Mark Mulligan, Associate Professor in Practice of Architecture, requires students in Tectonics Lab to work collaboratively on design-build projects of increasing complexity over the course of the semester that are subject to critique by peers, guest experts, and Mulligan himself. For example, with an assignment such as construction of a simple joint between two pieces of wood, “I tell them that we’re actually going to test the joint to its breaking point, so they know that they have to build something that can withstand real force; and to make it fun, ... Read more about Giving students practice with constructive criticism
Cassandra G. Extavour, Professor of Organismic and Evolutionary Biology and of Molecular and Cellular Biology, is one of six co-instructors for LIFESCI 50(A & B) Integrated Science, an intensive two-semester course created by Andrew Murray, Herschel Smith Professor of Molecular Genetics, covering methods and concepts from biology, chemistry, physics, and mathematics. They design class discussion and assignments as problems that require students to rely on one another to solve."We let them know it's normal to not be able to answer everything on the problem sets on their own. We've structured them that way. They learn to engage with classmates, or with us, to work it out."... Read more about Encouraging students to engage with one another to solve problems (and problem sets)
Giovanni Parmigiani, Professor of Biostatistics, selects new scientific articles as well as opinion pieces for freshman seminar course FRSEMR 22H – My Genes and Cancer to discuss in-the-moment scientific discoveries in genetics research, and encourages students to also recommend topics of interest. This “equal basis of ignorance” establishes an environment where he and his students learn and develop opinions together.
The benefits:Less constrained by his expertise, Parmigiani finds students ask the really simple (and hard) questions. They have to wrestle more concretely with moral dilemmas such as the implications of changing the genome of future children, poke holes in each other’s assumptions and arguments, and develop their own voices. This deepens debate and discussion.... Read more about The merits of an equal basis of ignorance
Dr. Sadath Sayeed, Assistant Professor of Global Health and Social Medicine, introduces issues of ethical reasoning in medicine (e.g., confidentiality, professional boundaries, conflicts of interest, informed consent) with hypothetical cases and vignettes.
Jie Li, Assistant Professor of East Asian Languages and Civilizations, provides students with multiple opportunities to collaborate in General Education course AI 63 East Asian Cinema. Students have the option to collaborate in groups of four to five, on projects such as a short film or screenplay, for their weekly and final assignments.
Marianne Wessling-Resnick, Professor of Nutritional Biochemistry, employs active learning strategies including debate, ‘pair and share,’ and peer evaluation to bridge gaps in student experience and knowledge. “I have found that it is to my advantage to use the heterogeneity of the class as a tool.”
Ann Forsyth, Professor of Urban Planning, incorporates projects with clients into many of her Graduate School of Design courses, from semester-long endeavors to optional assignments. Students gain experience designing sustainable and healthy cities by working with and producing reports for government, educational, and non-profit organizations.
The benefits: While students can learn new perspectives researching a case or scoping a theoretical project, partnering with clients offers a chance to understand political, ethical, and technical dimensions and manage time with real stakes. “Students are required to meet with the community, relate to people, and collect data in that context. It adds a certain ethical commitment.”... Read more about ‘Real-world’ projects: Balancing student learning and community need
Lani Guinier,Bennett Boskey Professor of Law, incorporates collaboration into her late semester assignments in order to provide opportunities for self-improvement and self-reflection. “By sharing perspectives and differing approaches, classmates can in some cases teach their students more effectively than the professor.”