Designing “Problem Sets” and Flipping Humanities Courses


"What do you do if the science of learning persuades you that students benefit hugely from project-based learning, but you teach a humanities subject that lacks the problem sets around which lectures can so productively be flipped in disciplines like engineering or dentistry? And how do you scale a newly flipped course to serve 60-70 students after pilot runs with 30-40?

HISTORY 335 “Immigration Law” created space for new activities by first adopting a familiar technique: clicker quizzes at the beginning of class encourage students to actually do the readings beforehand. This change freed time for students to work in small groups. Requiring the groups to sit together during lecture was a “eureka” moment because projects started in lecture can wrap up with report-outs during discussion section. The flexibility to plan group work spanning lecture and section was key to scaling up the model."

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