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.

In this activity, students examine posters to identify different viewpoints on the Affordable Care Act.

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.

In this midterm review activity, students practice answering multiple choice questions on a wide variety of topics by working in pairs to answer review questions for the midterm.

For Alan Aspuru-Guzik's course on Quantum Chemistry, students are assessed on the material through "Concept Tests."

This course teaches students the skill and process of solving problems in discrete mathematics through active participation in every class. 

For Janine May's section of Organic Chemistry, she asks her students to solve problems on the board in groups. 

Eric Jacobsen uses clickers for Chemistry 17.

Students work in groups to answer problem set questions in section and then discuss the answers with the class.

In Ursula Lindqvist's Swedish classes, she has the students "warm-up" by doing an exercise that gets everybody talking immediately.  

Students suggest possible structures for a molecule and the vote on which ones are correct. Then, two or three students can be selected to calculate the structure on the chalkboard, while the rest of the students do so with paper and pencil. They walk through the formal calculations and compare their answers to the results of the voting at the beginning of the class.

The purpose of this activity is for students learn more about "Problem Oriented Policing" (P.O.P.) methods, in contrast with traditional and community approaches to policing, and it was meant to especially drive home the challenges and complexities of the Scanning, Analysis, Response, and Assessment (SARA) model of police work.

Students write a response paper on their experience viewing art online versus in the context of a museum.