For History 97, the sophomore tutorial, students peer review each other's work. Each student writes a primary source based paper, which is based on a shared source base that all of the students have read. Students have to provide detailed written and oral feedback on each of their peers' papers. To guide their responses, the instructors provide a list of questions or points to consider. Students are to identify the argument and evaluate the extent to which it is supported by evidence, the organization of the paper, and the quality of the prose.

Meredith Quinn uses Harvard's map collection to enhance lessons about the Ottoman Empire. The Harvard Map Collection is a wonderful resources, with librarians available to help identify relevant maps.

In Ann Blair's gen ed course, "Reason and Faith in the West," students use clickers to share their religious backgrounds and to review for exams.

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.

By describing periodicals from the 1840’s for the class, students in Elisa New’s seminar begin to understand the course material and find a voice in the classroom.

This close reading activity challenges students to “translate” poetry into propositional statements in order to make students more attentive to the nuances of language.

How do you craft a good thesis statement? In this activity, students work together to refine their ideas and put together possible evidence for different topics. The purpose is to teach students how to connect their thesis statement with the rest of their paper, and to revise the two in tandem (start with a draft thesis, bring some evidence together, revise the thesis to better reflect the evidence, revise the evidence to better fit the thesis, etc.)

In this activity, each student brought in a favorite piece of music that had a spiritual meaning to him or her and shared it with the class.

In this activity, students discuss three religious traditions of medieval China to consolidate knowledge and bring out the similarities and contrasts.

In her class "France and the World: Human Rights, Race, and Revolution," Rachel Gillett had small groups work on different questions in order to stimulate discussion.

In their History and Literature Sophomore Tutorial, Rachel Gillett and her co-instructors strengthened student discussions by directly modeling how to have an academic conversation.

Once a month, David Weimer uses critical-thinking prompts in section that students respond to via quick write or partner discussion.

In his sections, David Weimer does a weekly "exit poll" where students use the same piece of paper throughout the term to record thoughts at the end of section.

In SPU 14, Professor Charles Langmuir has a unique office hours policy where he holds office hours for three hours a week and goves students one extra credit point for every time they come and ask a question. 

In her classes, Professor Judith Ryan teaches students close reading by having them identify the important words in a text as a class.