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 gen ed course "First Nights," students invent their own chords and rhythms based on Stravinski's "Rite of Spring" in order to to better describe the way in which the piece was composed by experiencing that composition themselves.
Professor Nathan Kaplan uses popular websites and online data to generate discussion about the topic of correlation in his math gen ed, "Fat Chance." According to Kaplan, the purpose of the activity is to show students that correlations are everywhere, even in movie rentals, library cards, etc., and part of the era of big data is that companies will know lots of things about people even if they don't tell them.
In Nathan Kaplan's general education course EMR 14, "Fat Chance," students play games to connect the probability concepts learned in lecture to some fun activities that the students are familiar with. On some broader level, the goal is to see that probability is at work in lots of situations outside of the somewhat artificial classroom setting.
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.
For the course "Stories of Slavery and Freedom," a History and Literature seminar, Professor McCarthy has students lead the class, starting with close readings, then short presentations, and finally co-teaching the seminar.
In his Freshman Seminar, Professor John Dowling assigned both basic textbook readings and supplementary readings. Since students were to lead the discussion of the supplementary readings, John ensured that they would have something to say by assigning weekly 1 page "thought essays" that required students to draw on ideas from the readings.
In CB51: Making the Middle Ages, the teaching staff, consisting of Professor Dan Smail and TFs Rowan Dorin, Zoe Silverman, Joey McMullen, and Rena Lauer, had students choose objects and create a class gallery using Zeega in order to engage with medieval artifacts and experience the process of gallery curation. This project built on an annotated object bibliography and an object biography that the students had previously done.