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.
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.
In OEB 119: Deep Sea Biology, groups of students have to present and lead discussions on scientific papers throughout the semester. Before class each week, all students have to read an assigned scientific paper and post a summary paragraph and two questions to an online forum. A group of students has to prepare a short presentation about one part of the paper, so that each paper is presented by a different group of three to four students each week.
Professor Güven Güzeldere uses debates extensively in several of his courses, including Philosophy of Mind, Philosophy of Artificial Intelligence, and Philosophy of Religion. The debates consist of two teams of two or three students each, presenting and defending two opposing positions on a particular philosophical question (e.g., Can we attribute genuine emotions to robots or computational systems on the basis of affect-appropriate behaviors?). Each team gets a first period for presenting, and then a second period for a rejoinder to the opposing team and their own response. The debate concludes with an open question-answer period that involves the whole class.
In Robin Kelsey's gen ed, "Seeing is Believing: A History of Photography," students complete a final project by producing multiple photographs that engaged the history of photography in an inquisitive and meaningful way.