Place of Publication
Through an experimental process that is mutually beneficial to community partners, more opportunities for undergraduate research and experiential learning are cultivated. The GEMnasium accomplished this through active efforts of teaching, researching and partnering with the core ethos of the University in mind:
Learn: Teaching - Prepare servant-leaders through comprehensive academic and residential curricula and extraordinary experiential learning opportunities.
Lead: Researching - Perform research that leads to deeper understanding, addresses critical issues, and supports economic growth.
Serve: Partnering - Engage in mutually beneficial partnerships to strengthen our communities in Dayton and around the world.
In doing so, faculty and staff prototyped a social innovation approach and curriculum through a radical new integrated student experience while developing shared scholarship of research “stacks” across the University of Dayton and inter-institutional partners for greater humanity impact.
This integrated learning community was driven by cross-university “transdisciplinary faculties” that encouraged a "fail fast, fail forward" mindset surrounding humanity-centered growth. The participating educators and students focused on a unified grand challenge, contributing their own knowledge and expertise toward a collective effort.
experiential learning, collaboration, transdisciplinary, skills, grand challenges, design thinking
Curriculum and Instruction | Educational Leadership | Scholarship of Teaching and Learning | Vocational Education
LaDuca, Brian; Ausdenmoore, Adrienne; Crecelius, Anne R.; Hallinan, Kevin P.; Bowman, Connie L.; Arnold, Jackie M.; Appiah-Kubi, Philip; Bennett, Jana M.; Blust, Rebecca P.; Hayford, Michelle; Yorke, Jerome; Puckett, Mike; and Sweet, Castel, "The Year One Book: GEMnasium (A Transdisciplinary Test Lab for Social Change)" (2018). IACT Reports, Publications and Resources. 5.