In Timothy Patrick McCarthy and John Stauffer's course, "American Protest Literature from Tom Paine to Tupac," students have the option to create their own protest literature as the final project. Read more about Creating Protest Literature
In French 59: French and the Community, undergraduates teach French to Haitian immigrant children in order to improve their own French skills and to both serve and learn about the Haitian-American community. Read more about French and the Community
In Caroline Light's course, WGS1238: Consuming Passions, students participate in a simulation where each student acts out the persona of either an invented/fictional character or a real public figure. They then debate a question regarding globalization in order to develop critical thinking and contextual skills around the course's topic on agency in the global marketplace. Read more about Globalization Character Simulation
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
In gen ed course, Aesthetic and Interpretive Understanding 31: American Musicals and Culture, students in Luci Mok's section present one-minute summaries of musicals to engage with the main plot and show that they have seen it. Read more about One-Minute Musicals
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.
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.
Introduction/Background: In Jacob Barandes' Physics 302, students are driven to learn how to teach and communicate physics by giving small, mini-lessons throughout the semester. They are then driven to perform a longer lesson as a final project to show what they have learned during the term.
This activity took place as part of an ongoing study of the various conventional forms in Classical music (sonata, concerto, etc.), and also contributed to a larger, semester-long conversation about the ways in which we deal with the nebulous concept of "style" in music. Coming into the class itself, students possessed a basic knowledge of musical rudiments such as melody and harmony. For this particular activity, students had already been introduced to the idea of a "Theme and Variations" form, and had listened to several examples. Read more about Theme and Variations: Understanding Musical Style