Public Health

Leveraging student heterogeneity to bridge gaps through active learning

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

Wessling-ResnickMarianne Wessling-Resnick, Professor of Nutritional Biochemistry, employs active learning strategies including debate, ‘pair and share,’ and peer evaluation to bridge gaps in student experience and knowledge. “I have found that it is to my advantage to use the heterogeneity of the class as a tool.”

The benefits: Students enrolled in graduate courses at the Harvard T.H. Chan School of Public Health represent diverse academic preparation and intended career tracks, illustrated in matrix form to prospective students. “No matter what part of the quadrant you are in, you can use your background and expertise in the classroom.”

Elevating class conversation: Taking a case-based approach

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

Nancy Kane, Professor of Management and Associate Dean of Case-based Teaching and Learning at the Harvard T.H. Chan School of Public Healthtrains instructors on using the teaching case to lead effective course discussions

THE BENEFITS

Elements from case-based teaching can elevate the level of discussion in just about any class. Research has long suggested that “doing” rather than just watching promotes deeper learning.