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.

• Enriching learning through student-led provocation

  Though Timothy Patrick McCarthy, Lecturer on History and Literature, Public Policy, and Education, plays an integral role in class discussions for his course Stories of Slavery and Freedom, students are responsible for leading the majority of classes through an exercise McCarthy refers to as “provocation.” “The provokers do not come in and give a summary of what we’ve read or a mini-lecture about the top-line themes that might emerge from the assigned readings. I really want them to find some way to literally provoke us into conversation, get the juices flowing, and try to get all the students to think about something urgently at the outset of class.”

• 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.

• Bringing the best parts of a seminar into larger courses

  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.

• Interactive lecturing: High-leverage teaching practices to energize students

  Paola Arlotta, Professor of Stem Cell and Regenerative Biology, creates an environment of active inquiry, experimentation, and brainstorming by employing interactive lecturing in her course, Got (New) Brain? The Evolution of Brain Regeneration.

• Hearing their own voice: Consistent student participation while discussing polarizing topics

  Elizabeth Papp Kamali, Assistant Professor of Law, wants to ensure that students contribute consistently throughout the semester: "A student can get into a rut if they don't participate in those first few classes, and it can be very difficult to break that cycle."

• 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.

• Cultivating the skill and the orientation to listen

  Joshua Margolis, James Dinan and Elizabeth Miller Professor of Business Administration, demands of himself intensive listening while teaching, and asks the same from students: “When I listen really carefully it allows me to push students hard and help them see what they have within themselves.”

• Engaging students in a course postmortem dialogue

  Alfred Guzzetti, Osgood Hooker Professor of Visual Arts, dedicates the final session of VES 52R: Introduction to Non-Fiction Videomaking—where students spend the term creating one nonfiction film on a subject of their choosing—to a class-wide postmortem discussion about all course elements.

• 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.