Experiencing Synthesis: Reflections on Taxonomy and Time
When I was tasked with teaching a college freshman course in a hybrid format, I knew the challenge would be more than just delivering content. The class met only once a week for 50 minutes, meaning every moment had to be purposeful and engaging. My students— first-year freshmen from various academic backgrounds—came with different personal and academic experiences, and my goal was to ensure they left each class feeling connected, challenged, and inspired. Through a blend of experiential learning and interdisciplinary themes, I was able to create meaningful experiences that not only met learning objectives but also resonated with my students on a personal level.
The Hybrid Format Challenge
One of the biggest obstacles in a hybrid format is determining which subjects can be learned autonomously online and which require face-to-face interaction. Unfortunately, the topics best suited for in-person instruction were often the densest, leaving me with the challenge of condensing complex discussions into a single 50-minute session each week. To make the most of our time together, I leaned into Bloom’s Taxonomy, focusing on the highest levels of learning: analysis, evaluation, and creation. By structuring lessons around these concepts and connecting them through overarching themes, I was able to create a seamless learning experience that maximized engagement.
Designing Experiential Learning Activities
To ensure students gained the most from each session, I designed experiential activities that encouraged them to engage with the material through real-world applications. Here are three standout assignments that brought learning to life:
1. Budgeting for College
Learning Objectives:
- Identify and utilize campus tools, resources, and opportunities for academic success, professional goals, and personal development.
- Evaluate and apply financial strategies that promote individual and collective well-being.
Activity: Students participated in an online financial simulation game, working as a class to make financial decisions throughout their first year of college. After completing the game, they worked individually to draft their own budgets, using university financial resources like Financial Aid, Student Accounts, and Scholarship Offices.
Outcome: The group game was a hit! Students were highly engaged, and the interactive nature of the activity made financial literacy approachable. Many students left class motivated to think critically about their financial decisions, setting the stage for their next assignment.
2. Campus Resources and Common Read (One Book) Reflections
Learning Objectives:
- Summarize key themes of the university’s One Book selection.
- Reflect on personal experiences in relation to the Campus Theme and One Book readings.
- Locate and engage with campus resources for first-year students.
Activity: Each week, students either read excerpts from the university’s One Book or visited a specific campus office to introduce themselves. To document their experiences, they were asked to submit reflections in the form of journal entries, illustrations, or creative writing pieces, along with a photo of their visit.
Outcome: This assignment fostered deep personal reflection, and students responded with vulnerability, honesty, and creativity. Not only did this activity build their connection to campus resources, but it also allowed me to understand each student on a more personal level. It was one of the most rewarding assignments of the semester.
3. Art Museum and Communication Skills
Learning Objectives:
- Define and practice Deliberative Dialogue.
- Utilize principles of active listening and reflection.
- Engage in discussions where consensus may not be possible.
Activity: Our class met outside the university’s art museum, where I introduced the concept of Deliberative Dialogue. Students were then tasked with finding a piece of art that spoke to them, taking notes, and answering reflective questions. Afterward, we reconvened in the atrium to practice active listening and dialogue, using their chosen artwork as a neutral subject for discussion.
Outcome: Many students had never been to the art museum before and were pleasantly surprised by how much they enjoyed it. The discussion that followed was rich, allowing students to practice communication techniques in a low-stakes environment before applying them to more complex topics later in their academic journey.
Lessons Learned and Future Adjustments
If I were to teach this course again, the one thing I would change is the class length. Fifty minutes was simply not enough to fully immerse students in the experiential activities I had designed. An additional 30 to 40 minutes each week would have allowed for deeper discussions and more reflective moments.
Despite this limitation, the course proved that hybrid learning can be meaningful when approached with intentionality and creativity. By prioritizing experiential learning, interdisciplinary connections, and student engagement, I was able to create a class that students valued beyond just earning a grade. More importantly, I walked away from the experience with the affirmation that, when given the right environment, students will always rise to the occasion—engaging, exploring, and embracing learning in ways that extend far beyond the classroom walls.
Student Feedback and Reflections
One of the most fulfilling aspects of teaching this course was the overwhelmingly positive feedback from students. The only complaint I ever received was that they wished we had more time together—both in class and in activities. The safe, engaging environment fostered mutual respect and meaningful discussions, making each session something they looked forward to.
I will leave you with this: On the last day of class, something unexpected happened. When it was time to leave, no one stood up. Instead, they sat in silence, exchanging small smiles with me and one another. Finally, one student broke the quiet by saying, “It feels like the last day of high school all over again.” In that moment, I knew I had succeeded. I had created something beyond a syllabus-driven course—I had built a community.
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Until next time – keep shining for those who would otherwise remain in the dark.
Be the light!
