by Lisa Kaborycha, History The challenge, as I saw it, was to inspire the students through the readings of great historians of the past, while keeping them from being overwhelmed with the task before them. How to demonstrate that history is a lively endeavor, and the day-to-day study of history is being practiced all around them?
by Jess Wendover, Architecture The exercise, while sometimes comically oversimplified, demonstrated the importance of not relying on a single method of gathering data in designing a space. The students really enjoyed the activity; everyone laughed at the conflicting demands for spaces within the theater...[and] they began to see the biases and drawbacks of each of the methods of inquiry.
by Charles Scott Combs, Film Studies Though I teach Roland Barthes’ “Death of the Author” as an illustrious example of how criticism broadens our regard of fictional works, the essay threatens to plunge class thought and discussion into an abyss...The problem I face is the temptation students have to read Barthes’ criticism (and the majority of criticism in general)...as an overly-simplified polytheism of reader pleasure.
by Edith Replogle Sheffer, History I distributed piles of arrows, blank paper, and colored markers, and announced we would construct our diagram of the Revolution on the table. Following a rough chronological order, we built the map one index card at a time. A student would read their card aloud; the group then discussed its significance and debated where to place it.
by David Gard, Psychology Diagnosis is mistakenly perceived as a tool to separate our (normal) behavior from their (abnormal) behavior. Thus, without careful consideration of how diagnostic categories help and hinder our understanding of being human, it is easy to slip into a tautological position: a behavior is abnormal if it falls within a mental disorder diagnostic category. I tried a number of strategies to underscore the fuzzy boundaries between normalcy and abnormality.
by Mai-Lin Cheng, English By juxtaposing classic literature with contemporary literature, film, and television, I hoped to help students connect with the literature in specific, personal ways that would help them become rigorous readers. Rigorous readers, in turn, develop into strong writers.
by Laura Basini, Music I wanted to bring a seemingly abstract concept to life by placing students in an unfamiliar position: that of the composer. They would have to engage more actively with each passage of music, working out what each did in musical terms, and how each led to and from its neighbors.
by John Johnson, Astronomy As the Head GSI for Astronomy 10 last fall, I was challenged with administering effective, individualized assistance to the students who needed it most. The solution I developed is The Astronomy Learning Center (TALC). TALC uses collaborative learning as an alternative to traditional office hours...[and] uses the philosophy that students learn better by doing than just by hearing or seeing.
by Alexandra Minnis and Jennifer Bensadoun, Epidemiology With large sections and students who represent backgrounds as distinct as laboratory-based infectious disease, public policy, and social and behavioral health, engaging students in exploring the epidemiological methods and in stimulating discussions of course material proved to be a challenge.
by Deanna Kiser, Near Eastern Studies The daily activities and concerns of the earlier society's participants are lost on modern people, who view the entire culture as dead. This affects new students to the field in particular... I have found that helping Egyptology students to identify with the ancient Egyptians generates more enthusiasm for the subject matter and makes it meaningful to them.