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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. -
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. -
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. -
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.
