In this activity, students debated topics in science and technology from the perspective of a stakeholder during a particular period in 20th century American history. While this structure was used for all three debates, this posting will draw from one debate in particular, the 1923 immigration committee role play.
This paper assignment requires students to adopt the perspective of the U.S. Secretary of State or the White House Chief of Staff in order to synthesize the facts of events leading up to the Cuban revolution and propose policy options to the president. Read more about 1958 Memo to the President
Students learn about sustainable development and risk management through action learning – applying concepts to real world organizations and discussing ideas with peers.
To help students cultivate the skills necessary to develop a risk management and sustainability program in an organization at the community level in a way that continually improves the organization's ability to meet its objectives over the long term in an uncertain world. These skills include (but are not limited to) knowing how:
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 this activity, Jerusha Acterberg has students respond to a scenario where somebody is making a scientific assertion and then use the information from the readings to evaluate that assertion. Read more about Adaptive Scenario Exercise
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.