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• State of Learning Design: An Informal Event to Talk About Where Our Work Is Right Now

  We have experienced so many changes to our work that now that we transition into another academic year, we thought it would be a good time to check in on our community to hear how you are doing, what you are experiencing in your virtual or in-person work and what challenges you anticipate having as well as what lessons you have learned. We want to come together to learn that we are not alone in all these challenges and wins together.

• Learning Design Affinity Group

  The HILT Affinity Group for Learning Design is holding an inaugural event on May 16, 2017 in Cabot Library. 

• Engaging Students with Difficult Text Through a Flipped Classroom

  In his general education courses, Jay Harris, Harry Austryn Wolfson Professor of Jewish Studies, posts two different videos prior to class for students to view: pre-reading videos contextualize and provide guidance for the week’s readings, and lecture videos replace Harris’s in-class lectures on the material. Students then send their questions and comments to Harris through Canvas, which he uses to build the class discussion. 

• Designing Your Course

  Course design resources from the Derek Bok Center for Teaching and Learning, including 1) Backward Design, 2) Functions of the Syllabus, 3) Formative ("low-stakes") vs. Summative ("high-stakes") Assessments, 4) Assignment Modalities, 5) Framing and Sequencing Assignments, and 6) Grading and Responding to Student Work.

• The Science of Learning

  Key concepts in learning sciences from the Derek Bok Center for Teaching and Learning, including 1) How Memory Works, 2) Comprehending and Communicating Knowledge, 3) Metacognition and Motivation, and 4) Promoting Engagement.

• Transforming your syllabus to reach and engage students

  When Katharina Piechocki, Associate Professor of Comparative Literature, prepares for a course she has taught before, she significantly changes the syllabus to stay relevant in a rapidly-changing world, respond to students’ (and her own) growing interests, and take advantage of events outside the classroom.

• Simple examples lead to deep engagement

  Three years ago, Scot T. Martin decided to “start from scratch” with his approach to teaching thermodynamics. He found that by focusing on every day, concrete examples (e.g., running, the function of the heart) he could help students rediscover and truly understand the fundamental laws.

• 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.

• HLS Case Development Initiative

  Case Development Initiative develops and publishes written and video legal cases for classroom settings, using interviews, data, and research.

• HKS Strengthening Learning and Teaching Excellence

  Provides confidential consultation services to individual HKS faculty and to HKS faculty groups for professional development purposes. Provides case and curriculum development/materials for public service professional education.

• HGSE Project Zero

  Project Zero produces knowledge material, symposia, workshops, and summer institutes to improve education in the arts, at all levels of learning.

• HGSE Teaching and Learning Lab

  Support for instructional design and development through consultations, grants, programs, projects and tools.

• HBS Roland Christensen Center for Teaching and Learning

  Provides coaching, consultations, workshops, research, and resources for case method and participant-centered teaching to HBS instructors.

• SEAS Learning Incubator

  Provides fellowships and organizes events on evidence-based innovations in engineering / science teaching.

• Office of Digital Teaching and Learning

  Supports pedagogical and technical aspects of course design, development and implementation, for instructors in Extension and Summer School.

• Derek Bok Center for Teaching and Learning

  By supporting experimentation, innovation, and evidence-based practices, the Derek Bok Center for Teaching and Learning seeks to create transformational learning experiences for faculty, graduate students, and undergraduates in Harvard's Faculty of Arts and Sciences.

• Edmond J. Safra Center for Ethics

  The Edmond J. Safra Center for Ethics seeks to advance teaching and research on ethical issues in public life. The Center stands at the core of what is now a well-established movement at Harvard and throughout the world that is giving ethics a prominent place in the curriculum and on the agenda of research. The Center encourages the activities of the professional schools, and provides a forum for university-wide communication and collaboration. Each of the faculties has begun its own courses and centers, and has developed its own group of scholars specializing in ethics. More than twenty fellows of the Center have gone on to hold teaching appointments at Harvard.

• HarvardX

  HarvardX collaborates with faculty to develop online courses and modules, and launch, study, and reuse them in residential teaching.

• Flipping Kit

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• Inaugural HILT Symposium

  The inaugural HILT Symposium opened a Harvard-wide conversation, engaging over 300 faculty and students in dialogue, debate, and the sharing of ideas about pedagogical innovation. The event convened members of the Harvard community and presenters from within Harvard and externally who offered interesting and informative perspectives on teaching and learning in higher education, with an emphasis on evidence-based approaches.