“Is it a layup?” It’s the question that ripples across campus each term, whispered over glowing screens, across dining tables and between crowded hallways, especially during course selection. While many choose classes strategically, looking for convenience or an “uncomplicated A,” some students are led into courses that reshape how they think, learn and engage with the world around them. 

Issa Allison ’29, who intends on majoring in government with a minor in international studies, remembers first encountering SPEE 020: “Introduction to Public Speaking” in his fall term during Speech department professor Josh Compton’s presentation at the Speech department’s open house.

“He’s over here pitching his class and explaining how to learn how to be a better public speaker,” Allison said. “That just really drew me in, because of the charisma that the professor had to be able to engage with all these students.”

Although Allison already had experience through speech competitions and Model UN, the course quickly challenged his habits of preparing for a speech.

“In the past, I would literally just make speeches the night before,” he said. “Now, I have a new strategy of how to do extemporaneous public speaking, with notes that are more tailored to what I actually aim for to say.”

The class — a 15-student seminar — required frequent speeches and peer feedback. Over time, Allison said, the process changed how he understood public speaking itself.

“Speech is not a lecture,” he explained. “It’s a conversation between the speaker and audience. If you can’t maintain a conversation, you’re not making a public speech, because then you’re just talking at people rather than talking with people.”

Meanwhile, Aaron Velez ’29,  a biology and economics double major, encountered a similar shift in perspective while taking ASCL 64.04: “Christianity in Korea” with history professor Soyoung Suh. 

“I just found the ideas really interesting,” Velez said. “I liked a lot of the frameworks for examining [how] Christianity came to Korea through other countries … that it’s more of a bilateral transfer, looking at it less from the perspective of a top-down, colonial model.” 

Despite being the only freshman in the course, Velez described the discussion sessions as both enjoyable and challenging.

“It was definitely really interesting to discuss and retain up with other people who have more background in it as religion or history majors,” he explained. “People seize away different things, so it’s definitely a really good way of making a complete picture.”

Nellie Mwanyalo ’27, a student majoring in computer science modified with digital arts, encountered discussion in a more experimental form in MUS 24.01: “Black Sound Studies,” a seminar course exploring how Black artists construct meaning through sound. After previously taking a class with Music department professor Allie Martin, she decided to enroll in Black Sound Studies after being drawn to her teaching style.

Each week, students listened to an album and discussed how sound and lyrics communicated identity and experience.

“We talked about what we learned and what were similar elements you noticed when it comes to soundscape,” she said. “We also looked at how black artists apply music to express themselves.”

For her final project, Mwanyalo analyzed “Heaux Tales,” a song by Jazmine Sullivan, an experience that prompted her to reconsider her language paradigms.

“It changed my way of thinking and how I use language,” she said. “She was trying to reclaim [derogatory] words in the English language, to use them to empower women and not bring them down, as a form of resistance.”

Meanwhile, creative writing courses introduced a different kind of reflection for Sofia Uribe ’29, a student intending to major in environmental studies. After arriving on campus with a long-standing interest in writing, she enrolled in CRWT 011: “Introduction to Creative Nonfiction” in her freshman fall term.

Taught by creative writing professor William Craig, students shared drafts and responded to one another’s work in an environment she described as both flexible and deeply personal.

“It’s really vulnerable, putting your work out there for others to workshop,” she said. “So, there’s this sort of care that goes into responding to it and to connecting it to it.”

Unlike many traditional courses, deadlines were intentionally loose, reinforcing the idea that writing develops over time.

“We didn’t have due dates,” Uribe explained. “Writing is never finished; it’s always an iterative process, and so he was just like, ‘place in your rough draft, it doesn’t have to be perfect, just completed. Supply me some of your initial thoughts.’”

Across disciplines, students described how these courses changed not just what they learned, but how they approached learning itself. For Velez, interdisciplinary coursework introduced new conceptual frameworks beyond his majors.

“I want to try courses outside of [my major], and see what new frameworks I can acquire, ” Velez said. “Not just pure knowledge, but frameworks of thinking and approaching learning in a pedagogical sense.”

For Mwanyalo, those frameworks also prompted personal reflection. As an international student from Kenya, she detailed how courses exploring identity and history encouraged her to better reflect upon her life in both the United States and her home country.

“I’m in America, so I need to learn about the history and why things are the way they are today,” she remarked. “But, when you learn about another culture’s history, it makes you think about your own home country as well.”

The small, discussion-based environments also created unexpected communities. Allison noted that his freshman-only public speaking course helped students connect early in their college experience.

“We had a special, direct connection with our peers, knowing that they’re all going through the same process that we are in fall term,” he said. “We all found community [by] working with one another.”

Uribe described a similar dynamic in writing workshops, where responding thoughtfully to peers became part of the learning process.

“I learned a lot about empathy,” she said. “Of really hearing what someone has to say through their work, processing it and being really intentional about others’ thoughts.”

Even when distributive courses offer valuable learning experiences, Allison observed that many students still treat them as requirements to complete quickly.

“Unfortunately, I think students look for layups that fulfill a distributive, rather than thinking about classes that genuinely interest them,” he said.

Ironically, Allision’s public speaking course did fulfill a distributive requirement — but that was never his motivation for enrolling.

Uribe echoed that sentiment, describing creative courses as an opportunity to sluggish down and reflect during college. 

“It’s like the Dead Poet’s Society quote: ‘Medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for,’” she said. “We’re in college here to enjoy it. We should give ourselves a break and really let ourselves take this time to actually discover who we are, and writing and art is such a personal way to really do so.”

The Rise of Transformative Learning Experiences

The experiences of students like Allison, Velez, Mwanyalo, and Uribe highlight a growing trend in higher education: the pursuit of transformative learning experiences. These aren’t simply about acquiring knowledge; they’re about fundamentally shifting perspectives, fostering critical thinking, and cultivating personal growth. This shift is driven by a recognition that the skills needed to thrive in the 21st century extend far beyond traditional academic disciplines.

Interdisciplinary Approaches and Frameworks

Velez’s experience in “Christianity in Korea” exemplifies the power of interdisciplinary coursework. Students are increasingly seeking opportunities to connect seemingly disparate fields, recognizing that complex problems require multifaceted solutions. This demand is prompting institutions to create more courses that bridge disciplinary boundaries, encouraging students to acquire new “frameworks of thinking,” as Velez put it.

The Power of Small Seminars and Discussion-Based Learning

The emphasis on small seminars, like those described by Allison and Mwanyalo, is another key trend. These intimate learning environments foster deeper engagement, encourage active participation, and facilitate meaningful connections between students and faculty. The ability to “maintain a conversation,” as Allison articulated, is a crucial skill in a world that demands collaboration and effective communication.

Creative Expression as a Catalyst for Self-Discovery

Uribe’s experience in creative nonfiction underscores the importance of artistic expression in higher education. Courses that encourage students to explore their own voices and perspectives can be profoundly transformative, fostering self-awareness, empathy, and a deeper understanding of the human condition. The flexible, iterative approach to writing, as described by Uribe, reflects a broader pedagogical shift towards process-oriented learning.

Cultivating Global Citizenship and Cultural Awareness

Mwanyalo’s reflections on her experience as an international student highlight the role of education in fostering global citizenship and cultural awareness. Courses that explore diverse perspectives and challenge students to examine their own assumptions are essential for preparing them to navigate an increasingly interconnected world. Learning about other cultures, as Mwanyalo noted, inevitably leads to a deeper understanding of one’s own.

The Challenge of Balancing Requirements and Genuine Interest

Allison’s observation that many students prioritize “layups” over genuinely engaging courses is a persistent challenge. Universities are grappling with how to encourage students to embrace intellectual risk-taking and explore subjects that ignite their curiosity, even if they don’t directly align with their career goals. The emphasis on distributive requirements, while intended to ensure a well-rounded education, can sometimes inadvertently discourage students from pursuing their passions.

FAQ

• What is transformative learning? Transformative learning involves a fundamental shift in one’s perspective, beliefs, and values, often resulting from a challenging or insightful experience.
• Why are interdisciplinary courses becoming more popular? They offer students the opportunity to connect different fields of study and develop a more holistic understanding of complex issues.
• What are the benefits of small seminar classes? They foster deeper engagement, encourage active participation, and facilitate meaningful connections between students and faculty.
• How can students find courses that will truly transform their learning? Seek out courses that genuinely interest you, even if they are outside your major, and prioritize opportunities for discussion and reflection.