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This study explored the experiences of undergraduate students enrolled in an interdisciplinary humanities course conducted in a university makerspace. Foundational topics of learning psychology and design of learning environments were combined with activities utilizing design software and maker tools (3D-printing, laser cutting, woodworking, vinyl cutting, and other crafts). The aim was to help students better understand and gain confidence while reducing anxiety in approaching creative projects, as well as apply experiential learning approaches to course content. Qualitative analysis of weekly reports and surveys revealed student challenges in balancing design complexity with limited time, but overall appreciation for creative problem solving. Students also highlighted strengthened social bonds, mentorship, and diminished student-teacher power hierarchies. Significantly, findings showed students valued applying course concepts through hands-on making for deeper learning and personal growth in confidence, communication, and self-awareness. Recommendations include more concerted support for interdisciplinary makerspaces to reach more students outside of STEM disciplines.
Sakkal et al. (Tue,) studied this question.