May 2017

A balancing act: Making established courses your own

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

Karin Oberg 1Karin Öberg, Thomas D. Cabot Associate Professor of Astronomy, taught departmental introductory course Stellar and Planetary Astronomy in 2016 by building on established material and modifying the curriculum using student feedback and her own observational assessment.

The benefits: Öberg saved pre-semester preparation time by using the same in-class worksheets of earlier iterations and retaining the course’s primary elements—three lab sessions; weekly blog post assignments; and an active, collaborative learning in-class format supervised and assisted by roaming instructors. Read more about A balancing act: Making established courses your own

Engaging students in a course postmortem dialogue

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

Alfred GuzzettiAlfred Guzzetti, Osgood Hooker Professor of Visual Arts, dedicates the final session of
VES 52R: Introduction to Non-Fiction Videomaking—where students spend the term creating one nonfiction film on a subject of their choosing—to a class-wide postmortem discussion about all course elements.

The benefits: Unlike online course evaluations that close with students’ responses to questions, Guzzetti’s postmortem is a two-hour, informal dialogue: “I ask, ‘Why do you think that? Was it worth spending two weeks on the introductory assignment? What did you get out of it?’ It’s a conversation.” Read more about Engaging students in a course postmortem dialogue