity is just as important. 

With Mrs. Michael, students get the chance to engineer projects like their own pinball machines and candy packaging, while with Mrs. Ruhland, girls learn to be comfortable around tools and feel capable of taking on challenges. 

Mrs Ruhland tells her classes, “The tools we use are the same tools you build a house with. These are strong tools, and you are a strong girl. You can do this.” She noted, “In the beginning, some girls are very timid and nervous, but by the end of it, they are driving nails into a wooden board like a boss. They walk away from it surprised by themselves, feeling very brave.” 

This proud feeling grows as girls get older. By the time students are tackling projects with Mrs. Michael, they shine in their determination. 

Currently, students in Mrs. Michael’s Introduction to Engineering Design class are using computer-aided design (CAD) to make small-scale fan-powered cars. In testing their designs, some students found complications. “This is part of it,” said Mrs. Michael. “If something doesn’t work, you start over from a different part of the engineering design process to fix it. The students aren’t rattled by this.” 

Makerspace projects often reveal that things don’t always go as planned, and often, those unexpected turns lead to the most rewarding outcomes. 

Mrs. Lancaster shared her own experience with perseverance: “The first time we did the underwater robot project, we put all five of them in a big tub of water to test them. After months of preparation, none of them worked. The students looked at me and immediately started problem-solving. They asked one another what the next step was, how can they look at it differently, and what they could try next. They started checking motors, seals, and parts until all five of them were up and running. I was blown away by their resilience.”

Between collaboration, resilience, creativity, and ingenuity, the Makerspace unlocks learning in a way that allows girls to thrive, discovering their passion, purpose, and potential as they go. 

“Girls shine in the Makerspace,” said Mrs. Ruhland. “I often think about if I had a space like this as a child. We all learn in different ways, and this room gives girls the opportunity to do that. What they do here takes my breath away.”

Mrs. Michael and Mrs. Ruhland agree the impact on students is invaluable. Mrs. Michael says students’ familiarity with technology and willingness to succeed has helped them in college and beyond, while Mrs. Ruhland has seen girls overcome their fears, become more compassionate, and strive for their potential at a young age. 

Perhaps this leaves us answering a different question. It’s not how you define the Makerspace, but rather, how you define the maker. 

If we had to guess, a maker is strong, excited, confident, and capable. She goes into the world prepared to tackle problems, find solutions, and help others. But, if we were wrong, that would be ok too–being a maker is about accepting all possibilities.