Students read an advanced paper at the beginning of a course and compile a list of terms they do not understand. As the course progresses, the instructor defines these terms. At the end of the course, students re-read the initial paper to gain an appreciation of how much they have learned.
Students learn about sustainable development and risk management through action learning – applying concepts to real world organizations and discussing ideas with peers.
In Societies of the World 24, Global Health Challenges: Complexity of Evidence-based Policy, students "adopt" a country to follow and research for the semester.
This activity was created as a Title III Student Success initiative. This activity is a fun way to show how chemical and electrical impulses travel through the body.
In Systems Biology 201, in an effort to prevent paper regurgitation, students were pre-assigned to present "chalk talks" of the reading at each session.
In this activity, students work as a group to create one large conceptual map that includes many or all of the key concepts from the course using large Post-it notes and dry easer markers.
Students experience what it is like to be an expert in a field by focusing their research and writing on a single fairy tale and its adaptations throughout the course of a semester.
In Animal Cognition, Dr. Irene Pepperberg's students learn how to evaluate scholarly work on animal cognition by trying to think from the animal's point of view of the experiment.