by Mary Becker Quinn, Spanish and Portuguese "Reading and Literary Analysis" (Spanish 25) is the first literature class required in the Spanish department. Because it is a course organized by genre, the students' command of literary form is essential. Equally essential, therefore, is the instructor's ability to demonstrate why such knowledge is vital to the study of literature.
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 Selby Schwartz, Comparative Literature The students were clearly struggling with the complexity of character motivations, and I could see them teetering on the verge of dismissing the whole play: mocking its archaisms, flattening its protagonists, ironizing its structure, and dispelling its magic for themselves. Their skepticism exhibited a passive kind of resistance.
by Heather McCarty, History The journals allowed me monitor each student's progress with the readings. I was able to track which students completed the readings, but more importantly, whether or not students understood the material. I enjoyed commenting on the journals and found that they provided me with yet one more avenue in which to individually engage with students.
by Anne Marie Richard, Education I...[had] students divide into teams and create a children's book that reflects the issues and concepts of one of the topic areas of the course. Each group was thus challenged to convey complex theoretical issues in simple and practical terms through developing a story (either fiction or non-fiction) that included a plot and illustrations.