Joe Peidle developed this class with Melissa Franklin to help expose advanced physics students to apparatuses that they may encounter in a real research lab. Students come into experimental lab sections to perform simple activities with the staff to learn how to use the apparatuses throughout the entire class.
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.
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.
Created by Moriah Beck, Masih Shokrani, Karen Koster, William Soto, David McDonald, and David Swanson for the National Academies Northstar Institute for Undergraduate Teaching in Biology, this activity spans 2-3 classes and uses lecture, clicker questions, jigsaws, and group discussions to teach the relationship between protein structure and function. Read more about Protein Function Follows Form: Two-Lesson Activity
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.
In OEB 191: Physiological and Biochemical Adaptation, students present one or two papers in primary literature to the class and lead the discussion. After retrieving the papers from online sources or the library and reading them, the presenters prepare a PowerPoint show to explain and summarize the findings. Read more about Presenting Primary Papers
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. Read more about Globalization Character Simulation
In Joshua Greene's course, "Social Psychology," students design and run their own original "unobtrusive experiments" as the final project for the class. Students read and conduct background research to get ideas, write a proposal and refine it with the help of the TF, carry out the research, give a presentation on the research, and write up the results. Read more about Unobtrusive Experiments
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. Read more about Photography in Practice
In Timothy Patrick McCarthy and John Stauffer's course, "American Protest Literature from Tom Paine to Tupac," students have the option to create their own protest literature as the final project. Read more about Creating Protest Literature
In Megan Kate Nelson's course on the American Civil War, students complete a final class project and paper that involves primary document research and public history activities to present history through objects and documents. Read more about Civil War Curiosity Cabinet