Science

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 via field trips, near and far

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

HankenJames Hanken, Professor of Biology and Director of the Museum of Comparative Zoology (MCZ), increases student engagement by taking students out of the traditional classroom. Whether organizing hisfreshman seminar around weekly excursions to Harvard’s museums, or guiding a spring break field trip to Costa Rica for undergraduates enrolled in OEB 167 Herpetology, these immersive experiences “provide opportunities for students to see and understand things they simply won’t get in the classroom.”… Read more about Engaging students via field trips, near and far

Setting up effective feedback loops: The role of assessment in course transformation

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

McCarty and DeslauriersLogan McCarty, Director of Physical Sciences Education, and Louis Deslauriers, Director of Science Teaching and Learning, adopted an active pedagogy for a large introductory physics course and saw significant gains in student learning and attitudes. Assessment played a role every step of the way

The benefits: By explicitly stating the course learning objectives and designing complementary in-class activities, they created effective feedback loops – the activities helped students assess their own understanding, and according to McCarty, “more importantly, the instructors got feedback on how students are learning.”

The challenges: Defining course learning objectives can “feel awkward. It feels artificial. And the value is not immediately apparent,” McCarty admitted. “But it is essential for creating effective assessments.”

Takeaways and best practices

  • Revisiting learning objectives may expose invalid assumptions. When the instructors tested an elementary concept from the course prerequisites, they found that many students did not in fact understand it – crucial feedback that, McCarty said, “in six years of teaching this subject, I had never seen before.”
  • An exam can be a powerful learning opportunity. Immediately after each midterm exam, students completed the same exam in groups of three, accounting for 20% of their score (though not penalizing those who scored higher individually). “The level of engagement is like nothing you’ve ever seen before,” Deslauriers observed. “It’s very intense.”
  • Combining active learning and feedback eliminated final exam failures, a phenomenon Deslauriers has witnessed in five similar course transformation efforts. The shift also benefited top performers (the percentage of students finishing above 90% on the final exam jumped from 5% to 12%).… Read more about Setting up effective feedback loops: The role of assessment in course transformation

Getting the most out of classroom space

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

Melissa FranklinMelissa Franklin, Mallinckrodt Professor of Physics, rethought her teaching by rethinking her classroom. She created a flexible classroom, “the SciBox,” to encourage active learning, greater engagement, and student ownership.

The benefits: The entire 2,500 sq ft flexible space is on wheels – from the flat screen TVs to the lab benches to the couches – and can morph quickly to suit a given activity (small group discussions, hands-on labs), creating novel approaches to meet course learning objectives.… Read more about Getting the most out of classroom space