In a response to an article in the March 2017 issue of "About Campus" (see EJ1166502, "Shifting to Curricular Approaches to Learning beyond the Classroom"), John Hannah and Tesni Ellis challenge a rigid curricular approach to student affairs. They recognize the appeal and benefits of such an approach but are wary that any curriculum can become prescriptive, moving all students toward the same specific end. They ask us to imagine students as artists (or inventors or makers) creatively constructing their own experience and suggest there are eight lessons we can learn from this approach. These lessons include recognizing that there is often more than one solution to a problem, the process of learning can be as important as the product, and the experience of internal motivation and satisfaction facilitates student learning.