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.

  • Establishing a rigorous and invigorating classroom

    Robert Reid-Pharr, Professor of Studies of Women, Gender, and Sexuality and of African American Studies strives to create a “rigorous but not frightening” classroom experience for the course Gender, Sexuality, and the Archive, in which students take turns leading class discussion—presenting thoughts on, challenges to, and questions about course readings derived from essays they have written. With facilitation from Reid-Pharr, their peers then ask difficult questions of the discussion leader that begin to generate meaningful conversation.
  • Designing Your Course

    Course design resources from the Derek Bok Center for Teaching and Learning, including 1) Backward Design, 2) Functions of the Syllabus, 3) Formative ("low-stakes") vs. Summative ("high-stakes") Assessments, 4) Assignment Modalities, 5) Framing and Sequencing Assignments, and 6) Grading and Responding to Student Work.
  • Assessing learning outcomes from a novel formative assessment in a large enrollment graduate life science course

    Awardees will evaluate whether delivering a chalk talk in response to an open-ended experimental design question is an effective method to drive improvements in the general practice and articulation of experimental design, as measured through responses to subsequent written experimental design questions.
  • 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.
  • Graduate Writing Oasis

    Awardee ran a year-long Writing Oasis program, based on a successful pilot offering, to provide dedicated time and collaboration for graduate students in their dissertation writing.
  • Teaching rewriting

    Awardees explored the potential impact of a writing instruction method that emphasizes the editorial and revision process, which has the potential advantages of scalability and skill transferability.
  • Study of collaborative writing

    Using Virtual Machines to Track Collaborative Writing Assignments
  • Online analytic reading and writing tutorial dissemination and evaluation

    Awardees plan to use usage data and impact assessments to further develop their online tutorial on analytic reading and writing.
  • Harvard Writes: A digital teaching and learning platform for better undergraduate academic writing

    Awardee plans to develop a digital learning and teaching platform (“Harvard Writes”) for students and instructors to improve undergraduate academic writing by addressing the problem of knowledge transfer.
  • The Connected Scholar

    Awardees plan to develop further an online tool (“The Connected Scholar”) to teach and promote academic integrity and facilitate proper citation.
  • HSPH Case-Based Teaching and Learning Initiative

    Case-Based Teaching and Learning Initiative provides a repository for all resources developed by and for the HSPH Case-Based Teaching and Learning Center.
  • HSPH Office of education

    Office of education supports SPH teaching community, provides teaching materials, workshops, and a library of health-based teaching cases.
  • HLS Graduate Student Learning Support

    Graduate Student Learning Support assists students with academic and learning concerns.
  • HLS Case Development Initiative

    Case Development Initiative develops and publishes written and video legal cases for classroom settings, using interviews, data, and research.
  • Writing Center

    The Writing Center offers one-on-one tutorials to registered Extension School students working on any writing assignment related to Extension School coursework.
  • Minda de Gunzburg Center for European Studies

    "The Minda de Gunzburg Center for European Studies (CES) was founded in 1969 at Harvard’s Faculty of Arts and Sciences to promote the interdisciplinary understanding of European history, politics, economy and societies. Its mission is threefold: - To foster the study of and innovative research on Europe among Harvard faculty as well as graduate and undergraduate students. - To facilitate the training of new generations of scholars and experts in European studies. - To serve as a forum for vibrant discussions on European history and contemporary affairs which nurture the exchange of ideas across disciplines, sectors, generations, and across the Atlantic."
  • FAS Bureau of Study Counsel

    Counseling, workshops, peer tutoring programs, and courses in learning and study strategies.
  • Derek Bok Center for Teaching and Learning

    By supporting experimentation, innovation, and evidence-based practices, the Derek Bok Center for Teaching and Learning seeks to create transformational learning experiences for faculty, graduate students, and undergraduates in Harvard's Faculty of Arts and Sciences.
  • FAS Harvard College Writing Center

    Writing tutoring program for undergraduates.
  • Frances Loeb Library

    The Frances Loeb Library, reflecting the transdisciplinary view of the Graduate School of Design, provides resources and services in an environment that inspires inquiry, innovation and collaboration for the advancement of design. The library ensures the development, use and preservation of its unique collections, and, as part of Harvard University, fosters partnerships to support new initiatives, advance teaching, and enhance research.