Teaching topics that implicate student identities, traumas, and/or activism is challenging because students often come with very personal attachments to curricular and extracurricular topics, such as in courses on sexualities, race, gender, and/or social movements. These classes may be described as “wobbly,” responding to outside events and occasionally tipping over. Wobbly classes present an opportunity, however, to meet students where they are while achieving broader course and learning objectives. This teaching note presents a curricular innovation, Beyond the Book (BtB). BtB directs students to articulate a personal learning goal and groups students into collaborative teams to peer teach peer-reviewed scholarship on common themes in scaffolded sessions. This framework allows students to develop their personal learning goals in the context of shared course materials, fosters collaboration and trust, develops their research and presentation skills, and exposes learners to a broad range of research relevant to them.

暗示学生身份，创伤和/或行动主义的主题教学具有挑战性，因为学生经常对课程和课外主题有非常个人的依恋，例如在性，种族，性别和/或社交活动课程中。这些类别可能被描述为“摇摆不定”，响应外部事件并偶尔翻倒。但是，摆动课程为结识学生提供了机会，同时可以实现更广泛的课程和学习目标。本教学笔记提出了课程创新，超越本书（BtB）。BtB指导学生阐明个人学习目标，并将学生分组到协作团队中，在脚手架课程中就共同主题进行同行评审的奖学金。