What do you do as an educator when someone brings up misinformation in your class? Moderated by Meira Levinson, join Neil McGaraghan (HLS), Eric Torres (HGSE), and Shifali Singh (FAS/HMS) as they discuss teaching in the age of misinformation and how we engage in thinking about and understanding misinformation. This is a follow up to HILT's 2022 Conference.
Matthew Potts, Plummer Professor of Christian Morals and the Pusey Minister in the Memorial Church, teaches Introduction to Ministry Studies, a cohort introductory course designed for graduate students who intend to go into the interreligious ministry broadly. His course offers an introduction that spans a variety of religions and simultaneously cultivates a sense of community amongst students. While the course was traditionally conducted in a lecture format with some section discussions, Potts had to rethink the course’s structure completely when it shifted online amidst the COVID-19 pandemic. “I wanted to get people off screen,” he explains. Rather than sitting through a live lecture, students listened to podcasts of Potts and the teaching team conversing about the readings prior to each class. To ensure students would also engage with him directly, Potts also organized Oxford-style tutorials, with students meeting in groups of two or three and with a different member of the teaching team to discuss the course material. Students would write a one-page memo reflecting on the readings and present it to get the conversation going. “I wanted a place for students to come and continue the conversation and feel invested in what they had read or what they had listened to, but not in any burdensome way.”
Much like all our faculty across the University, Dr. Tamara Kaplan, Assistant Professor at Harvard Medical School, shifted the pre-clinical neuroscience course, Mind, Brain, and Behavior, to a remote learning space this past year. In addition to considering curricular materials, Dr. Kaplan and her team agreed that it was especially important to think about the learning environment and students’ social connection with the material, the teaching faculty, and other students. As a result, they developed several systems to foster this social sense of community and “combat the sense of isolation and disconnectedness that can result from online learning” in her class. All course instructors recorded three-minute introductory videos about both their career/research and personal interests. Dr. Kaplan used Canvas to send students daily announcements with learning objectives, key points that came up that day in class, and friendly support. A balance of synchronous and asynchronous communication was used to minimize student burnout and make sure students stayed engaged. Finally, the team built in time for genuine connection with daily half-hour breaks between classes for students to get to know faculty and ask questions. Dr. Kaplan notes, “we realized that creating relationships with faculty is a huge driver of a positive learning environment.”
Dr. Monik Jimenez, an Assistant Professor in the Department of Epidemiology, uses different pedagogical approaches to elevate diverse voices and styles of learning. In her Mass Incarceration & Health in the US course, she balances speaking time between a traditional scholar and an impacted community member, and emphasizes to the latter (and to students) that they are an expert. Dr. Jimenez also provides a variety of ways for students to participate and ask questions that include different cultural and neurodivergent learning styles. “It’s important to think about decolonizing the classroom in a layered way,” she reflects. “What are the multiple ways in which systems of power and white supremacy have impacted what we consider to be an ‘optimal’ student through the metrics we’ve been taught?”
Join members of the Harvard Next Gen Initiative to learn more about their Harvard Culture Lab Innovation Fund pilot program that consolidates, aligns, and enhances Harvard’s institutional supports for Next Gen student populations (predominantly first-gen, low-income students) in and beyond the classroom. This session presents an overview of the Next Gen student population, pedagogical tools that promote Next Gen Student Success, and how each one of us plays a role in strengthening Harvard’s commitment to inclusive excellence.
John Asher Johnson, Professor of Astronomy, aims to cut through dominant constructs of what teaching looks like and to disrupt hegemonies in his classes through collective norms setting and conveying to students that they are “intellectual peers with the professor.” He structures his courses around the Tao of TALC method in which students work on assignments in collaborative groups while the instructor and TFs use the Socratic method to stimulate collective problem-solving.
IM spotlights reflective instructors from across the university using high-leverage teaching strategies applicable to multiple settings and grounded in teaching and learning research. Moves are anchored in videos that combine class footage with reflections from instructors and students, and these videos are supplemented by relevant research on the move’s efficacy, tips for enacting this move in diverse settings, and related resources that facilitate deeper exploration.
Gretchen Brion-Meisels, Lecturer on Education, focuses on ensuring that holistic support is apparent and felt deeply in her classroom. From listing mental health resources on all her syllabi to convening opening circles to build relationships at the start of class, Brion-Meisels incorporates ways of “checking in.” In her course Establishing Loving Spaces for Learning, students are asked to keep reflective journals and share them with a peer to engage in a conversation around their experiences. “Fundamentally, my biggest goal is to normalize the idea that everyone needs support. We’re all works-in-progress, learning and growing, but also with a lot to contribute to each other’s growth.”
Resources on in-class teaching from the Derek Bok Center for Teaching and Learning, including 1) Building Rapport, 2) Classroom Contracts, 3) Active Learning, 4) Instructional Strategies, and 5) Technology and Student Distraction.
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.
When enrollment for seminar After Luther: Faith, Will, Law, and the Question of Goodness doubled last year, Michelle Sanchez, Assistant Professor of Theology, was concerned that the depth and quality of the connections—with and among students and the texts they read together—would diminish. In response, she modified some logistical elements including assigning different pairs of students to circulate brief response papers before class and then lead discussion each week.
Emily Click, Assistant Dean for Ministry Studies, Director of Field Education,and Lecturer on Ministry Studies, facilitates a discussion with students early in the semester to agree upon norms for classroom engagement, including how to address any divergent behavior.
Bernhard Nickel, Professor of Philosophy, engages students in his introductory College courses about the “hidden curriculum”—defined here as the social and disciplinary norms often invisible to both students and the teaching staff, including expectations about class preparation, in-session focus, respectful discussion behavior, and the role of feedback.
When Dr. Keith Baker, Associate Professor of Anaesthesia at Harvard Medical School and Director of the Anesthesia Residency Program at Massachusetts General Hospital, gives medical residents feedback, he emphasizes a “learning orientation” (where the goal is mastery), rather than a “performance orientation” (where the goal is validation of abilities).