Pedagogy 2025

Abstract

Teaching in the humanities is enriched when student work is framed by real-world problems. Reflecting California Baptist University’s emphasis on applied learning, a group of graduate architecture students are envisioning a “Green Urban Village” in Riverside, California. Grounded in the City’s 2050 General Plan—aiming to alleviate parkland shortages and revitalize the Magnolia Avenue corridor—the studio asks students to redesign a specific vacant block along this historic backbone. Using project-based learning (PBL), students tackle a real-world challenge supported by Riverside City Councilmembers and urban planners, who present the plan, clarify priorities, and discuss needs for housing, mixed-use development, and urban farming. These partners also review students’ proposals and provide feedback. Their involvement adds an invaluable civic dimension, giving students first-hand exposure to municipal decision-making and the collaborative processes that shape the built environment. The studio catalyzes interinstitutional collaboration, so coursework, expertise, and reviews align with the City’s planning timeline. Next steps include engaging property owners and developers to move the work into the professional arena and participating directly in the City’s planning process, with potential for formalized partnerships, joint reviews, and internship pathways. The project is more than an academic exercise; it is a pedagogical experiment that integrates architectural design and public policy with civic values, while establishing a framework for interinstitutional cooperation. This case shows how humanities education can move beyond abstraction into socially engaged practice. By working with real stakeholders and across institutions, students see themselves as active contributors in shaping sustainable and meaningful urban futures.