To provide students with insights into how individuals shape their urban environment by engaging them in conversation with key actors in Boston government policy, community organizing, entrepreneurship, nonprofit sector work, etc.
To teach students about Boston history and contemporary challenges.
To equip students to be better members of urban communities by teaching them the skills to understand their urban environment and become civically involved.
Class: United States in the World 24: Reinventing Boston: The Changing American City
Introduction/Background: This course introduces students to Boston and the study of urban life through a variety of readings, discussion, guest lectures from practitioners, and visits to four neighborhoods in Boston. Students learn to utilize quantitative and geographical information to understand the city, and to conduct their own research through careful observation and interviews. Throughout the course, the instructors invite local practitioners to share insights into Boston’s history and future.
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.
This activity created was by Benjamin Schneer, a graduate teaching fellow for GOV30, to help students understand methods in public opinion polling. Schneer provided a dilemma for students to resolve using information about public opinion polling found in their textbook or online resources. Students enthusiastically participated in this active learning exercise to incorporate classroom knowledge in a practical setting.
In Chuck Freilich's Freshman Seminar, "Comparative National Security of Middle Eastern Countries," each student writes four action memos for world leaders in the Middle East on security topics. Read more about Action Memos for World Leaders
In History of Science course "Brainwashing and Modern Techniques of Mind Control," students participate in a role play to debate the legality of torture and other types of coercive interrogation. Read more about Legality of Torture Debate
The purpose of this activity is for students to present a complicated academic debate within their own debate. Asher Orkaby assigned students to a position in the debate and had them prepare their arguments before class. The students were paired together and asked to debate JFK's performance during the Cuban Missile Crisis. They based their arguments on readings assigned for the week. After presenting their arguments, the students fielded questions from their classmates. Read more about Cuban Missile Crisis Debate