Arts & Humanities

Leveraging individual strengths in collaborative projects

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Jie LiJie Li, Assistant Professor of East Asian Languages and Civilizations, provides students with multiple opportunities to collaborate in General Education course AI 63 East Asian Cinema. Students have the option to collaborate in groups of four to five, on projects such as a short film or screenplay, for their weekly and final assignments.

The benefits: In groups, students can experience different roles in the filmmaking process (director, videographer, editor, actor) and combine their diverse

A ‘tangible dimension’: Learning by making, listening, and tasting

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Gojko Barjamovic, Lecturer on Assyriology, increases student learning in ANE 103 Ancient Lives by designing activities to engage students’ full range of senses. “To convince people to commit a semester of study to ancient history, you have to make it meaningful.” 

Gojko Barjamovic_resin_casts

The hidden curriculum: Engaging students on another level

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

NickelBernhard Nickel, Professor of Philosophy, engages students in his introductory College courses about the “hidden curriculum”—defined here as the social and disciplinary norms often invisible to both students and the teaching staff, including expectations about class preparation, in-session focus, respectful discussion behavior, and the role of feedback.

Museum collections: Using objects to teach the abstract

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Racha Kirakosian, Assistant Professor of German and of Religion, selected works of art for an installation at the Harvard Art Museums for students in her freshman seminar, Guilty Until Proven Innocent: Finding Justice and Truth in the Middle Ages

Kirakosian
Assistant Professor Kirakosian encourages students to have a last look at the course installation prior to the final class discussion. (Photo by B.D. Colen)

 

Multimedia assignments: A doable skill, a usable skill

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Kuriyama
Shigehisa (Hisa) Kuriyama, Reischauer Institute Professor of Cultural History and Chair of the Department of East Asian Languages and Civilizations, prefers brief video assignments – where students create a visual presentation with audio narrative – to regular written response papers. “I think the ability to express oneself with media is one of the most usable skills.”

The benefits: Students exhibit a sense of ownership, interest, and investment in their media projects – even sharing them with family and friends – unlike written assignments. They improve their multimedia skills, and more critically, students learn to prepare for and present to an audience. 

Devices in the classroom? Things to consider

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Alison SimmonsAlison Simmons, Samuel H. Wolcott Professor of Philosophy, made a decision in 2012 to include a policy in all her syllabi stating that electronic devices be put away during class time.

The benefits: Without distractions, her students are more actively engaged. “Philosophical discussion is a team sport that requires refraining from conversation and activities that do not contribute to the discussion, actively listening to each other, and working with each other."