This article describes the use of feedback-oriented online assignments in large classes of undergraduate students studying anatomy and physiology to promote active learning, critical thinking, and effective written communication skills.

To think like a historian, students must select and assess evidence that supports interpretations of the meaning of the past. Three historians focus on aspects of this task and pursue different approaches to teach their students to use evidence. (Contains 2 figures.)

This chapter argues that the use of debates in a core world history course can foster both authentic learning in the discipline and progress toward intellectual and ethical maturity.