Environmental Science

Environmental Studies Lecturer Jacob Rutz teaches the concept of complete combustion through innovation in his course, Current Issues in Environmental Science. At the Maker Hub, he and his students sought to design and build a rudimentary rocket stove, a basic home wood-powered cooking stove, that utilizes best practices in combustion technology. Students built simplified versions of this product using materials from the Maker Hub, recycled cans from 黑料不打烊 dining and various insulation materials.

Lastly, students put their designs to the test by building small fires within the stoves with fallen twigs and sticks in an attempt to boil water. This project encouraged students to apply what they learned during class lectures about the variables and conditions that enable complete combustion and why it鈥檚 essentially the safest and most energy-efficient way to burn something.

Students came to the Maker Hub with basic blueprints of their stoves. Maker Hub consultants helped students realize their ideas.

鈥淚 think many students were initially overwhelmed by the requirements to both design and build this project in just seven days during J-term,鈥� Rutz said. 鈥淭he timeline was definitely tight, but I think that is some of the fun and rigor of J-term. Once students got going, most found it wasn鈥檛 quite as hard as they expected. Many underestimated the importance of incorporating good design principles versus emulating a design they found online, which was common. Those who integrated the design concepts had exceptional results, such as boiled water, cleaner burns, etc.鈥�

It was an assignment that extended learning beyond academics as students applied content and learned new skills at the Maker Hub.

鈥淚ntegrating key design principles into these simplified stoves is not easy, especially for many students who got to use power tools for the first time,鈥� Rutz said. 鈥淏ut in that regard, it is absolutely worth taking the time and energy to give students of all backgrounds the chance to use new tools that yield immediate results.鈥�

Now, Rutz is considering ways to get more of his students involved with the Maker Hub, including those in his agriculture classes who he鈥檇 like to explore design tools that could help make Loy Farm more efficient.

Math & Art

Crista Arangala, professor of mathematics and chair of the Department of Mathematics, and students in her Art Through Math course studied dimensionality and the concept of infinity during Winter Term. Students learned about two artists, M.C. Escher and聽Yayoi Kusama and read Edwin A. Abbott鈥檚 book 鈥淔latland,鈥� which is about a 2D world. In the book, the main character, Mr. Square, describes his discovery of multiple dimensions. In relation to the story, Arangala assigned a project to encourage students to visit the Maker Hub and create an art piece and description depicting Mr. Square鈥檚 discovery through the artistic lenses of Escher or Kusama.

Students first attended a 3D printer training, then began using Maker Hub resources to start design their projects.

鈥淪tudents had free reign of what they could create,鈥� Arangala said. 鈥淢any used the idea of mirrors from Kusama to build mirror boxes at the Maker Hub, while others used the 3D printer to print pieces of their art.鈥�

Maker Hub Consultants were available to advise and inspire students, as needed. At the end of the term, the pieces were highlighted in a class exhibition.

鈥淪tudents really enjoyed this project,鈥� Arangala said. 鈥淢any of them had never been to the Maker Hub. The project really tapped into their creative spirit and nicely tied to our class discussions.

Arangala hopes to use the Maker Hub again for future class assignments.

Paths Inquiry Arts & Sciences

First-year 黑料不打烊 College Fellows had the opportunity to explore the Maker Hub and the Maker Mindset in January as a part of their Paths Inquiry Arts and Sciences course.

The 黑料不打烊 College Fellows program requires students to complete a two-year research project in the Arts and Sciences. In the course, Assistant Professor of English Heather Lindenman introduces students to resources before they begin their research.

To encourage students to explore, Maker Hub consultants highlighted some of the ways in which 黑料不打烊 students have incorporated the makerspace into their undergraduate research. In addition, students attended an orientation to introduce them to the Maker Hub and its machines and materials and also projects that were created using them. Next, to help spark their creativity, students explored hands-on by selecting a mini-project to complete, which included making a facemask, soldering a flip light, 3D printing an object, building a fairy-light lantern, folding origami or designing a snow globe.

Finally, students shared their projects with peers in order to spark inspiration through collaboration. The session ended with students reflecting components of the Maker Mindset 鈥� attitudes towards learning that are helpful when building something 鈥� that were relevant to their experiences.

Each of these professors used the Maker Hub in exciting and creative ways as they combined academic content and hands-on learning to extend knowledge beyond the classroom鈥檚 four walls. To learn more about how the Maker Hub can help you add experiential learning to your course, visit the Maker Hub website and .

So far, the initiative has not only inspired students, but also proved to be a beneficial experience for Maker Hub consultants like Anna Altmann ’23 and Jakob Reuter ’23, who are among the first students to lead sessions for the 黑料不打烊 makerspace.

鈥淚 wanted to teach the class because I love the Maker Hub and wanted to help share it with others who were curious and enthusiastic about making,鈥� Altmann said. “Also, being around people who are brainstorming helps me get creative with my own projects, and I wanted to be in that kind of atmosphere.鈥�

Reuter echoed the same sentiment. His motivation was rooted in 鈥渢he freedom Anna and I had to be creative while thinking of ways to make a class that was worth coming to,鈥� he said.

Burst the Bubble experiences聽were strategically structured as a three-part series to engage students and maximize maker experiences. In order to create a meaningful project, Altmann and Reuter knew students should first develop a strong foundational understanding of the resources available at the Maker Hub.

鈥淚n the first class, we gave a presentation that showed what resources, tools and machinery the Maker Hub has to offer,鈥� Reuter said.

Going a step further, Altmann and Reuter then shared examples of projects previously made in the Maker Hub by students and other members of the university community. With a better understanding of available resources and sample projects, students are more knowledgeable and equipped to begin what many see as a daunting task 鈥� the brainstorming phase.

鈥淲e gave them time to brainstorm and construct a project that they would work on in the following classes,鈥� which were devoted to student projects, Reuter said. 鈥淓veryone shared their ideas with each other.鈥� Each class session included tailored instruction that was based on the interests of participating students. Help and advice was offered as need.

鈥淲e also offered about 15 minutes for all students to give updates to the class about each project,鈥� Altmann said.

There was definitely passion and purpose behind every creation, Reuter said.

鈥淥ne student, a senior and the primary beekeeper on campus, made a box called a bait hive, or a swarm trap, that attracts new bees in hopes of catching more for her hives,鈥� he said. 鈥淎nother student learned how to 3D-print and made an intricately designed piggy bank. One student created a laser-engraved map, while another created a laser-engraved graduation gift that featured LEDs illuminating behind it.鈥�

The Burst the Bubble experience pushed students outside of their comfort zones as they learned new skills through innovation, inspired and were inspired by new friends and explored their passions.