Students read an advanced paper at the beginning of a course and compile a list of terms they do not understand. As the course progresses, the instructor defines these terms. At the end of the course, students re-read the initial paper to gain an appreciation of how much they have learned.
For Rachel Meyer's junior tutorial on Social Class, students read each other's research proposals before class and then participated in an in-class workshop to discuss each proposal.
Students familiar with case study analysis construct their own cases to capture a specific ethical question. They then lead their classmates through the case. This case construction gives students the opportunity to try to stump one another with new ethical dilemmas in civil and focused fashion.
In this midterm review activity, students practice answering multiple choice questions on a wide variety of topics by working in pairs to answer review questions for the midterm.
Oftentimes there are challenging situations that arise in supervisory relationships. This activity has students work in small groups to develop strategies to handle such situations.
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.
In this activity, students read each other's outlines on their final course paper and then met in small groups to give each other constructive feedback.
In EMR16, for the midterm and the final project, students have the choose of creating a 2 minute video that explains three statistical concepts to a novice.
In Jerusha Achterberg's first and second Expos workshops of the semester, she chooses two paper drafts from the section and all the other students read and comment on those two papers. The authors also serve as the moderators for each other's discussion.
To prepare students for an exam, the teacher sets up essay questions on posters around the room for students to review. The movement helps keep energy up at the end of the semester.
How do you craft a good thesis statement? In this activity, students work together to refine their ideas and put together possible evidence for different topics. The purpose is to teach students how to connect their thesis statement with the rest of their paper, and to revise the two in tandem (start with a draft thesis, bring some evidence together, revise the thesis to better reflect the evidence, revise the evidence to better fit the thesis, etc.)
For the third paper of the semester, Jerusha Achterberg has her students do small-group workshops where they read and provide feedback for each other in groups of 2-3.
