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Embodied learning investigation
Awardees will investigate whether embodied class exercises, relevant to the material being taught, yield greater understanding and retention of this material compared to teaching that relies solely on demonstrations. -
Bottom-up pedagogy
Awardees will develop, expand, and improve a new approach to legal education (and higher education generally) that is more problem-oriented, team-driven, and experiential than are traditional and conventional pedagogical methods. -
Leveraging teaching assistant potential and scaling-up high-intensity experiential learning
Awardees will conduct and analyze the data of faculty interviews to surface best practices in teaching team management, with particular attention to the role of teaching assistants in the development of high-intensity experiential learning environments. -
Analyzing long-term retention of information in science gateway course
Awardees will administer a survey to Harvard College graduates to analyze the long-term retention of the concepts and abilities taught in a gateway science course. -
Bridging education research and practice using online learning modules
Awardees will explore the best-performing sequences of instructional materials in both controlled studies and in the context of real online courses. -
Elective in primary care medicine and teaching
Awardees will pilot an advanced elective in primary care medicine and teaching, where senior medical students tutor junior medical students in clinical skills, with assessment of its benefits to both students enrolled in the elective and the junior students they tutor. -
Understanding how hackathon methodology drives participatory design pedagogy
Awardees will explore the “hackathon” as a participatory learning and engagement strategy to bring together members of the Harvard community and beyond. -
Teaching rewriting
Awardees explored the potential impact of a writing instruction method that emphasizes the editorial and revision process, which has the potential advantages of scalability and skill transferability. -
LINK: Preparing students to evaluate evidence and navigate real world issues
Awardees will refine six skill-building exercises intended to help students more effectively interpret evidence, and disseminate them to the Harvard teaching community. -
Getting learners to AskUp: Enhancing education through learner-generated questions
Awardees will develop an online platform – “AskUp” – using evidence-based techniques to facilitate and enhance learning through learner-generated questions. -
The Videographic essay: Innovating a multimedia pedagogical tool for 21st Century scholarship
Awardee will articulate the scholarly development of the use of the “videographic essay” as a method for communicating knowledge, compiling research, and synthesizing arguments, and organize a 2015 special workshop on multimedia methods. -
Explaining things differently: A Crowdsourcing approach
Awardees will build a crowdsourced repository of video tutorial explanations of key course topics. -
Understanding the relationship between instructor performance and advice quality
Awardees will investigate the relationship between instructor performance and advice quality by comparing instructor performance on a series of web-based modules and the performance of “students” who completed the modules with instructor advice. -
New educational opportunities at Harvard through online behavioral research
Ken Nakayama (psychology), Krzysztof Gajos (computer science), and Ryan Enos (government) will create web-based modules for a variety of classroom contexts that can be utilized flexibly by students and instructors to actively participate in behavioral research. -
Digital Teaching Fellow program
Awardees will expand the digital teaching fellow program from one to at least seven departments in the humanities and social sciences, pairing students with faculty to develop a variety of course-related digital projects, encouraging pedagogical experimentation in digital active learning, multi-media assignments, and unique faculty-student collaboration. -
Assessing the impact of an innovative curriculum at Harvard Medical School: A new paradigm for medical education
Awardees will evaluate the impact of curriculum renewal at HMS and develop a model for educational assessment by analyzing student data of cohorts from both the previous curriculum and the new curriculum being implemented in 2015. -
A Crash course in Harvard College and undergraduates
Awardees designed a workshop for teaching fellows to increase understanding of teaching Harvard undergraduates in order to foster meaningful and productive relationships. -
New models for evaluating learning outcomes in digital humanities teaching
Awardees will host a workshop around opportunities and challenges in digital humanities teaching, applying lessons learned to the assessment of metaLAB platforms. -
A Virtual public forum and online resource platform for speaking and communication
Awardees will film a series of interviews (inspired by "Harvard Writes") to convene a campus-wide conversation on the role of spoken communication in teaching, scholarship, and collaboration. -
Capture50: A tool to facilitate peer review and assessment
Awardees will provide a low-cost tool that automatically captures video of instructors, facilitating more robust peer review and frequent opportunity for pedagogical assessment.