Word: extracurricular
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Dates: during 2000-2009
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...campus where student groups are constantly vying for a limited pool of resources, the survival of a student-run extracurricular often becomes dependent on the benevolence of private donors, one-time grants and personal generosity. The question becomes, however, how long can student groups survive without financial support from the University? And perhaps more importantly, should they have...
This February, the Task Force on General Education issued a report calling for the creation of a committee to “develop an 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...
...Force’s report—a vision that does not reflect the best that activity-based learning has to offer. Well-developed activity-based courses can create potent synergies between real-world experiences and academic exploration, an alchemy that need not intrude on students’ other extracurricular commitments. Such classes stand to significantly enrich undergraduates’ learning experiences, and deserve serious consideration from Harvard’s students and faculty members...
...required each of us to design a substantial community organizing project over the course of the semester. Thanks to the course’s meticulous planning, many of us novice organizers found ourselves privy to areas that would have been inaccessible through Harvard’s extracurricular programs...
Anxiety over a scholarly hijacking of extracurricular pursuits also belies the current existence of several thriving courses centered on activity-based components. In addition to our Social Studies tutorial, last spring Music 194rs, “Leonard Bernstein’s Boston,” engaged students in community-based research which they later presented at a festival celebrating Bernstein’s local roots in October 2006. Sociology 96 pairs students with Boston nonprofits; Spanish, Italian and Portuguese 60 place students in organizations around the city to practice these languages in authentic settings; and Sociology...