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 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 gen ed course "First Nights," students invent their own chords and rhythms based on Stravinski's "Rite of Spring" in order to to better describe the way in which the piece was composed by experiencing that composition themselves.... Read more about Stravinski Chord Compositions
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.... Read more about Student Paper Workshop
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.... Read more about Workshop Conferences
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.
After field trips to three different museums, students create a short 90 second podcast in which they discuss one object encountered. Through this project, students engage with primary artifacts and practice their communication skills.
Students are asked to write down a weird or random fact about themselves on a sticky note and to pass it to the person to their left. Each student is then asked to brainstorm logically possible explanations of the fact he or she has received. Through this activity, students learn to distinguish the best or most likely explanations from all the logically possible ones.
This activity follows an adjustable sequence of steps and rules for engagement to ensure that all students, even in large classes, are able to find each session clear, accessible, rigorous, and relevant and to feel that the classroom culture offers them an equal opportunity to speak. As part of these routines, hands are never immediately called on when the instructor asks a question. Instead, all students are expected to develop an answer and then collaborate with their peers to develop a group answer, and a representative from each group shares the group’s response. Rules for engagement, explicit criteria for meeting and exceeding expectations, and transparent discussion routines ensure that all students can access the discussion and be optimally challenged during class.