Students learn about Boston, urban life, and social change from guest lectures by local practitioners in the policy, business, and nonprofit sectors.

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.

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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.

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Students provided feedback on the highlights of lecture (Roses) and confusing concepts (Thorns) through a weekly online form, providing students with time for reflection and instructors with the ability to address areas of confusion.

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This was a semester long project. Throughout the semester, graduate students (many of whom had little previous exposure to the course material) studied the history of Chinese music theory, the Jesuit missionaries who transmitted it back to western Europe, and the reception of Chinese culture there in the 18th century. 

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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.

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