This activity, contributed by the Cornell Center for Teaching Excellence, was created for a graduate communications class to provide students with the opportunity to practice concise description of their graduate research projects. Students go on "speed dates" to practice giving eloquent blurbs of their research. Read more about Speed Dating Elevator Talks
This was a semester long project. Throughout the semester, graduate students (many of whom had little previous exposure to the course material) studied the history of Chinese music theory, the Jesuit missionaries who transmitted it back to western Europe, and the reception of Chinese culture there in the 18th century. The website commemorating the exhibit and giving more information can be found at hcs.harvard.edu/soundingchina
The primitive navigation final project will involve researching a topic that requires data gathering and analysis, along with research into the history associated with that topic. The final presentation will take the form of a video that will be posted online.
The attachment is a handout with full instructions for more details
Although most of the details are in the attached guidelines, Pia Sörensen detailed out this month-long procedure for Science and Cooking students' final projects, which involve a report and a presentation on a food science related topic of a student groups' choice.
Benjamin Weber created an activity that spans across the entire class to help students understand the concept of “diaspora” through constant reiteration of concepts from some excerpts given to the class by the instructor. Students learned how to close-read excerpts, write reflections, and create their own ideas about the theme of the class.
Eric Schluessel developed this assignment for his EAS97ab class, so students can read texts and learn how to map these out in a diagram. This activity exposes students, especially those just beginning their college careers, to learn to read seemingly repetitive, obscure texts closely and quickly to pull out key information and process it into an accessible, intuitive form.
Students were asked to produce a multimedia and historical analysis of the archives of Saudi Aramco World. It aimed to bring historical and secondary sources alive by putting students directly in contact with primary, archival sources and asking them to critically engage with those materials.
This activity is an online simulation designed to help police officers learn about the “Problem Oriented Policing” approach. Students complete this simulation activity on their own time, outside of class, and they write a short analysis of their performance.
Students used a platform called Open Review (www.openrev.org), developed by the members of the Harvard physics department, which is a PDF annotation tool that is tailored to discuss scientific publications openly. Every week, students read two publications related to research in the Harvard Physics Department and used Open Review to discuss them online and learn about the academic research. Read more about Open Review Discussion
Emily Russell designed this for Physics 95: Topics in Current Research aimed towards junior and senior concentrators in Physics. Students were encouraged to develop their skills in explaining complicated physics topics in layman’s terms through a short video presentation. This project incorporates public speaking skills and video technology like Final Cut Pro.
Dr. Michael Heller created this project for a World Music Class for International Students taught at University of Massachusetts, Boston. Students were encouraged to develop traditional academic skills and new media skills in this World Music YouTube Culture Show Project, by incorporating written word, public speaking, and storytelling tools like Zeega, Powerpoint, or Meograph in this project.
In Hazel Pearson's sophomore tutorial for Linguistics, each student writes a summary of the material covered in a single week of the course. The instructor reviews the summary for edits/clarifications and then posts it to the course website. Read more about Weekly Summaries by Students
In Economics 970: Household and Consumer Finance, Robert Turley assigned his student "just in time" response papers, which were due 30 minutes before class, soon enough so that students were primed for class at the start of the session. Read more about "Just in Time" Response Papers