Substantial self-study projects could be assigned over the Extended Spring Break so that students have the opportunity for detailed application of course content. Substantial service-learning courses could be developed to take advantage of the Games presence on campus. These courses could emphasize international sports events as a topic of social significance or they could involve students in some experience that feeds back into the classroom. For example, language classes could be designed to require service as a volunteer interpreter at an Olympic venue. Special credit-bearing experiences unrelated to the Games are also possible, although planners should account for the prospect that such experiences, particularly if they involve travel abroad, may be constrained by students' personal resources.
Online courses can run throughout the break period.
In addition, noncredit courses could be designed to make full use of faculty time, energies, and interests. Both of these are mechanisms for enticing student interest in the University.