The workshop marked the official start of the program’s first cohort year and brought together 21 departmental teams�����Ի� 88 individual faculty to begin the work they will carry through the 2026-27 academic year. FIELDS is co-supported by CATL, the AI Hub, the Love School of Business�����Ի� the Office of the Provost, and offers an exciting opportunity of various departments and centers across the campus to create a space for deep engagement around teaching and learning in the context of AI.

“The FIELDS initiative has provided me and the department with the opportunity to consider our values as teacher-scholar-mentors in the context of new AI products,” said Emma Mossewilde, assistant professor of history. “More than anything, the dedicated time and support from CATL to pay attention to this issue has highlighted the importance of the humanities and the humans who practice them at �鶹��Ƶ.”

Each participating department formed a team of three to five faculty members, with one member serving as the department’s FIELDS fellow for the project. Those fellows spent the summer working through preparatory readings and reflections before stepping into their leadership role this fall, and will act as a project guide, meeting monthly with CATL and other fellows while also supporting their team’s progress.

This initiative responds to a moment CATL describes as an inflection point for higher education, as AI reshapes how students learn and how knowledge is produced both inside and outside the classroom. The idea for FIELDS grew out of departmental listening sessions CATL co-facilitated last spring and fall with partners from Teaching and Learning Technologies (TLT), along with this spring’s AI Journal Club community of practice, both of which surfaced a shared desire among faculty for structured, evidence-based conversations with their own departmental colleagues.

Rather than pushing every department toward the same response to AI, FIELDS is designed to let teams define their own path. Some departments may focus on redesigning assessments and classroom activities to highlight learning that happens without technological support, while others build AI literacy into their curriculum, helping students think critically about where AI-assisted work fits, and where it falls short, within their discipline.

Brandon Sheridan, associate professor of economics and CATL Pedagogy Fellow, is leading the initiative and will facilitate monthly cohort meetings with the FIELDS Departmental Fellows throughout the year. Beyond the August kick-off, participating teams will reconvene in May 2027 for a showcase to share what they have learned, tested, and built within their departments.

“In conversations with faculty, it became clear to me that we were all thinking deeply about how AI interacts with learning, but those efforts were disconnected, leaving people feeling like they were on an island,” Sheridan said. “FIELDS was a response to give people a shared space, structure, and time to design strategies that are resilient to the evolution of AI.”

As the first FIELDS cohort begins its year of collaborative work, CATL hopes the initiative will grow into a lasting campus community, one where curriculum and classroom experiments feed into broader, department-wide approaches to teaching and learning in an AI-influenced world.

“It is clear that AI is here to stay and will necessitate ongoing learning and adaption from faculty, to ensure we are properly supporting the learning experience of our students. My hope is that this can become an ongoing initiative,” said Sheridan.

Questions�����Ի� updates about FIELDS can be sent to Sheridan (bsheridan4@elon.edu) or visit CATL’s website for updates.

This August, �鶹��Ƶ hosted university and college educators from across the region and around the world for the 22nd Annual Teaching and Learning Conference. A free, hybrid event sponsored jointly by the Center for the Advancement of Teaching and Learning (�䴡�ճ�),��Teaching and Learning Technologies (TLT), and the Office of the Provost.

Nearly 70 educators attended the conference on �鶹��Ƶ’s campus, including faculty from Queens University of Charlotte, providing an opportunity for educators to connect and exchange ideas. Hundreds more participated virtually from institutions across the country and beyond.

Rather than simply streaming the in-person conference, the fully hybrid format offered distinct programming for virtual and on-campus participants throughout the day. The two groups came together virtually for the conference’s keynote, while other sessions were designed specifically for each mode of participation.

This year’s conference, themed “Teaching for Tomorrow: Building Transferable Skills and Lifelong Learners,” encouraged attendees to reflect on how today’s teaching practices shape students’ abilities to adapt, think critically and thrive in the future. Presentation submissions addressed one of four related sub-themes: Technology and the Future of Learning, Foundations for the Future, Building Transferable Skills for Tomorrow, and Teaching Innovations.

The keynote address was given by director for curriculum transformation initiatives at , titled “Boldness by Design: Reimagining our University from the Classroom Out.” McGowan shared how universities might move from preserving tradition to designing new models, structures, and pathways toward the learning outcomes they seek for students, drawing on her experience leading institution-wide educational transformation initiatives.

Following the keynote, McGowan and Jill McSweeney, assistant director of CATL, led an in-person workshop for on-campus attendees, “Envisioning Structures of the Possible,” which invited participants to imagine a new, fully experiential core curriculum requirement for the year 2032. The workshop asked educators to consider experiential learning as a holistic, emergent and relational response to the complexities of higher education today.

Throughout the day, presenters shared research, practices, and teaching strategies aligned with the conference’s themes, creating opportunities for both virtual and in-person participants to connect with colleagues and exchange ideas about the future of teaching and learning.

The Teaching and Learning Conference is held annually at �鶹��Ƶ and remains free for registrants. Information about the 2026 conference schedule, past conferences and future calls for proposals is available on the CATL and TLT websites.

Across three Digital Learning Days (DLD) offerings in June and July, 74 faculty members from disciplines across �鶹��Ƶ worked in their migrated courses, explored the university’s new learning management system and began adapting their content and course design for the academic year ahead.

“Our goal for Digital Learning Days was to empower faculty with guidance and space to work through this transition with confidence,” said Dhvani Toprani, assistant director of Learning Design and Support within Teaching and Learning Technologies. “We wanted them to leave with a deeper understanding of Canvas and ideas for using it to create meaningful, student-centered learning experiences.”

Throughout the day, faculty applied what they were learning directly to their own courses, making progress on the work they could continue building on after the session and becoming more familiar with the platform along the way.

In anonymous feedback collected after DLD, one participant described that shift:
“I walked in feeling only marginally familiar with Canvas and definitely unprepared to build my courses. I am leaving today feeling much more comfortable, confident, and (dare I say) even excited to finish building and customizing my courses.”

Designing with students in mind

Throughout DLD, faculty considered how course organization, visual design, assessment and instructional choices shape the student experience.
Instructional Technologists Becky Kloepfer, Kendra Nanton and Tristan Daniels guided faculty through strategies for creating consistent, accessible and approachable courses. Sessions gave participants opportunities to apply those ideas in different ways, from using Adobe Express to develop course visuals to exploring Canvas Course Analytics to better understand student activity and engagement.

Faculty also spent time working through assessment in the new learning management system, including Canvas Quizzes, migrating question banks from Moodle and addressing common migration challenges.

Student perspectives were part of that work as well. TLT student employees Alana Driver and Jose Besednjak Izquierdo supported DLD, contributing their perspectives as faculty considered how students will navigate and experience their courses in Canvas.

By the end of the sessions, faculty had made progress on the courses they will teach this fall while developing greater familiarity with the new learning management system. That work will continue as faculty gain experience with Canvas and further develop their courses throughout the semester. Overall, feedback from participants appreciated the blended focus on structured instruction, work time, and having the space to ask individual questions.

As �鶹��Ƶ begins its first semester in Canvas, DLD reflects TLT’s broader approach to the transition: creating opportunities for faculty to learn, experiment and seek support while keeping teaching and the student experience at the center.

The transition planning phase reflects a clear institutional decision and does not represent an immediate change to how courses are taught or delivered. Moodle will remain fully supported; no Spring 2026 courses are affected,�����Ի� no action is required from faculty or staff at this time.

Why now?

Over the fall semester, Teaching and Learning Technologies, in partnership with academic and IT colleagues, conducted a comprehensive review of the university’s learning management system. That process included open forums, surveys�����Ի� structured feedback from more than 125 faculty and staff members and more than 400 undergraduate and graduate students.

The evaluation highlighted the importance of adopting a learning management system to support current and evolving approaches to learning and engagement.

Beginning the transition planning now allows the university to move forward deliberately, ensuring the transition is well supported and aligned with �鶹��Ƶ’s broader commitment to engaged learning and student success.

Why Canvas?

Canvas was selected following a careful review of faculty and student input, market analysis�����Ի� platform capabilities.

“This decision was guided by the needs and hopes of our faculty and students,” said Rebecca Kohn, provost�����Ի� vice president of academic affairs. “Our community asked for a system that is reliable and flexible; one that can adapt to diverse approaches to teaching and learning. Canvas emerged as the platform that best aligns with those priorities as we look ahead.”

What this means and what’s next

As planning moves forward, a few key points may be helpful to keep in mind:

• Moodle remains fully supported through the transition.
• No action is required from LMS users at this time.
• No change will be made to how courses are taught or delivered for Spring 2026.

Teaching and Learning Technologies will lead the transition process in close partnership with academic and IT colleagues. TLT will coordinate training, support and future communications, ensuring faculty, staff�����Ի� students have clarity and guidance well in advance of any changes.

As details take shape, including a clearer transition timeline and answers to frequently asked questions, TLT will share updates with the campus community. Additional information is expected before March.

“Transitioning to a modern, user-friendly platform like Canvas supports engaged learning and student success,” said Kelly Reimer, senior director of Teaching and Learning Technologies. “Our goal during this early phase of work is to establish a strong foundation for both the technical transition and how we will support faculty and students in ways that minimize disruption to teaching and learning.”

Faculty engagement & Next Steps

Faculty involvement remains central as the transition planning continues. Opportunities for faculty engagement, support and training will be communicated by Teaching and Learning Technologies as plans are refined.

“As a member of the LMS evaluation project team, I was grateful for the quantity and depth of feedback we received from colleagues and students,” said Eric Bauer, faculty fellow for technology and assistant professor of biology. “I’m excited to see how my colleagues creatively use the many new tools within Canvas to make their classes even more engaging and easy for students to navigate�����Ի� look forward to exploring with them the possibilities of the new LMS.”

The transition to Canvas will be implemented over time, with ongoing communication and support as the university moves through the next academic year.

That’s been the focus of Eric Bauer’s first year as faculty fellow for technology: listening to faculty, amplifying their perspectives and helping align IT services with academic needs.

An assistant professor of biology, Bauer stepped into the three-year faculty fellowship in August 2024. He serves as a liaison between faculty and the Office of Information Technology (IT), offering insight into how technology can enhance teaching, learning and student success.

“Faculty and IT bring different strengths to the table, but we’re working toward the same goal: supporting students,” Bauer said. “This role has helped me see the overlap and find new ways to collaborate more intentionally.”

Since his appointment, Bauer has conducted over two dozen one-on-one interviews with faculty in �鶹��Ƶ College, the College of Arts and Sciences. His goal: understand how instructors are using technology, where challenges emerge and how IT can better support their work. He’s now expanding those conversations to include the Schools of Communications, Martha and Spencer Love School of Business, Dr. Jo Watts Williams School of Education, and the School of Health Sciences, creating a broader picture of instructional technology across campus.

“The goal isn’t to offer immediate answers,” Bauer said. “It’s about surfacing perspectives that can help IT better understand where technology is meeting faculty needs and where there’s room to grow.”

A focus on student learning and emerging technology

While faculty conversations remain at the heart of Bauer’s work, he’s also exploring how emerging tools—particularly AI—can extend academic support for students.

He is in the early stages of collaborating with Learning Assistance, investigating how technologies like generative AI could help students build foundational skills like time management, study strategies and information literacy.

“I’ve seen how much students struggle with basic academic habits, especially in their first year,” Bauer said. “If we can use tools like AI to help them strengthen those habits early on, it could have a real impact on their academic experience.”

Bauer is also in conversation with Teaching and Learning Technologies (TLT) and other IT teams about the evolving role of AI in platforms like Moodle 4.5. While Teaching and Learning Technologies has chosen not to enable Moodle’s generative AI features at this time, Bauer sees value in how TLT is taking a thoughtful approach to ensure alignment with �鶹��Ƶ’s AI Principles.

His exploration of generative AI aligns with this intentional approach, as he seeks to better understand which tools support learning and where guidance can help faculty integrate them mindfully.

As with all of his work, the focus is not on chasing new tools, but on identifying which technologies solve real problems and align with �鶹��Ƶ’s values and teaching goals.

A connector between faculty and IT

Bauer’s experience as an educator and researcher informs his approach to the fellowship, as does his prior use of instructional technologies such as 3D printing, Microsoft 365 and adaptive testing platforms.

Through his role, he’s gained a deeper appreciation for the scope of IT’s work and what goes into maintaining the digital infrastructure that faculty rely on every day.

The scale and complexity of IT work has been eye-opening. Most faculty only interact with tools like Moodle or Microsoft Teams, but there’s an entire infrastructure running behind the scenes. Learning more about that has deepened my appreciation for the role IT plays in our work.

Eric Bauer, assistant professor of biology and faculty fellow for technology

“Eric brings a grounding perspective,” said Kelly Reimer, senior director of teaching and learning technologies. “He asks the kinds of questions that connect tools to real teaching challenges. That’s what we were looking for: someone who could help bridge strategy with everyday practice.”

That bridge works both ways. Bauer is helping IT teams understand faculty workflows and needs while helping faculty better understand how IT systems are built, maintained and rolled out across campus.

Looking ahead

Bauer joins a line of previous faculty fellows for technology, including Kyle Altman, associate professor of physics, who helped lead �鶹��Ƶ’s transition to hybrid teaching during the COVID-19 pandemic. Other former fellows include:

• Todd Lee, professor of mathematics;
• Antonio Izzo, associate professor of biology
• Randy Piland, senior lecturer in communication design.

Moving forward, Bauer will continue his outreach across academic schools, contribute to professional development programming, and support conversations around responsible, student-centered technology use.

“There’s a genuine sense of collaboration across IT teams,” Bauer said. “They’ve been incredibly welcoming and open to conversation. I’m excited to keep learning—and to keep building connections that help us all do our work more effectively.”

Faculty members who are interested in connecting with Bauer about classroom technology, digital tools, or instructional support are encouraged to reach out to him. He welcomes conversations with colleagues from all disciplines and perspectives.

What to Expect

To implement these updates:

• May 29 (2–8 a.m.): Moodle will be temporarily unavailable while the upgrade is in progress.
• May 29 (8 a.m.–5 p.m.): Moodle will be available, but intermittent disruptions may occur during final testing.
• May 30: Moodle 4.5 will be fully launched, allowing all users to explore its new features.

What’s Changing in Moodle 4.5?

Moodle 4.5 introduces several refinements that enhance usability and streamline workflows, including:

• Improved course organization – A more intuitive layout and better tools for structuring content.
• Modernized text editor – A feature-rich, user-friendly, more accessible interface similar to Microsoft Word or Google Docs.
• Assessment & grading enhancements – More flexibility with bulk actions, question re-grading and quiz organization.
• Refined navigation – Updates designed to make workflows more efficient and improve overall ease of use.

Additionally, Moodle 4.5 is a Long-Term Support version, designed for long-term reliability and backed by extended expert support, with a focus on stability and security rather than frequent feature rollouts.

“This upgrade is more than new features; it enhances functionalities to support intuitive course organization,” said Dhvani Toprani, assistant director of Learning Design and Support in Teaching and Learning Technologies. “We recognize that change is challenging, so before and after the upgrade, our team is prepared and eager to guide and support our instructors through this transition with �����Ի� .”

Support and Resources

To ensure a seamless transition, Teaching and Learning Technologies (TLT) is providing:

•  before and after the upgrade (as well as before the start of fall classes) to help instructors become comfortable with the new features.
• , a dedicated space for video tutorials and highlights, feature overviews and FAQs to explore at one’s convenience.
•  for personalized support in adjusting course materials.

While Moodle 4.5 includes AI-based text and image generation features for students to submit and instructors to create assignments, TLT has chosen not to enable these AI tools at this time while their impact is being carefully evaluated. Information Technology is taking a thoughtful approach to integrating AI in Moodle, ensuring alignment with and preparing internal guidance before these features are launched.

“We’re really excited about the changes coming with Moodle 4.5,” said Kelly Reimer, senior director of Teaching and Learning Technologies. “This upgrade supports a smoother, more intuitive experience for our faculty, staff and students, and it’s one of many ways we’re working to align our digital tools with the evolving needs of teaching and learning at �鶹��Ƶ.”

Throughout June, July, and August, Teaching and Learning Technologies (TLT) will provide ongoing support, including one-on-one and group consultations, as well as additional training, to help faculty and staff prepare for the next academic term.

“The TLT team has been attentive to building support resources and providing opportunities for engagement to learn the new features,” Toprani added. “We’re eager to engage with our community to ensure a seamless transition.”

Faculty and staff can visit the , , or . For any immediate concerns, TLT is available to assist with the transition and answer any questions.

Assistant Professor Mustafa Akben begins his new administrative role on July 1, 2024, following a competitive internal search.

Akben will lead the integration of artificial intelligence across �鶹��Ƶ’s academic and administrative departments, building on six core principles the university helped establish last year to guide higher education institutions with a rapidly evolving and groundbreaking technology.

“Dr. Akben’s commitment to ethical AI practices and his proven ability to translate complex AI concepts into transformative educational experiences make him uniquely qualified to advance our strategic goals in Boldly �鶹��Ƶ,” said �鶹��Ƶ President Connie Ledoux Book. “His leadership will mark a significant step in �鶹��Ƶ’s commitment to serving as a global model for integrating AI into post-secondary education.”

Akben’s responsibilities as director of artificial intelligence integration include collaborating with faculty and staff members on:

• Developing and implementing a comprehensive AI strategy to enhance curriculum, teaching, research, and administrative processes
• Serving as a strategic partner to integrate AI technologies that promote ethical use and operational excellence across campus divisions
• Leading the integration of �鶹��Ƶ’s AI principles to enhance educational outcomes, promote digital inclusion, and ensure ethical research and teaching practices
• Engaging with national and international AI experts and organizations to position �鶹��Ƶ as a leader in ethical AI integration
• Facilitating interdisciplinary collaborations to embed AI in ways that respect �鶹��Ƶ’s Generative AI Statement and align with the institution’s mission
• Documenting and advocating for AI best practices at �鶹��Ƶ, shaping policies that ensure responsible AI application across the university

“I envision �鶹��Ƶ as a thriving community where AI helps administrative functions and academic excellence, all while preserving human relationships across and beyond our campus, a trait that defines �鶹��Ƶ’s identity,” Akben said. “I am excited to work across departments to find solutions that facilitate processes and create fresh, innovative, and welcoming experiences by partnering with faculty, staff, and students.

“More importantly, I am committed to fostering an open dialogue on AI that incorporates diverse perspectives and insights, which is essential to developing a responsible and inclusive approach to artificial intelligence.”

I envision �鶹��Ƶ as a thriving community where AI helps administrative functions and academic excellence, all while preserving human relationships across and beyond our campus, a trait that defines �鶹��Ƶ’s identity.

– Assistant Professor Mustafa Akben

Akben brings a wealth of expertise in deep learning, generative AI, and the ethical application of artificial intelligence. His primary research in the Martha and Spencer Love School of Business has focused on how AI can transform human cognition and workplace behaviors. Akben’s professional journey includes significant achievements such as twice winning the SIOP Machine Learning and AI Competition and publishing influential research on the role of AI in management and organizational behavior.

In coordination with colleagues over the past year, he also has helped organize multiple AI literacy workshops, conduct university-wide research, draft a white paper, and provide strategic insights to university leadership.

“The depth of Dr. Akben’s knowledge about artificial intelligence and the ways in which it influences our present as well as its capacity to affect our future is matched only by his enthusiasm for student learning,” said Rebecca Kohn, �鶹��Ƶ’s provost and vice president of academic affairs. “I am inspired by his forward thinking pursuit of curricular innovation and potential efficiencies that will be made possible by emerging technologies that will remain a part of our lives.”

Akben holds a Ph.D. in Business Administration from Temple University and has developed a range of AI-enhanced teaching tools and methodologies.

Members of the Search Committee for the Director of Artificial Intelligence Integration

• Pat Donohue, Co-Chair, Deputy Chief Information Officer
• Paula Rosinski, Co-Chair, Professor of English and Director of Writing Across the University
• Haya Ajjan, Associate Dean of the Love School of Business and Gordon Professor of Entrepreneurship
• Jeff Carpenter, Professor of Education and Director of Teaching Fellows Program
• Ryan Mattfeld, Assistant Professor of Computer Science
• Antoinette Polito, Associate Professor of Physician Assistant Studies
• Kelli Shuman, AVP for Human Resources and Chief Human Resources Officer
• Eric Townsend, Assistant Vice President for Academic Communications
• Shannon Zenner, Assistant Professor of Communication Design

As usual, the staff from the Maker Hub made the festivities even more exciting with additional fun, like people walking around with Cheerwine-flavored nitrogen ice cream, laughter from students playing Super Mario Kart and designing their custom tee shirts, and curious conversations between guests and dozens of innovative makers.

“The energy from Maker Takeover was exciting. You could truly feel the enthusiasm from everyone,” said Dan Reis, senior instructional technologist and manager of the Maker Hub. “The Maker Hub Student Consultants loved showing off their projects to their friends. They talk about the Maker Hub all the time, so finally exhibiting their projects to the people who are important in their lives is really meaningful.”

Owen Crider ’26 is one of these students. He is a Cinema and Television Arts major on the Saws Team at the Downtown Maker Hub, and he has spent months making a unique instrument.

“I love playing the banjo, and I wanted a version that I could beat up, paint, and not take too seriously, so I made this Guitanjagon,” Crider said. “It’s a guitar because of its acoustic body composition, a banjo because of the strings, and it’s my favorite shape — hexagonal. I used the Maker Hub’s saws and laser engraver to cut and design the instrument, I learned new and simple ways to paint, and I’m excited to use all these new skills for future projects.”

The 2023-2024 Kickbox recipients also displayed the projects they researched, prototyped, built, and revised throughout the spring.

First-year Computer Science major Murilo Lopes ’27 utilized the Kickbox program and the Maker Hub’s resources to combine artificial intelligence, computer science, and world languages to make a robot that can teach American Sign Language.

“Right now, we’ve completed the first step and have the initial prototype for the hand, showing off the hardware, the flexibility, and how it moves,” Lopes said. “Eventually, we’ll combine it with machine learning to see if the person interacting with the robot is signing correctly; if they are, they’ll move on to the next stage, but if not, they can try again or try a different word. There are lots of opportunities for us to build on the foundation we’re laying.”

Two senior students, Sofia Balance ’24 and Emma Farrell ’24, teamed up to pursue their entrepreneurial dreams, starting with stylized hats. “We realized there was a lack of diversity in the hat market, and we wanted to do something for women that’s unique, dynamic, and sophisticated,” Balance said.

“One of my professors, Ben Hannam, recommended Kickbox, and I thought it would be awesome since it offers funding, is a guided process, and is a perfect option to start a process for something bigger,” Farrell said. “We tried reaching out to third-party vendors for help, but we ended up doing all the work ourselves, designing, making, and applying heat-activated vinyl, which we could only do because of the Maker Hub.”

Visit the Maker Hub website for more information about the Hub’s happenings, the Kickbox program and project updates, and more. For a closer look, follow the Maker Hub on Instagram or visit one of their two locations in the Colonnades E building or downtown above Pandora’s Pies.

“We’re thrilled to launch and pilot Poll Everywhere here at �鶹��Ƶ because it’s an opportunity to connect with each other deeper and more efficiently,” said Dhvani Toprani, assistant director of learning design and support at �鶹��Ƶ. “Whether instructors want to further engage students in class, staff members and student leaders strive for clearer understandings from various audiences, or students aim to upgrade class presentations, Poll Everywhere aims to support and reinforce numerous endeavors.”

All faculty and staff members can now access a Poll Everywhere enterprise presenter license via their �鶹��Ƶ email. Students can also access an enterprise license but will initially be added as participants by default. They can request a presenter account by contacting Teaching and Learning Technologies (TLT).

TLT is hosting a virtual training session on Jan. 16 to explain the various ways faculty, staff, and students can utilize Poll Everywhere most effectively to find further success in their teaching and working environments. Interested participants , and more training sessions are expected this February. A pilot program focused on testing the platform is planned for the spring semester.

Additionally, all faculty and staff are invited to join the Poll Everywhere User Group, a collective effort to increase campus participation and support educational technology initiatives. During the pilot phase, the user group will drive the decision-making process for acquiring and integrating an enterprise license beyond the pilot phase. Faculty and staff interested in participating in the User Group can indicate their interest , and a TLT staff member will reach out with more information.

To get started, users should go to and enter their �鶹��Ƶ email ID. Click on “Log in with �鶹��Ƶ” and follow the steps to log in via the university’s single sign-on page.

Eating nitrogen ice cream, learning to lasso a wooden steer and playing retro arcade games are just a few of the recreational events �鶹��Ƶ students, faculty and staff could partake in at this year’s Maker Takeover. The event showcased projects that students have been working on for months in the Maker Hub.

“This couldn’t have been possible without the help of the students,” said Dan Reis, senior instruction technologist and co-founder of the Maker Hub. “I’m not the only one who’s excited. I think the student staff are so excited to actually see it and be here, so I get to share that excitement with them.”

Maker Takeover is the Maker Hub’s largest annual celebration that brings students, staff, and faculty together to showcase their creative projects.

Reis said with this being the second in-person Maker Takeover event since the���䰿�ձ���-19 pandemic, students and faculty at the Maker Hub are beginning to get back into the routine and spirit of the annual event. Reis hopes that the event will serve as a reminder for students to continue creating whatever it is that they’re passionate about.

“I hope they’re proud of what they made, and I hope it encourages them to keep exploring and keep digging into those ideas,” Reis said.

Walt Pierce ’24, a statistics major, saw the Maker Hub as a place to tap into his interest in geography in a creative way. Pierce created a 3D-printed topographic map of the United States mounted in a wooden frame, and painted with biome and water features.

“I was like, ‘This seems like a fun project, why not,’” Pierce explained. “It was right at the skill level where it wasn’t too much, but also fun. I’ve been working on it for probably two months now.”

Pierce said that working on this project has made him understand the importance of patience. On a technical process such as a project in the Maker Hub, something as similar as being patient in the 3D printing process can make the difference in a product not turning out exactly the way it was supposed to.

“Some of the prints took two hours, while others took ten hours,” Pierce claimed. “One of them I printed five times, because it kept on not working, so it was definitely a process of trial and error.”

Along with the numerous student creations, the event had various recreational activities, including a student-created escape room, “Welcome to Camp �鶹��Ƶ,” retro-arcade games, mini-corn hole, a power tool petting zoo and ice cream made with liquid nitrogen by �鶹��Ƶ Dining.

For the Maker Takeover, Jay Bennett ’23 created wood-carved pronoun pins. Bennett’s journey into the Maker Hub began with simple sketches in ProCreate that were then transferred onto the wood-carved pins. Created with a gothic sense of design, Bennett believes that this style is a shared aesthetic in the punk/metal scene that other members of the LGBTQIA community are a part of and appreciate. A lot of time, creativity, and design thinking went into the formation of these pins.

“I had the day off yesterday, so I spent ten hours in the Maker Hub,” Bennett said. “It sounds belaboring, but I enjoy it.”

After graduation, Bennett plans to live in either Chapel Hill or Durham and hopes to return to the Maker Hub over the summer.

“I’m bummed because I’m a senior and I’m graduating,” Bennett explained. “But I don’t think we lose access to the Maker Hub, fortunately, so I can still come back and steal some hours in there.”

Be sure to visit the Maker Hub website for more information about the Maker Takeover event, the Kick Box program and more!