Teaching Beyond the Curriculum

Abstract

The COVID-19 pandemic, waves of national anger and unrest, and the resultant mental health crisis necessitated a rethinking of curriculum and pedagogy in our first-year interdisciplinary design studio. Incoming students were less prepared and needed more academic and social support than students in previous years. To meet incoming students where they were and provide them with the skills necessary for success in their chosen design major, new approaches were needed. New student-centered strategies have resulted in a 20% retention increase between first and second year. Acknowledge incoming students as newcomers: • Onboard incoming students • Maximize in-class work time to limit homework and guide students as questions arise • Scaffold assignments to build conceptual understanding before asking students to use higher order thinking skills. Make information available: • Make instructions explicit and readily available • Explicitly connect learning objectives to the real world Build a sense of comfort and belonging: • Use fun, low-stakes group projects to build community • Critique students one-on-one before critiquing them in front of their peers. Limit cost to student: • Lower the cost of entry by limiting the cost of required supplies. Create opportunities for additional support outside of studio: • Create curricular links between courses to support studio learning objectives • Provide opportunities for near-peer guidance in and outside of class • Connect students with the resources that are available to them through the University (counseling, disability services, advisors, etc.) The full paper will further describe and provide researched support for these strategies to create a guide which may be used by other programs.