From Ann Dow, Mathematics — Even though I vary the classroom activities and have interesting things for them to do, I have found my students really dragging during the last part of the afternoon. I solved the problem completely by giving them a 15 minute break in mid-afternoon, instead of 10 minutes, and having them do one of their mod logs. There are recreation rooms and ping pong tables around campus, so somewhere convenient is never far away. Also it is hard to work up a sweat in 15 minutes, so having to change or take a shower is not necessary. They always come back promptly and are wide awake and eager for more math. Having some oxygen circulating in their brains makes all the difference to the latter part of the afternoon. It has saved my afternoon classes.

Fred Travis sent the following note about his experience with the first year students.

“I was asked to review the scientific research for the 33-lesson SCI class. Since the students ranged from new meditator to MSAE graduate I tried Cooperative Learning.

1. After an introduction on the weight of the research, I asked "why" these changes were seen. After some discussion, we collapsed it to "Deep rest and release of stress" and "Total Brain Function that changes brain connectivity."

2. I had them stand up and divide into 2 groups on either side of the room. Then they divided into groups of 6 to discuss the logic of how each "why" worked. (I had just lectured on "Experience changes the brain" 4 days earlier.)

3. 10 minutes later they came back and each group reported, and I wrote down on the board.

4. Then we divided in to "Deep Rest"/"total Brain" pairs. Three pairs grouped together into a group of six. Each group got three studies--the three meta-analyses on self-actualization, anxiety, and substance abuse.

5. They went into their (new) groups of six. Each pair got one study. They read the study and explained it to each other. Then they both presented it to the group, and then explained how the result happened, using their "Why" (either "Deep Rest"/"total Brain")

6. The group then voted which explanation seemed more compelling. (30 min)

7. We then came back together. I put each study on the board and the member from each group who had that study presented the study to class (I showed them how to present), and explained why "Deep Rest" or "total Brain" better explained that data. 8. This led to an open discussion of deep rest versus restful alertness, and of experience changing the brain. That experience of total brain functioning gives a template for the nervous to grow towards to higher states of consciousness.

The students were quite animated.”

Also from Fred Travis:

It is great to see students really engaged!!

I wrestled with how to use active learning in Biopsychology. I decided to teach the course in the EEG lab so we would have ready access to the equipment--even though it's a little crowded. To introduce a measure (EEG, EDA etc.) I would place sensors on a student volunteer, briefly describe what I am doing, and then ask the students to simply observe what happens. For instance, how the skin conductance levels change as a person is presented different pictures with different content; how skin conductance changes when someone is lying, or how the EEG changes during tasks, eyes closed, TM and sleep. (I made use of a student not getting a good night's sleep!) Then for homework, the students would describe everything they saw. It created a fertile ground for the theory and lectures that followed.

What prompted this email, is the larger active learning project that spanned the course. I asked students in groups of three to run an experiment that was important to them using electrophysiological measures. The whole course was geared towards getting the skills, and theory to conduct these experiments. One group is looking at the effect of pranayama; another comparing EEG during the Brain machine to TM; and another the effect of listening to Yoga on brain functioning. The students ran their first student yesterday afternoon. They put on all the electrodes, punched in the montage, and told the subject what to do. (I ran the software programs). They were riveted to the computer output. The feeling was superfluid. Everyone was 100% there. It was very fulfilling to me as the teacher to see the students so excited. It's amazing what they can do when it comes from their heart.

We take data during the day, and analyze data in the evenings. They present their results on Thursday.