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.

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.

How did race, gender, employment, and other characteristics condition people's responses to revolutionary activities during the American Revolution? In this activity, students take on different personas and consider whether they would support a boycott of British goods. 

In Elisa New’s course, Poetry in America, all students must memorize and recite 8-14 lines of poetry.

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.

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.

For Professor Kiely’s freshman seminar, the students chose their favorite paintings depicting the life of Jesus and gave presentations about their impressions of the art.

In his biblical Hebrew class, Cian Power constructed various assignments around online recordings of the Bible.

As an instructor of biblical Hebrew, Cian Power had students record themselves reading a part of a Book of Jonah comic every two weeks, send the recording to him, and receive quick feedback.

In her graduate methods class, Rachel Gillett had her students develop their writing skills by using the course authors as models to imitate or avoid.

Rachel Gillett reports that in the History and Literature Sophomore Tutorials, students are required to do three oral presentations with the help of the instructors in order to hone their public speaking and critical thinking skills.

In his Bible in the Humanities section, David Weimer had students present a modern object that makes an allusion or reference to the Bible.  This activity allows students to explore modern-day understandings of the Bible as they relate to the original text.

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.