During J-Term prior to Field Geology (EPS74), students live in the Mojave desert for almost three weeks to map different pieces of the area in groups. The data will eventually be compiled into a composite class map. Read more about Field Geology
In EPS182, Professor Francis MacDonald's students take a spring break trip to Sicily to study the geology of the region. They later use this information to write mock geology journal articles. Read more about Mock Geology Journal Article
John Huth developed this activity for his SPU 26: Primitive Navigation class. The purpose of this assignment is to establish a baseline for their navigational skills. Students navigate Harvard campus to hold a course and estimate a traveled distance to see how successful they will be without any special training.
The primitive navigation final project will involve researching a topic that requires data gathering and analysis, along with research into the history associated with that topic. The final presentation will take the form of a video that will be posted online.
This is an in-section activity created by John Huth for his Primitive Navigation course where students walk small distances and use their analysis to learn small angle approximation, statistics, and prepares them for future assignments.
This activity was made by John Huth for his Primitive Navigation class, so his students will have practical experience working with primitive navigation tools through this experiment. This activity will help students understand navigational stars.
With the knowledge of the motion of the sun, the ability to find solar declination online, and how time can be used to find longitude from previous lectures in class, students must make a device to measure the altitude of the sun using a straw, protractor, and string weighted down to make horizontal.
Students develop their oral communication skills in a foreign language through teaching French to children.
Students gain teaching skills through planning and executing lessons.
Students serve the Haitian community of Greater Boston by teaching children a language that is important to Haitian culture and acting as role models and mentors.
Students learn about Haitian culture through direct interaction with children and families.
Class: French 59: French and the Community
Introduction/Background: Undergraduate students enrolled in the course teach French to Haitian-American children at two community centers in Greater Boston on at least 3 Saturdays out of the 10 week term. In class, students learn about Haitian culture, pedagogy, and French vocabulary and grammar in order to prepare them to teach students and improve their own mastery of French.
To get students out of the “Harvard bubble” and help them learn about Boston’s diverse neighborhoods through conducting and analyzing observations and interviews.
To teach students about the ethnographic method, including interviews and field observation.
To equip students to be future members of urban communities by teaching them skills to appreciate and understand urban diversity, complexity, and context.
Class: United States in the World 24: Reinventing Boston: The Changing American City
Introduction/Background: This course introduces students to Boston and the study of urban life through a variety of readings, discussion, guest lectures from practitioners, and visits to four neighborhoods in Boston. Students learn to utilize quantitative and geographical information to understand the city, and to conduct their own research through careful observation and interviews. Students visit multiple neighborhoods in Boston to practice these skills. Read more about Structured Field Assignment