The Institute for the Curricular Approach in October was more than just a professional development event; it was a reaffirmation of our roles as a community of educators who are fundamentally invested in the holistic growth of our students. Engaging in the Institute provided a vital opportunity to pause, reflect, and collaboratively strategize on how to evolve our student experiences from a collection of isolated programs into an intentional, developmentally sequenced curriculum.
The most compelling takeaway from the Institute was the sheer power of the curricular approach in fostering deeply connected communities and helping students build meaningful relationships. In today’s often disconnected world, our institutions must be deliberate in creating spaces where genuine belonging can flourish. A traditional, transactional approach to student life often leaves this to chance, relying on students to piece together their own development.
A curricular approach flips this script. By beginning with an Educational Priority, a clear, shared statement of what we want all students to learn and be able to do outside the classroom, we establish a unifying framework. When all staff and programs are aligned to this priority, the student experience becomes a cohesive journey rooted in community. This intentionality directly supports relationship-building and community development in several key ways that many in the higher education community are aware of, but perhaps we haven’t explicitly considered the ways in which these features help students connect with others.
Learning goals and educational strategies are developed and refined over a student’s time on campus. This means that students are consistently introduced to concepts such as empathy, constructive dialogue, and working across differences in a structured manner. This common language and repeated practice allow them to develop the core skills needed to form and sustain healthy relationships.
Many of the colleagues I spoke with shared that their approach emphasized the critical role of structured, one-on-one conversations between staff and students. These aren’t casual chats; they are purposeful, learning-focused interactions that provide students with personal validation and guidance. This dedication of time and attention makes students feel seen and valued, which is the bedrock of belonging and having the confidence to connect with others.
It has been interesting to be part of the curricular community since 2012, and to witness how we transitioned from a residence life framework to a student affairs framework. Now, this approach is being recognized as a meaningful way to connect and collaborate between different divisional units within institutions. When students see that the key players on campus are working together toward a unified learning goal, the institution models the very connectedness we want them to embody. This institutional alignment ensures the “community feel” isn’t left to a single department but is woven into the entire institutional fabric.
In essence, the curricular approach moves us beyond simply designing opportunities for connection and into intentionally designing the conditions under which deep, sustained relationships and a sense of belonging can thrive. By meticulously linking our Educational Priority to every interaction and program, we ensure that every student’s journey is supported by a cohesive, caring, and skill-building community framework, making the institutional experience itself a model of connectivity.
