Lily Kang

Professor Reifenberg
International Development in Practice II
LinkedIn Article
3/15/2016
Debunking Class Instruction: The Best College Professors Dont Teach
People who have changed my life the most are the ones who have taken me seriously.
They see something in me that I dont. They subtly communicate their high expectations for me
by assuring their support. They encourage me to dare greatly even if that may lead to failure.
Although they may have the power and wisdom to protect me from risky challenges, they
dontbecause they see me as a capable, resourceful, and purposeful human being who is to be
in control of her own destiny.
One of these people is Professor Steve Reifenberg, a Political Science Professor at the
University of Notre Dame. I am currently in his course, International Development in Practice
II: Advanced Topics and Applications. This class has been the most engaging, interesting, and
useful class in my past nearly four years as a college student. What makes the course unique and
effective may sound ironic: the professor does not actually teach the substance of the course.
Instead, he lets his students to be in the drivers seats and co-creates the class with his 13
students, whom he calls colleagues.
The class is centered on the topic of design thinking, or human-centered design, in the
context of international development. We walked away from the first class with a nearly blank
syllabus. In the next three weeks, we set goals for the course, discussed best practices in
teaching, and familiarized ourselves with the general idea of design thinking. Each student was
to teach one hour-long class during the semester. To design the syllabus, we mapped out our
personal interests related to design thinking. We then connected the proposed topics in a

coherent manner and grouped them into three modules: 1) Conceptualizing Design Thinking, 2)
Transitioning from Theory to Practice, and 3) Putting Design Thinking to Work for International
Development. At the end of week four, the syllabus had grown from the initial six pages of
TBD to a 20-page detailed roadmap!
I taught my course on the topic of empathy two weeks ago. The experience had farreaching impact on me that I did notand could nothave anticipated.
Although Professor Reifenberg and I had brief conversations regarding my class before I
taught, I only gave him very rough ideas about what I was going to teach. I neither gave him a
detailed class agenda nor provided him with my slides before class. If I were him, I would worry
whether this girl is going to do anything worthy of everyones time. Without having taught any
college-level course (for obvious reasons), I felt I was given a dangerous amount of freedom.
What if I just completely frustrated everyone with poorly organized structure and boring
materials? What if I said something wrong or inappropriate by accident? What if I didnt even
show up to class? Truth to be told, I did entertain the last idea as I panicked briefly the night
before teaching.
I had to stop doubting myself. I knew with great power comes great responsibilityI
must focus my energy to prepare for the best class that I am capable of teaching. In the few
weeks leading up to the class, I read books, watched videos, consulted people and organizations
related to the idea of empathy. My preparation seemed to have paid off. Students seemed
engaged in the class activities and discussions. The structured feedback I received after class
gave me tangible evidence that my co-creators thought the class was exceptionally captivating
and effective. At the end of class, I was gratified to hear Professor Reifenberg saying, Years
from now, when people think about empathy, they will think back to this class. However, I

could not have done it alone by any means. The passionate and memorable discussion was a
result of my colleagues who came to class extremely preparedthey were able to cite specific
examples from the reading and quote directly from the video.
If you audited any class of this course, student engagement would whoa you. Professor
Reifenbergs classes are extremely popular around campus. For this co-creation class, students
have to apply to be part of it. If you are a course instructor, you must wonder how Professor
Reifenberg is able to orchestrate effective classes and engage his students without even teaching.
Intrinsic motivation to prepare well for a classwhether as a student instructor or
learnercomes from Professor Reifenbergs compassionate detachment. He did not force his
ideas into the class substance in the creation stage; every single class taught by a student
originates from the students own interest. He does not control the student instructors process of
creating the class, but he is always there when you need him. He intentionally refrains himself
from interjecting during the one-hour student-led class; indeed, he does not say a word until the
hour is over.

Professor Reifenberg facilitates a structure that allows for a dangerous

amount of autonomyyet that is exactly why the class works so well.
In its essence, co-creation is founded upon the idea that each student is a resourceful,
capable, and purposeful human being. Students are to be trusted to create their collective
experience. They are to be held accountable not because of grades, but because they are the
creators of their own class experience. They seek challenges to grow and autonomy to do things
on their owneven with just a little guidance and a structured safety net. Although they dont
say it, students want to be asked, expected, and seen as moremore than what they think they

are. They want those who they look up to, like their professors, to believe in their potentials and
allow opportunities for them to dare greatly. Theyjust like every other human beinglong for
opportunities and means to shape their own lives.
Rhetoric of human rights, democracy, and freedom are prevalent in higher education.
Ironically, I was never given a chance to share with the administration what classes I would like
to take that do not yet exist. I was alwayswith one exceptionhanded a syllabus on the first
day of class and, like a good student, I dutifully purchase the prescribed textbooks. Needless to
say, I have not been eligible to elect the university president.
In Development as Freedom by Amartya Sen, he argues that the expansion of freedom
of individual agency is the primary end and principal means of development. However,
individual agency is inextricably connected to social arrangements, or the force and social
influences on the extent and reach of individual freedom. In Professor Reifenbergs class, the
process of co-creation realizes freedom that has enabled both intentional learning (the primary
end) and effective approach to learning (means of development). The co-creation model is an
effective social arrangement that encourages students to be agents of their own class
experiencethus their own lives. Meanwhile, co-creation underlines the importance of
interdependence, interconnectedness, and collaboration in the process of achieving a shared goal
of learning.
The class is an excellent miniature model for effective practices in international
development: it starts by seeing human beings as capable, resourceful, and purposeful; it
facilitates a social arrangement that emboldens individual agency to choose, create, and
collaborate; it subsequently advances human capabilities, relationships, and means to shape their

own lives. Therefore, the argument follows: We must adhere to the process of co-creation to
ensure a community built by and for freedom and dignity.
What more can a class on development teach? What would a university look like if
curriculum and courses were results of co-creation rather than instruction? What would our
collective future look like if it had rested upon a social arrangement of co-creation? Share your
thoughts by leaving a comment!
Here is my sincere gratitude towards mentors, professors, and friends who have taken me
seriously, who have trusted me, expected more of me, and seen me as a whole human being.
#NDCo-Create #StudentVoices