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• In the Classroom

  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.

• 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.

• Giving students practice with constructive criticism

  Mark Mulligan, Associate Professor in Practice of Architecture, requires students in Tectonics Lab to work collaboratively on design-build projects of increasing complexity over the course of the semester that are subject to critique by peers, guest experts, and Mulligan himself.

• Encouraging students to engage with one another to solve problems (and problem sets)

  Cassandra G. Extavour, Professor of Organismic and Evolutionary Biology and of Molecular and Cellular Biology, is one of six co-instructors for LIFESCI 50(A & B) Integrated Science, an intensive two-semester course created by Andrew Murray, Herschel Smith Professor of Molecular Genetics, covering methods and concepts from biology, chemistry, physics, and mathematics.

• Lending structure to collaborative work

  Kathryn Parker Boudett, Lecturer on Education, carefully structures the way students learn to collaborate with one another in her course, Data Wise: Using Data to Improve Teaching and Learning.

• The merits of an equal basis of ignorance

  Giovanni Parmigiani, Professor of Biostatistics, selects new scientific articles as well as opinion pieces for freshman seminar course FRSEMR 22H – My Genes and Cancer to discuss in-the-moment scientific discoveries in genetics research, and encourages students to also recommend topics of interest.

• Perspective-taking and humility training with medical case studies

  Dr. Sadath Sayeed, Assistant Professor of Global Health and Social Medicine, introduces issues of ethical reasoning in medicine (e.g., confidentiality, professional boundaries, conflicts of interest, informed consent) with hypothetical cases and vignettes.

• Leveraging individual strengths in collaborative projects

  Jie Li, Assistant Professor of East Asian Languages and Civilizations, provides students with multiple opportunities to collaborate in General Education course AI 63 East Asian Cinema.

• Difficult topics: Seeking and considering alternative viewpoints in the classroom

  Meira Levinson, Professor of Education, develops case studies about difficult questions in educational ethics—for example, grade inflation, charter schools, and policies that disproportionately impact low-income students of color—for A203 Educational Justice students to debate and discuss the ethical dimensions of educational practice and policy.

• Leveraging student heterogeneity to bridge gaps through active learning

  Marianne Wessling-Resnick, Professor of Nutritional Biochemistry, employs active learning strategies including debate, ‘pair and share,’ and peer evaluation to bridge gaps in student experience and knowledge.

• A ‘tangible dimension:’ Learning by making, listening, and tasting

  Gojko Barjamovic, Lecturer on Assyriology, increases student learning in ANE 103 Ancient Lives by designing activities to engage students’ full range of senses.

• Late semester assignments: Recognizing merit through collaboration

  Lani Guinier, Bennett Boskey Professor of Law, incorporates collaboration into her late semester assignments in order to provide opportunities for self-improvement and self-reflection.

• Putting students at the helm of their learning experience

  Jon Hanson, Alfred Smart Professor of Law, saw an opportunity to improve learning by putting students in the driver's seat.

• Making “Inclass” into a campus-wide educational technology app store

  Awardee will scale the availability of the SEAS educational technology (edtech) app store across the University.

• SLab 2.0

  With Advance Grant funding, Rehding established regular lab meetings to refine the goals of SLab 2.0, updated equipment in the lab to accommodate the increased usage of the space, designed a website to host a repository of digital projects and to highlight current student projects, and hosted masterclasses open to the Harvard community.

• Transforming team-learning teaching cases for online platforms: scaling up an e-learning module development project to expand reach across Harvard and to public health professionals in field settings

  Awardees will extend the transformation of traditional to online cases across Harvard by developing a new e-module for delivering teaching cases on-line to public health professionals in field settings, and convening a cross-Harvard workshop to share best practices.

• Team-based learning in the humanities

  Awardee will redesign a course with team-based learning (TBL) principles and assess the benefits and challenges of the approach.

• Revision history analytics in service of analyzing the writing process

  Awardees analyzed revision patterns in student writing, how they relate to activities within specific passages of a written text, and how revision-history analytics can play a role in supporting teaching and improvement in writing skills.

• Creating real-time connections in online courses

  Awardees evaluated types of interactivity between faculty and students and generated a resource guide of best practices to assist instructors in interacting with online and residential students in Canvas.

• Understanding the impact of using mechanistic concept mapping as a collaborative learning tool

  Awardee conducted a mixed-methods study in HMS course Homeostasis I.

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