Selected SHASS Courses on MIT OpenCourseWare
17.445/17.446 International Relations Theory in the Cyber Age (Fall 2015), Nazli Choucri Nazli Choucri comments on the importance of active participation during seminars and shares how she uses questions to promote engagement.
Mitali Thakor describes how she uses non-traditional examples to broaden students’ understanding of human trafficking, how she thinks about students’ emotional responses to triggering topics, how she navigates teaching as a new instructor, and her thoughts on using writing assignments to encourage students to complete reading assignments.
Comparative Media Studies/Writing
21W.758 Genre Fiction Workshop (Spring 2013), Shariann Lewitt Shariann Lewitt shares unique aspects of teaching fiction writing at MIT and discusses how she teaches students to challenge texts.
21W.747 Rhetoric (Spring 2015), Steven Strang Steven Strang describes how he facilitates writing workshops and how he changes the course from year to year.
CMS.590J Computer Games and Simulations for Education and Exploration (Spring 2015), Eric Klopfer Eric Klopfer describes the form and function of teamwork in this course. He also shares tips for facilitating project-based learning.
CMS.301 Introduction to Game Design Methods (Spring 2016), Mikael Jakobsson and Sara Verrilli The instructors discuss course design and “cultivating an atmosphere in which peer feedback is an important part of the learning experience.”
CMS.611J Creating Video Games (Fall 2014), Philip Tan, Sara Verrilli, Richard Eberhardt, and Andrew Haydn Grant The instructors share their pedagogical approaches in 8 videos. Topics include: teaching students how to solve creative problems as teams; sequencing learning experiences; encouraging iteration, fostering diversity of voice in the course; assessing students’ projects; refining the course; advice for other educators; and their reflections on the collaboration between MIT and the Red Cross/Red Crescent Society during the course.
CMS.608/CMS.864 Game Design (Spring 2014), Philip Tan and Richard Eberhardt Philip Tan and Richard Eberhardt discuss how they prepare for the semester and class sessions, how they help students build game-playing experience, their assessment design, and factors, such as student background and feedback from students, that impact how they teach the course.
Global Studies and Languages
21G.101 Chinese I (Regular) (Fall 2014), Haohsiang Liao In video interviews, recorded in both English and Chinese, Haohsiang Liao shares how the curriculum in this course helps students develop cultural competence. He also describes the daily grading system in the course, the importance of listening to audio files, reasons to prioritize speaking and listening before reading and writing, how he supports struggling students, how he creates an immersive classroom environment, and how he motivates students to engage in language study.
21G.107 Chinese I (Streamlined) (Fall 2014), Min-Min Liang In video interviews, recorded in both English and Chinese, Min-Min Liang shares her philosophical approach to language teaching, her insights about teaching heritage learners, her use of technology in this streamlined language course, her approach to assessment, and her hopes for incorporating more authentic texts into the curriculum in future iterations of the course.
21G.735 Advanced Topics in Hispanic Literature and Film: The Films of Luis Bunuel (1999-2013), Elizabeth Garrels This course was taught at MIT seven times between 1999 and 2013. Elizabeth Garrels shares a history of the course, her film selections, and how she facilitated discussions in Spanish with students at different language proficiency levels.
RES.21G-001 The User-Friendly Classroom, A.C. Kemp A.C. Kemp discusses the importance of focusing on International Teaching Assistants (ITAs), shares how user experience can be applied to ITA training, and ways to use the materials in this video training series.
Science, Technology, and Society
STS.080/11.151 Youth Political Participation (Spring 2016), Jennifer Light tudents take an active role in this course. They help the instructor, Jennifer Light, write the exam questions, lead presentations, and examine primary sources at the MIT Museum. In addition to instructor insights, visitors to the OCW course will find student perspectives about the pedagogical strategies shaping the learning experiences in this class.
21H.134J Medieval Economic History in Comparative Perspective (Spring 2012), Anne McCants Anne McCants shares insights about using a survey at the beginning of a course to understand students’ needs and backgrounds, to help students see that different students have different needs, and to encourage students to get into the habit of writing. She also discusses how she frames the humanities as problem solving endeavors and how she infuses the course with current events. Other topics include: teaching communication, the intersection of research and teaching, and adapting the course from year to year.
21H.343J Making Books: The Renaissance and Today (Spring 2016), Anne McCants, Jeffrey Ravel and Ken Stone The instructors of this course, in which students built a printing press, discuss using archival experiences to ground readings and allay educators' skepticism about facilitating a hands-on course in the humanities.
21H.991 Theories and Methods in the Study of History (Fall 2014), Anne McCants Anne McCants shares how she engages students in archive-based research, how she infuses the course with multiple voices, and how she helps students develop professional competencies.
21L.011 The Film Experience (Fall 2013), David Thorburn David Thorburn shares his pedagogical approach to teaching film in seven videos. Topics include his approach to lecturing, how he views the course as literary in nature, how the course has changed over the 30 years that he has taught it, the role of video lectures, and the themes structuring course.
21L.315 Prizewinners: Nobelistas (Spring 2015), Wyn Kelley Wyn Kelley shares how she selects Nobelistas to spotlight in the course, how she facilitates discussions, and her approach to teaching novices.
21L.460 Medieval Literature: Legends of Arthur (Fall 2013), Arthur Bahr Arthur Bahr describes how he sets the stage for the study of Arthurian literature with a key question, how he encourages participation during classroom discussions, and his ideas for alternative assessment strategies in the course.
21L.501 The American Novel: Stranger and Stranger (Spring 2013), Wyn Kelley Wyn Kelley describes her motivation for developing the course and how she organizes it. She also describes her text selection, the digital tools she uses in the course, workshops, and unique aspects of teaching literature at MIT.
21L.705 Major Authors: Old English and Beowulf (Spring 2014), Arthur Bahr Arthur Bahr describes the curricular scope and sequence of the course, his textbook choice, how he assesses student learning, and how he develops rapport with students.
Music and Theater Arts
21M.380 Music and Technology: Sound Design (Spring 2016), Florian Hollerweger Florian Hollerweger discusses course design, teaching with technology (and without), learning actively in groups, using surveys to get to know students, assessing student learning in creative contexts, and engaging students deeply in the design process.
21M.065 Introduction to Musical Composition (Spring 2014), Keeril Makan Keeril Makan describes his pedagogical goals in the course, which include helping students develop different ways of listening to music and to their environments and providing students with a hands-on introduction to music. He also shares pedagogical strategies, such as emphasizing student performance, using paper and pencil before employing software to complete projects, and engaging students in composer forums and concerts.
Linguistics and Philosophy
24.191 Ethics in Your Life: Being, Thinking, Doing (or Not?) (Spring 2015), Sally Haslanger, Patricia-Maria Weinmann, Brendan de Kennessy Patricia-Maria Weinmann and Brendan de Kenessey share the history and design of this course, how they cultivated a classroom culture conducive to honest discussions, and how they experimented with a new discussion format.
Women and Gender Studies
WGS.151 Gender, Health, and Society (Spring 2016), Brittany Charlton Brittany Charlton shares teaching techniques she uses to engage students, her insights on teaching content rooted in real-world contexts, and her thoughts on teaching students with a broad range of background experiences. She also discusses students’ final projects.