Facilitator: Katherine Preston, associate director, Program in Human Biology

Instructors usually have ideas about how students should approach learning in their courses, and we sometimes even talk about those ideas in class or the syllabus. But graded work is the currency of the classroom, and the design of our assignments very effectively tells our students where to invest their time and attention, even when we have different priorities for them.

How can we create assignments that go beyond the immediate goals of a class to help students practice the scholarly habits we value? I will describe two assignments designed with this goal in mind. Join us to share your own successful assignments as well as common barriers to implementing them.