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Extending active classroom activities to online students
Awardees developed methods for online students to participate in active learning exercises designed for the traditional classroom. -
Embodied learning investigation
Awardees will investigate whether embodied class exercises, relevant to the material being taught, yield greater understanding and retention of this material compared to teaching that relies solely on demonstrations. -
Leveraging teaching assistant potential and scaling-up high-intensity experiential learning
Awardees will conduct and analyze the data of faculty interviews to surface best practices in teaching team management, with particular attention to the role of teaching assistants in the development of high-intensity experiential learning environments. -
Analyzing long-term retention of information in science gateway course
Awardees will administer a survey to Harvard College graduates to analyze the long-term retention of the concepts and abilities taught in a gateway science course. -
Understanding how hackathon methodology drives participatory design pedagogy
Awardees will explore the “hackathon” as a participatory learning and engagement strategy to bring together members of the Harvard community and beyond. -
New gateway to STEM
Awardees will install an interactive, touch-screen kiosk running interactive WorldWide Telescope Tours in the Science Center and analyze usage. -
Integrating consequential simulations in coursework
Innovative Teaching using a Trading Simulation -
Understanding the teaching brain
Define core components of the "teaching brain" -
WSI/ELP water policy learning project
Awardees plan to involve students in a multi-disciplinary, collaborative project on water policy in an effort to use experiential and team-based learning to teach students vital professional skills. -
Geospatial education at Harvard: A new course in mapping and spatial perspectives
Awardees developed a new course on spatial reasoning, cartography, and geographic analysis.
