This in-class activity is part of a public health course that incorporates assessment questions throughout the lecture as an activity-based learning technique.... Read more about Quick Polling for Data Assessments
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.
In this activity, students work as a group to create one large conceptual map that includes many or all of the key concepts from the course using large Post-it notes and dry easer markers.
Students use role-playing during a case study to demonstrate narrative leadership and improvise how they would handle a difficult situation if it arose in the workplace. Through this activity, students have a chance to practice leading a group through a moment of disruption.
In French 59: French and the Community, undergraduates teach French to Haitian immigrant children in order to improve their own French skills and to both serve and learn about the Haitian-American community.
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.
Students learn to construct a persuasive argument by brainstorming multiple ways to structure their final research paper using post-its, large pieces of paper, or whatever other materials students like. They organize and re-arrange primary sources in a low-pressure environment to generate multiple logical flows for their papers.
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.
This activity is designed to assess students’ understanding of the course learning goals by engaging the students in an active, individualistic question and answer session. It provides the instructor with valuable insights about his/her students’ learning and if the course learning objectives are being met.
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.
Created by Jillian Banks, Jeremy Brown, Cindy Gordon, Chris Gregg, Travis Marsico, Chris Osovitz, and Rebecca Symula, this activity focuses on the importance of temporal scale and specifically seeks to resolve the common student misconception that evolutionary change is only observable on a single timescale. It utilizes index cards in an interactive jigsaw.
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.
