The purpose of this activity is for students to present a complicated academic debate within their own debate. Asher Orkaby assigned students to a position in the debate and had them prepare their arguments before class. The students were paired together and asked to debate JFK's performance during the Cuban Missile Crisis. They based their arguments on readings assigned for the week. After presenting their arguments, the students fielded questions from their classmates.
In this activity, David Weimer used different articles on "segregation academies" following Brown v. Board of Education in order to teach students how to evaluate information from a source and consider the origin of the information.
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 uses (or encourages her TFs to use) little strips of paper with words from a literary text in order to get students to explore the functions of individual words in text.
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.
In this homework assignment, students take as a starting point President Obama's speech at the University of Michigan about the cost of tuition and student debt and, using concepts from the readings and data online, get into depth about the nature of college tuition and student debt.
In this repeating activity, clickers are used in lecture to test for understanding and encourage participation. Professor David Harrington uses "clicker questions" 3 times per lecture to engage students directly with material.