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.

  • Engaging students in a course postmortem dialogue

    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.

  • Perspective-taking and humility training with medical case studies

    Perspective-taking and humility training with medical case studies

    Dr. Sadath Sayeed, Assistant Professor of Global Health and Social Medicine, introduces issues of ethical reasoning in medicine (e.g., confidentiality, professional boundaries, conflicts of interest, informed consent) with hypothetical cases and vignettes.

  • Leveraging individual strengths in collaborative projects

    Leveraging individual strengths in collaborative projects

    Jie Li, Assistant Professor of East Asian Languages and Civilizations, provides students with multiple opportunities to collaborate in General Education course AI 63 East Asian Cinema.

  • Difficult topics: Seeking and considering alternative viewpoints in the classroom

    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.

  • Creative projects: Interpreting history through various media

    Creative projects: Interpreting history through various media

    Vincent Brown, Charles Warren Professor of American History and Professor of African and African American Studies, trains students to interpret history through various media including graphics, data visualizations, videos, and art installations.

  • Problems and puzzles: Boosting engagement with interactivity

    Problems and puzzles: Boosting engagement with interactivity

    Joshua Greene, Professor of Psychology, designs course sessions for maximum engagement by creating interactive opportunities for undergraduate and graduate students to grapple with problems and challenge one another.

  • Student case pedagogy: Learning from their own experience

    Student case pedagogy: Learning from their own experience

    Ronald Heifetz, Co-Founder of the Center for Public Leadership and King Hussein bin Talal Senior Lecturer of Public Leadership, uses experiential teaching methods like student case analysis—where students collaboratively develop and analyze cases drawn from their own work experiences—to promote deeper engagement and stronger retention of leadership concepts.

  • Leveraging student heterogeneity to bridge gaps through active learning

    Leveraging student heterogeneity to bridge gaps through active learning

    Marianne Wessling-Resnick, Professor of Nutritional Biochemistry, employs active learning strategies including debate, ‘pair and share,’ and peer evaluation to bridge gaps in student experience and knowledge.

  • Nuanced assessments: More than the final grade

    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.

  • A ‘tangible dimension:’ Learning by making, listening, and tasting

    A ‘tangible dimension:’ Learning by making, listening, and tasting

    Gojko Barjamovic, Lecturer on Assyriology, increases student learning in ANE 103 Ancient Lives by designing activities to engage students’ full range of senses.

  • Online engagement: Designing a learner-centered HarvardX course

    Online engagement: Designing a learner-centered HarvardX course

    Diane Moore, Senior Lecturer in Religious Studies and Education, collaborated with HDS and FAS colleagues to produce a six-module, online course offering through HarvardX called World Religions Through Their Scriptures.

  • From the source: Guest speakers in the classroom

    From the source: Guest speakers in the classroom

    David Garvin, C. Roland Christensen Professor of Business Administration,utilizes guest speakers in General Management: Processes and Action in order to promote deeper understanding of managerial and organizational realities.

  • Engaging students via field trips, near and far

    Engaging students via field trips, near and far

    James Hanken, Professor of Biology and Director of the Museum of Comparative Zoology (MCZ), increases student engagement by taking students out of the traditional classroom.

  • ‘Real-world’ projects: Balancing student learning and community need

    ‘Real-world’ projects: Balancing student learning and community need

    Ann Forsyth, Professor of Urban Planning, incorporates projects with clients into many of her Graduate School of Design courses, from semester-long endeavors to optional assignments.

  • Real problems: Teaching theory through practice

    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

    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.

  • Museum collections: Using objects to teach the abstract

    Museum collections: Using objects to teach the abstract

    Racha Kirakosian, Assistant Professor of German and of Religion, selected works of art for an installation at the Harvard Art Museums for students in her freshman seminar, Guilty Until Proven Innocent: Finding Justice and Truth in the Middle Ages.

  • Late semester assignments: Recognizing merit through collaboration

    Late semester assignments: Recognizing merit through collaboration

    Lani Guinier, Bennett Boskey Professor of Law, incorporates collaboration into her late semester assignments in order to provide opportunities for self-improvement and self-reflection.

  • Blended Learning: Using interactive online modules before class to enhance learning in class

    Blended Learning: Using interactive online modules before class to enhance learning in class

    Dan Levy, Senior Lecturer in Public Policy and Faculty Chair of the Strengthening Learning and Teaching Excellence (SLATE) Initiative at the Harvard Kennedy School, developed a series of online modules for Advanced Quantitative Methods I, work made possible by teaching fellow Teddy Svoronos and SLATE staff member Mae Klinger.

  • Primary sources: Teaching humanity in history

    Primary sources: Teaching humanity in history

    Catherine Brekus, Charles Warren Professor of the History of Religion in America, worked with Schlesinger Research Librarian Amanda Strauss this semester to design a session for her freshman seminar on Christianity and slavery: “When I arrived for our meeting, there was a table full of materials for me to look at—Amanda did so much work.”