Teaching Beyond the Curriculum

Abstract

In an era characterized by increasing complexities and uncertainties in the realms of both built and natural environments, it is imperative that design education and practical training evolve to empower students to address current and future personal and societal challenges. Our paper will explore the central theme of our research: equipping design students with the agency and support required to navigate these complexities and uncertainties, while also fostering innovative approaches to their educational and vocational goals. Over the past decade, we have conducted extensive research in various settings, including classrooms, community contexts, practical training environments, and design firms. Our focus has been on self-actualization models tailored to students of the built environment. Through an analysis of teaching and practical training experiences, student work, surveys, and relevant literature, our findings emphasize the potential of framework-based, student-led experiential learning models. These models not only promote self-efficacy and resilience but also empower design students to take ownership of learning and practice outcomes. By engaging in the ‘design’ of their own experiential learning journeys, students become better equipped to meet the demands of ‘adaptive work’ both within educational institutions and professional firms. This approach enables them to lead their own personal and professional growth, contribute effectively to their respective contexts, and to engage pro-actively with contemporary issues in the world. In this paper, we present our results, highlighting the practical implications for design educators and mentors. Our findings underscore the importance of integrating student-led frameworks into design curricula, supporting students to thrive in their lives and careers with complexity and uncertainty.