College Algebra or Liberal Arts math students are presented with a ConcepTest, a Question of the Day and a write-pair-share activity involving U.S. population growth. The results are quite revealing and show that while students may have learned how to perform the necessary calculations, their conceptual understanding concerning exponential growth may remain faulty. Student knowledge (or lack thereof) of the size of our population and its annual growth rate may also be surprising.

Students predict the best graphical representation of US real GDP/capita during the last twenty years, choosing from graphs showing: cyclical decline, cyclical change with no net change, cyclical increase, or erratic wide fluctuations. Using actual US data, students graph real GDP/capita to find out the actual pattern: a rising series with periodic dips, not a flat series, a falling series, or a highly erratic series as students often predict. Students then reflect on why this pattern is often misunderstood and why it may not fully describe the well-being of the US population.

This activity is a guided investigation into the process of plate tectonics and resulting features. It's a look at the resulting effects which we see as volcanoes, earthquakes, and mountains.

In this activity, students will learn the concept of half-life of a radioactive material. Students will create and be able to recognize a graph representing the half-life of an imaginary radioactive element.

Spreadsheets across the Curriculum module. Students build Excel spreadsheets to calculate monthly mortgage payments and evaluate how much of their payment is applied to the principle and interest.

Students volunteer at any one of a variety of community agencies that serve low-income populations to better understand the underlying issues of poverty and income distribution in their community.

This activity is a classroom activity in which students see the difference between vectors and scalars and learn how to graphically add vectors.

This activity uses an Interactive Lecture Demonstration to help students understand the definition of money in a modern economy. Starting with the common misconception that money is coins and currency, the activity challenges this belief through a survey of student assets. Students reflect on ways in which the survey changed their understanding and consider why misconceptions about money are so common by watching videos of well-educated adults misunderstanding money.

Students in an introductory macroeconomics course practice applying their knowledge of monetary and fiscal policy to specific economic scenarios. During multiple rounds of problem solving facilitated by this send-a-problem, students identify how policy changes can be used in reaction to specific economic conditions or events. They also evaluate such policy changes in terms of resultant impacts on equilibrium conditions.

This inteactive lecture and series of demonstrations develops the concepts and vocabulary of oscillatory motion as it relates to the motion of a mass on a spring.

This series of questions before instruction, in-class peer instruction as students come to understanding, and visualization of an important mathematical relationship allow students to iterate and improve their understanding of work incrementally.

In this lab exercise, students of intermediate-level French will watch a short video on brain plasticity from the universcience VOD collection online.

This service-learning impact analysis project had students look in detail at the current employment and purchasing practices and policies of the University of Vermont. Unlike traditional impact analyses that attempt to calculate the total impact of an institution on the local economy, this project attempted to identify where the University could change policies and practices to increase positive local impacts both from an efficiency and equity perspective. Students worked with a 14-person advisory committee from the University, local and state government and local non-profits.

This introductory geology field exercise asks students to make individual observations about parts of an outcrop, then combine their observations in larger teams to interpret the overall geological history of the exposure. Content learning includes stratigraphy, faulting, and local geologic history; process learning includes data gathering and recording, hypothesis formation, and outlining helpful evidence that could be gathered in the future.

In this ecology investigation, students will build and place rock baskets to collect benthic macroinvertebrates in a local waterway. They will observe and identify their macroinvertebrates and use the data to determine the pollution tolerance index for various areas of a river.

In this classroom project, students and faculty help a local housing non-profit identify area U.S. Census tracts most in need of its assistance in promoting decent and affordable homeownership to low- to moderate- income individuals. While this example describes an experience in a small, upper-level elective economics course, it includes suggestions for modifications of design and learning goals for other learning levels and environments.

Use the clickers to generate data for demand and supply curves by asking students to give numerical values for their maximum willingness to pay for something and their minimum willingness to accept for something. Use the data generated to graph both the demand and supply curves.

This technique reverses the usual order of definitions and examples used in class to one of presenting an example or examples first and then having students "discover" the concept when asked with carefully constructed clicker questions.

Students engage in peer editing and cooperative discussion to enhance research questions based on criteria designed to generate effective economic research questions.

In this activity students will create their own toothpaste exploring and experiementing with natural ingredients.