The website supporting Music 234, Music of the Baroque, houses student writings on a wide variety of topics related to music during the Baroque period, as well as student comments upon those writings.
One of the most classic courses at Princeton University, CEE262, Structures in the Urban Environment (known as “Bridges”) was founded by Professor David Billington (1927-2018) in 1974. The course argues that the best designed structures (bridges, buildings, and vaults) are a work of art – structural art – the art of the structural engineer. The course integrates humanities with engineering through studies of cultures, people, and art as reflected in works of structural engineering.
Mechanical and Aerospace Engineering public
EPICS was founded at Purdue in 2005 and introduced at Princeton University in Fall 2006 by co-founder Professor Ed Coyle *82. EPICS is a unique program in which teams of undergraduates are designing, building, and deploying real systems to solve engineering-based problems for local community service and education organizations. At Princeton, the Keller Center partners with Program for Community-Engaged Scholarship (ProCES) to provide students with this hands-on multi-disciplinary learning experience.
This collection of interviews documents the use of Spanish in Princeton University, giving more visibility to our own Spanish-speaking community. Furthermore, creating a repository of interviews and casual conversations provides a more authentic perspective of a language that has an important presence on our campus, and it becomes a venue for the voices and experiences of those who live, study, and work in Princeton.
A collaboration between the Princeton Art Museum, Princeton University LIbrary, and the McGraw Center for Teaching and Learning, the Teach With Collections website highlights undergraduate coursework that takes advantage of the University special collections and archives.
The Inclusive Pedagogy Symposium sought to answer two important questions: How do educators ensure they are providing an inclusive learning environment for all students? How can the learner’s understanding of inclusive learning and teaching enhance the learning experience of all students? To answer these questions, participants were immersed in literature of inclusive pedagogy, actively engaged with methods described, and reflected on their own experiences as learners and peer educators.
Principedia provides a unique forum within which to realize a fundamental aim of the McGraw Center for Teaching and Learning: to engage faculty, staff, graduate students and especially undergraduates in systematic reflection and substantive discourse about the practices and processes of learning in Princeton’s distinctive academic environment.