Word: classroom
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Dates: during 2000-2009
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...initiative in activity-based learning.” The report suggested that an activity-based learning program could capitalize on Harvard’s flourishing extracurricular life, allowing students to forge “an intellectual link” between their academic pursuits and their endeavors outside of the classroom. Many have bristled at this promotion of activity-based learning, worried that classes would co-opt students’ extracurricular activities, transforming them into another form of stressful academic drudgery...
...community center, another organized a get-out-the-vote campaign in Roxbury, and one worked to mobilize the myriad Middle East activism groups on campus into a coherent network. No longer were our two worlds split into disparate (and competing) realms of learning; this pedagogy married more theoretical, conventional classroom learning with tangible—and holistically rewarding—activities, resulting in an incredibly refreshing and educational experience...
This course succeeded because it revolved entirely around our organizing projects. We had a personal stake in each week’s reading, and the readings in turn greatly informed our work outside the classroom. This synergy created a learning experience that transcended anything we’d previously encountered in a Harvard class...
Indeed, Harvard’s peer institutions have already recognized and embraced the potential of this type of learning. The University of Pennsylvania boasts 46 academic courses in 19 different departments that integrate classroom experience with work in the neighborhoods of West Philadelphia. Other Ivies also have strong community-based learning programs, which have flourished, in large measure, because they support professors in developing curricula that integrate activity-based work with classroom learning. Activity-based components are not merely tacked onto courses as an afterthought, as the latest model proposed by Harvard’s Task Force on General Education...
...deliberations on General Education progress, the Faculty should take a careful look at the innovative learning already taking place in these courses. Furthermore, we students should approach the idea of synthesizing classroom learning and “real-world” experience with open minds. Many of us who have taken the plunge into activity-based classes are eager for more. We hope the faculty will act on the Task Force’s proposal in tomorrow’s faculty meeting and form a committee to investigate a pedagogical initiative in activity-based learning, one that does not simply...