Project Spotlight

In his course Applied Mathematics 201, Professor Michael Brenner used an innovative approach in his problem set assignments. Students worked in groups of two or three on each assignment. In a first phase, they collaboratively wrote the solution of the...

In her General Education class, Societies of the World 30: Tangible Things, Professor Ulrich asked her students to look at Harvard history through the prism of more than a hundred tangible objects collected in Harvard museums that were curated and...

In the fall of 2012, students in second-year Modern Hebrew piloted an iPad project that combined all their handouts, worksheets, exercises, and review materials into a digital format. The goal was to allow students to review materials anywhere at any time...

The fall 2011 course, United States in the World 32: The World’s Religions in Multicultural America, explored the dynamic religious landscape of the United States with a special focus on Muslim, Hindu, Buddhist, and Sikh traditions in the most recent...

Shanghai: A Cultural History excavated the cultural and historical memories of Shanghai. With the goal of rendering legible this city’s multiple layers, the course covered topics such as Shanghai’s literary and cinematic representations, architecture and...

There were several ambitious goals for this ATG project: synchronizing lecture slides with lecture videos at corresponding timestamps; creating an R statistical code library and attaching it to specific points in the lecture videos; building a concept map...

Students enrolled in Applied Mathematics 104 tackled topics from series expansions and their convergence to complex functions, mappings, differentiation, integration, residues, and Taylor and McLaurin expansions to wave (Fourier) and wavelet expansions...

Professor Dan Smail used 3D models of museum objects in his course, Making the Middle Ages.

Romance Studies 201 featured numerous guest speakers throughout the term. Guests recorded a 20-minute preview of the readings, which was then posted to the course website for students to watch prior to class. Class time was used for in-depth discussion...

Students created two video assignments on topics from ancient Egypt. Students were provided with training, equipment, and documentation throughout the project development process.