Cassandra G. Extavour, Professor of Organismic and Evolutionary Biology and of Molecular and Cellular Biology, is one of six co-instructors for LIFESCI 50(A & B) Integrated Science, an intensive two-semester course created by Andrew Murray, Herschel Smith Professor of Molecular Genetics, covering methods and concepts from biology, chemistry, physics, and mathematics. They design class discussion and assignments as problems that require students to rely on one another to solve. "We let them know it's normal to not be able to answer everythingon the problem sets on their own. We've structured them that way. They learn to engage with classmates, or with us, to work it out."... Read more about Encouraging students to engage with one another to solve problems (and problem sets)
Jie Li, Assistant Professor of East Asian Languages and Civilizations, provides students with multiple opportunities to collaborate in General Education course AI 63 East Asian Cinema. Students have the option to collaborate in groups of four to five, on projects such as a short film or screenplay, for their weekly and final assignments.
The benefits: In groups, students can experience different roles in the filmmaking process (director, videographer, editor, actor) and combine their diverse talents and interests. “I try to get students to learn about film by making a film. You can only get one perspective working as an individual. In groups,... Read more about Leveraging individual strengths in collaborative projects
Meira Levinson, Professor of Education, develops case studies about difficult questions in educational ethics—for example, grade inflation, charter schools, and policies that disproportionately impact low-income students of color—for A203 Educational Justice students to debate and discuss the ethical dimensions of educational practice and policy.
Marianne Wessling-Resnick, Professor of Nutritional Biochemistry, employs active learning strategies including debate, ‘pair and share,’ and peer evaluation to bridge gaps in student experience and knowledge. “I have found that it is to my advantage to use the heterogeneity of the class as a tool.”
Gojko Barjamovic, Lecturer on Assyriology, increases student learning in ANE 103 Ancient Lives by designing activities to engage students’ full range of senses. “To convince people to commit a semester of study to ancient history, you have to make it meaningful.”
Participants who studied a text passage in preparation to teach it to another student engaged in more effective learning strategies, and exhibited better recall, than participants who studied solely for an individual test, suggesting that instilling an expectation to teach can be a simple and...
HILT grant recipient Beth Altringer (SEAS) discusses her team-driven course “The Innovator’s Practice” which involves students in a continuous creation and feedback cycle as they pursue the development of entrepreneurial ideas.
This ablConnect article describes how student-led learning can generate greater classroom participation and create a more dynamic and exciting learning environment.
Jon Hanson, Alfred Smart Professor of Law, saw an opportunity to improve learning by putting students in the driver's seat. Along with Jacob Lipton, JD ’14, he developed The Systemic Justice Project (SJP) – a policy innovation collaboration, organized and catalyzed by students – as a problem-oriented, team-driven, and experiential approach to courses in legal education.
The benefits: “Systemic Justice” and “The Justice Lab” require that students work in teams to select and fully immerse themselves in a current social policy problem, an applied and interdisciplinary experience that many point to as the most memorable and rewarding coursework of their academic career. The approach connects students to issues they care about and the communities and people who stand to benefit from policy change.... Read more about Putting students at the helm of their learning experience