Created by Khoa Nguyen, Michal Brylinski, Benjamin Maas, Kristy Stensaas, Suniti Karunatillake, Achim Herrmann, and Wolfgang Kramer, this teachable unit aims to implicitly enable scientific modeling skills among the students. With developing a conceptual model from a set of observations as the underlying goal, variations in atmospheric oxygen content provides context.
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. Read more about Paper Presentations and Discussions
When students are in the revision stage of their paper, Jerusha Achterberg uses fruits to teach students how to structure their papers so that the organization coordinates with the thesis. The idea behind this activity is to break the 5 paragraph mold students bring from high school. Read more about Paper Structure Exercise
This group discussion format can be used in a week that covers several big concepts, each of which can be discussed along a similar ("parallel") sequence of discussion questions. The concepts in this particular class are: Wisdom of crowds, Heuristic decision-making, Groupthink, and Cooperation. Read more about Parallel Discussions about Decision-making
In Swedish Aa, Ursula Lindqvist and Suzanne Martin used the song "Den första gång jag såg dig" (The First Time I Saw You) by well-known Swedish troubador Birger Sjöberg to help students learn past-tense verbs and about Swedish culture. Read more about Past-Tense Song
One unique feature of SCRB 167, "Stem Cells and Regeneration in the Pathobiology and Treatment of Human Disease," is the use of in-class patient interviews, in which students spend the final hour of a three-hour class asking questions of a live patient about his or her illness and experience. Read more about Patient Interviews
In this introductory course for psychology undergraduates, students receive constructive feedback on their writing delivered in a format that simulates the peer review process in academia. Students learn about peer review methods and strengthen their writing. Read more about Peer Review Revisions
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?).