In this activity, Jerusha Acterberg has students respond to a scenario where somebody is making a scientific assertion and then use the information from the readings to evaluate that assertion. Read more about Adaptive Scenario Exercise
In this "murder mystery" activity, a beloved professor has been murdered in his mansion. The students have to take on the roles of different characters and, using Portuguese past verb tenses and relevant vocabulary, solve the mystery. Read more about Clue Language Game
Created by Laura Conner, Susan Hester, Anne-Marie Hoskinson, Mary Beth Leigh, Andy Martin ,and Tom Powershis, and contributed by Yale University's Center for Scientific Teaching, this case study lesson reinforces the concept of coevolution and gives students practice with the analysis and interpretation of data.
This Statistics 100 project has students develop an interesting question and analyze it with either an existing dataset or an original study. Students create a poster and display their results in a setting that approximates an academic conference. Read more about Conference-Style Statistics Project
In Soc 43: Social Interaction, students design and act out interactional scenes to help them understand the concepts learned that week. Generally the students are divided into pairs or groups of three for these acting "games," which vary from week to week. Read more about Interactional Scene Acting
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.
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.
Professor McCarthy's class has student "provocations" in discussion sections each week. Students have to provoke the discussion in some way (debate, video analysis, commentary from contemporary news linked to week's readings, etc.) Students are paired before section to plan the provocation and how they would moderate the debate/discussion. They also meet as a pair with their TF. In class, they moderate the discussion/debate, often involving audio-video materials.Read more about Provocations and Discussions