Thank you! Those have been my thoughts too. She’s very good in math/sci, but also loves history and lit. Still figuring out what exactly an engineer does (and her dad doesn’t count). If she were to stay in STEM, could be a great fit, otherwise, meh.
I private messaged you.
bioart, If your daughter is interested in engineering, but has other interests she should definitely consider CMU. In addition to engineering, CMU is strong in the arts, design, business and public policy. They also have programs that combine engineering and other disciplines. For example, they have (or at least used to have when I was there) a joint degree in Engineering and Public Policy with the School of Public Affairs. CMU is not, however, the school to go to for classic humanities majors like English Lit, Philosophy or History.
CMU also has a policy of gender equity for STEM majors, so the acceptance rate for women into engineering is far better than the general admissions rate.
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So, Thing #1 was accepted by CMU for MechE, and we are on campus now for the second visit. Fortunately, we are able to tap brothers from my old fraternity for tours and the straight skinny on what it is like to be an engineer here. Based on their feedback and the school’s statements, it appears that they have come a long way from the 1980s in terms of stress and competitiveness.
He is down to CMU and CWRU, and they both have relative strengths and weaknesses. CMU has the prestige, extremely strong graduate outcomes and amazing resources. On the down side, The Nerd Farm is weak in providing student support in terms of tutors, etc., and access to the Spark maker space is unavailable until students are almost juniors and have taken specific training. CWRU is respectable, but not in the same league as CMU in terms of prestige and outcomes, but they are flexible on changing majors, they offer far better student support, and students can access the Sears Think Box right away.
Decisions, decisions…
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Thanks for mentioning it; definitely something to put on the CON list. My son was accepted to CMU and will visit soon.
When we toured Georgia Tech, we learned that their Maker Space (Flowers Invention Studio) is student-run and open to all students of any major to work on any class-related or personal project since day one.
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Is that a pro or a con?
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Definitely a PRO on our Georgia Tech list!
Their maker space was buzzing with activity when we visited. All tools and materials are free to use to the students, no reservations or appointments needed to enter the space, and no previous training required but there are instructors to help if needed.
They even had an area with all the tools and parts necessary for the students to repair their bikes. Very cool!
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I think what @JackH2021 referred to is something very different. Many engineering schools not only provide, but also require, machine shop training. Since improperly operating machining tools (e.g. lathe) is dangerous, professional training is needed to safely operate them (or to even be in a machine shop).
It’s absolutely a pro IF they have access to other space for coursework. My son’s school for example had two machine shops and a maker space, none of which were/are used for classes. They required certification to use any of them.
I believe @JackH2021 referred to this collection of CMU facilities (not comparable to some student-run workshop at GT pictured in the earlier post):
https://engineering.cmu.edu/techspark/facilities/index.html
3D printers and a few simple hand tools are made available to everyone, but all machine tools require training/authorization as they should:
https://engineering.cmu.edu/techspark/facilities/equipment-access.html
There’s training, and there’s access. Any student in any year has access to all of that at my son’s alma mater. They need to be signed off after being trained and demonstrating safe competence. It’s staffed by faculty and upper level students. There is no reason other than capacity constraints to set limits on who can use it.
The pictured GT space is not a maker space BTW. It’s a bicycle repair station (which may reside in that larger confines).
@eyemgh The bike repair station occupies just an small area inside the Invention Studio maker space at GT. The majority of the space was occupied by 3D printers, laser cutters, CNC routers, etc.
The tour only took us inside the Invention Studio, but there are several other maker spaces at GT, presumably for specific use depending on your major.
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CMU’s access policy is spelled out in details in the 2nd link I provided above. Students who wish to use certain machines are required to take specific courses (e.g. 24-105 for using laser tools, etc.) If a student needs to use some of these machines, s/he needs to take a short course for those machines. BTW, I have no relationship with CMU whatsoever.
I’m pretty sure GT also requires training for using some of these tools.
That may be their policy, but it’s a completely unnecessary impediment. These are tools that people without any post-secondary education operate day in and day out. If students need a class to get in by the school policy, make it a first year class. Again, classes weren’t required for access at my son’s school, but Materials Joining and Materials Removal are both first year classes for MEs. He machined parts for their formula SAE car as a first year. Not having access until 3rd year is a negative. How relative that is would depend on the observer.
There’s nothing in the CMU’s policy that says students can’t take one of these courses in their first semester. For example, the basic machining course 24-200 has no prerequisite:
https://www.meche.engineering.cmu.edu/education/courses/24-200.html
Students who are interested in machining can take the 1/2 semester long course and become eligible to use the machines in the second half of their first semester.
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@1NJParent, I was simply reacting to the above. They are on campus right now, so I take that as pretty solid evidence that it’s not an easy get, right away at least. If it’s important, which it was to my student, then it’s something @JackH2021’s student will need to clarify.
After touring CMU’s Spark maker space with both a MechE undergrad and the person who manages the shop, we have learned the following:
- There are a series of “mini” classes that last a half semester - six weeks, 2 hours/wk - which are required before using the associated equipment, including traditional machine shop tools, CNC mills, 3D printers, wood working equipment (like that found in HS shop, back in the days when HS shops existed) and laser cutters.
- There are limited slots in these classes, and priority is given to more senior students. Freshmen might get into a class, or they might be shut out in favor of sophomores and juniors.
- Some equipment can only be used for assigned school projects. Many pieces of equipment, however, can be used by students for their own projects.
- No training sessions are offered during the summer.
- In addition to the Spark space, there are other, smaller shops on campus run by student clubs or departments. For example, the Robotics Club runs a small shop with three 3D printers and tools like saws, lathes, planers, etc., that are available to students after familiarity training.
In summary, a student might get lucky and be able to use Spark equipment second semester, freshman year, or they might get shut out until second semester sophomore year, or even junior year. A student who really wants access to some build equipment can find some elsewhere on campus. That said, CMU’s maker resources pale compared to CWRU’s Sears ThinkBox.
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Toys are cool and access to them is even cooler. 
Too many schools have neat stuff and then you find out that it’s only used by graduate students.
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Sorry inserting myself here with a question, relative to other schools not specifically CMU. To what extent does maker space and access to maker space matter? My son has seen some recent college maker spaces that pale in comparison to his high school maker space. There have been kids embroidering denim. Then there are the heavy duty machines, which also seem to be used for different purposes. How are you reviewing maker spaces as a part of your student’s learning experience?
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