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

By using a case study, students identify different interests that can compete when formulating health policy. 

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.

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.)

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.

After reading Thomas More’s Utopia, students debate topics related to the text in order to understand More’s use of rhetoric. 

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

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.

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 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 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.