Teaching Beyond the Curriculum

Abstract

By activating empathy and connection beyond curriculum, the community of learners is extended outside the classroom. In so doing, pedagogy aligns with Connectivism, a learning theory popularized by educational theorists like Stephen Downes and George Siemens that identifies networks as essential to the creation of authentic communities of practice (Downes, 2022). This model has proven applicable to design-specific pedagogy (Renda. & Kuys, 2015). This paper discusses how two professors at a public university center the student experience through community-building in four domains: 1) within the classroom (through tactics including field research and collaborative experiential learning activities); 2) throughout the department (with specific strategies for student-to-student and student-to-faculty collaboration, including panel discussions on relevant topics including student success and AI); 3) through interdisciplinary partnerships on experimental course offerings as well as activities including lunch n’ learn workshops; and 4) outside the university, through high-impact community service-learning partnerships with nonprofits and outside organizations. This paper argues that a multivalent approach to community-building is essential to create impactful educational experiences encouraging student development as critical thinkers, makers, and collaborators. The impact of this initiative on the development of student soft skills in oral communication and empathetic, adaptable collaboration will be unpacked in order to suggest adoptable best practices for creating vibrant, diverse communities of learners.