This year has reminded us how vital it is to approach teaching and learning with flexibility. Given that we are all teaching and learning under challenging circumstances, how do we promote open communication between faculty and students? As students encounter challenges (especially those beyond their control), how should we adapt expectations and pedagogical practices so students feel supported and learning can continue? In this interactive session, we discuss foundational ideas around classroom climate and tackle scenarios taken from Harvard courses. By practicing how to analyze and address classroom challenges, participants will build their toolkits for supporting students during challenging times.

Pamela Pollock, Director of Professional Development, Derek Bok Center for Teaching and Learning (FAS)
Alexis Stokes, Director of Diversity, Inclusion and Belonging (SEAS)

Providing instruction and student engagement practices through an equity lens not only builds the learning community but also, as research has shown, has a great impact on learning, motivation, satisfaction, and achievement. What are the questions we should be asking when approaching the design of a course, syllabus, and community building activities? In this session, we will learn about the inclusive practices of two esteemed faculty colleagues through a moderated discussion and then move into breakout rooms for a brief exercise centered on exploring the educator’s journey and lived experience as a way to inform more equitable and inclusive approaches to course design, faculty and student engagement, and community building in the classroom.

Lilu Barbosa, Chief Diversity, Inclusion and Belonging Officer (SPH)
Jennifer Betancourt, Director of Educational Policy (SPH)
Monik Jimenez, Assistant Professor of Medicine (HMS); Assistant Professor in the Department of Epidemiology (SPH)
Dan Levy, Senior Lecturer in Public Policy (HKS)

Our students bring varied perspectives and experiences into our classrooms. How do we create opportunities for those perspectives and experiences to be productively challenged? During moments of conflict in the classroom, how can we facilitate conversations that allow students to hear each other and learn from these interactions? How can we mitigate harm and manage emotions that may arise during these difficult conversations? What do such conversations look like in residential and online settings? Through this interactive session, discover and share helpful resources to add to your facilitation toolkit.

Sheehan Scarborough, Senior Director of Harvard Foundation (FAS)
Josh Bookin, Associate Director, Instructional Support and Development HGSE)
Eric H. Shed, Lecturer on Education and Director of the Harvard Teacher Fellows Program (HGSE)
Katie Rieser, Lecturer on Education (HGSE)

As we work towards building more equitable education across the university, how do students experience these efforts? What are some models they have seen work well (and not so well) in their classes? What teaching moves work most effectively for incorporating student voices throughout class? And what structures encourage instructors and students to be accountable and responsive to one another?

Ashley Akaeze, Student at Harvard College
Buse Aktaş, Graduate Student at Harvard John A. Paulson School of Engineering and Applied Sciences
Nari Johnson, Student at Harvard College
Robert Morris Levine, Graduate Student at Harvard Graduate School of Design
Jo Persad, Graduate Student at Harvard Graduate School of Education
Noelle Lopez, Assistant Director, Equity and Inclusion, Derek Bok Center for Teaching and Learning (FAS)
Sindhumathi Revuluri, Associate Dean of Academic Engagement (FAS)