Into Practice, a biweekly communication distributed from the Office of the Vice Provost for Advances in Learning to active instructors during the academic year was inspired by a successful 2012 HILT grant project. The e-letter highlights the pedagogical practices of individual faculty members from across Schools and delivers timely, evidence-based teaching advice, contributing to and strengthening a University-wide community of practice around teaching.

Below is a catalog of all the Into Practice issues sorted by the publication date. To subscribe to Into Practice, please sign-up via our Mailing List page.

• 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.

• Transforming team-learning teaching cases in public health for online platforms: an e-learning module development project

  Awardees transformed STRIPED teaching cases for online delivery, consistent with digital learning research and toward expanded outreach to working professionals.

• Improving learning experiences by building cooperative environments in classrooms

  Awardees will use classroom simulations to study helpful behavioral economic interventions toward increased learning and cooperation in classrooms.