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Allston residents continued to voice concerns about the impact of Harvard’s proposed science complex and questioned the University’s relationship with the neighborhood at a meeting of the Harvard Allston Task Force last night...
Allston residents at the meeting showed signs of disagreement with the task force, which is staffed by neighborhood residents and is intended to represent the area’s interests as Harvard expands its campus across the Charles River...
While these fears are understandable, they are also misplaced. Critics’ primary objections to activity-based learning stem from the particular vision outlined in the Task 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...
...have strong community-based learning programs, which have flourished, in large measure, because they support professors in developing curricula that integrate activity-based work with classroom learning. Activity-based components are not merely tacked onto courses as an afterthought, as the latest model proposed by Harvard’s Task Force on General Education may appear to suggest...
...these courses. Furthermore, we students should approach the idea of synthesizing classroom learning and “real-world” experience with open minds. Many of us who have taken the plunge into activity-based classes are eager for more. We hope the faculty will act on the Task Force’s proposal in tomorrow’s faculty meeting and form a committee to investigate a pedagogical initiative in activity-based learning, one that does not simply piggyback off Harvard’s extracurriculars but engages activity outside the classroom to create a truly educational experience...