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.

  • 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.
  • 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.”
  • A balancing act: Making established courses your own

    Karin Öberg, Thomas D. Cabot Associate Professor of Astronomy, taught departmental introductory course Stellar and Planetary Astronomy in 2016 by building on established material and modifying the curriculum using student feedback and her own observational assessment.
  • 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.
  • Nuanced assessments: More than the final grade

    Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration.
  • Real problems: Teaching theory through practice

    Jelani Nelson, Assistant Professor of Computer Science, assigns students real programming problems in his introductory algorithm courses, CS124Data Structures and Algorithms and CS125 Algorithms & Complexity.
  • The hidden curriculum: Engaging students on another level

    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.
  • 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.
  • Feedback vs. evaluation: Getting past the reluctance to deliver negative 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).
  • Teachly: A research project

    Teachly was developed at the Harvard Kennedy School (HKS) to help faculty members teach more inclusively and effectively. The tool enables faculty to get to know their students and interact with them in a meaningful way through the robust data infrastructure.
  • 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 relationship between instructor performance and advice quality

    Awardees will investigate the relationship between instructor performance and advice quality by comparing instructor performance on a series of web-based modules and the performance of “students” who completed the modules with instructor advice.
  • Capture50: A tool to facilitate peer review and assessment

    Awardees will provide a low-cost tool that automatically captures video of instructors, facilitating more robust peer review and frequent opportunity for pedagogical assessment.
  • Expanding existing innovative program for assessing student learning in hands-on innovation courses

    Expanding existing innovative program for assessing student learning in hands-on innovation courses. Awardee plans to advance methods for better assessing how teams interact and ideas develop during experiential learning in multi-disciplinary engineering classes focused on design and innovation.
  • HSPH Office of education

    Office of education supports SPH teaching community, provides teaching materials, workshops, and a library of health-based teaching cases.
  • HGSE Teaching and Learning Lab

    Support for instructional design and development through consultations, grants, programs, projects and tools.
  • HBS Roland Christensen Center for Teaching and Learning

    Provides coaching, consultations, workshops, research, and resources for case method and participant-centered teaching to HBS instructors.
  • SEAS Learning Incubator

    Provides fellowships and organizes events on evidence-based innovations in engineering / science teaching.