This activity created was by Benjamin Schneer, a graduate teaching fellow for GOV30, to help students understand methods in public opinion polling. Schneer provided a dilemma for students to resolve using information about public opinion polling found in their textbook or online resources. Students enthusiastically participated in this active learning exercise to incorporate classroom knowledge in a practical setting.
This activity is an online simulation designed to help police officers learn about the “Problem Oriented Policing” approach. Students complete this simulation activity on their own time, outside of class, and they write a short analysis of their performance.
For her sixth section, Kirstin Woody Scott prepared this activity based off of the HMS/BWH case study on Bangladesh Rural Advancement Committee and tuberculosis. This activity allowed students to discuss and present the knowledge of the case they had reviewed in lecture and tackle policy realities in global health. Students prepared oral arguments to take on the role of different stakeholders and defend their positions when faced with cuts to global health funding.
Students were expected to have researched one goddess from the ancient Near East as described in several primary and secondary sources. The description of the activity on the syllabus is as follows: Choose a female deity or demon from the ancient Near East that you find captivating. Now imagine you have just invited her to a party at Smith College. Describe what she looks like and what she will wear to the party. How will you introduce her to your friends? Tell them where she is from, what her interest are, and explain her special talents, as well as any personality traits that might make for awkward social interactions.
This final lab project, contributed by the Cornell Center for Teaching Excellence, utilizes the techniques learned throughout the semester in the lab as well as the concepts learned in the lecture portion of the class. The project involves a person breaking into a building and leaving the exhumed body of the dead college founder and a threatening note in a classroom. Evidence such as fingerprints, hair, fibers, shoeprints and glass are left at the crime scene. Read more about Forensics Lab
How should Egyptian President Hosni Mubarak respond to the massive protests plaguing his country? This in-class simulation requires students to adopt Egyptian and international actors' perspectives to aid President Mubarak's decision making. Read more about Egypt Protest Simulation
In this in-class simulation, students adopt the interests and goals of the Kayapó Indians, the Inter-American Commission on Human Rights (IACHR), the Brazilian government, and Electrobras in order to resolve a conflict over the construction of the Belo Monte Dam. Read more about Brazil and the Belo Monte Dam
This role play debate has participants take on the perspective of leftist Chilean university students in the late 1960s, just before Socialist Salvador Allende won the presidency and shortly thereafter was toppled by the military.
This paper assignment requires students to adopt the perspective of the U.S. Secretary of State or the White House Chief of Staff in order to synthesize the facts of events leading up to the Cuban revolution and propose policy options to the president. Read more about 1958 Memo to the President
How did race, gender, employment, and other characteristics condition people's responses to revolutionary activities during the American Revolution? In this activity, students take on different personas and consider whether they would support a boycott of British goods. Read more about Reactions to Revolution?