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.
The benefits: In addition to in-depth content analysis, case discussions illuminate different views among students who may have expected they were in like-minded company. According to Levinson, this is an important goal for instructors, as we tend to assume that others think the same as we do: “Students learn that is not true. We are socialized culturally to avoid difficult conversations—‘don’t talk about religion, sex, or politics at a dinner party’—and not often provided opportunities to substantively engage with one another."… Read more about Difficult topics: Seeking and considering alternative viewpoints in the classroom
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.
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. He has experimented with and refined three approaches—Q&A with a case study protagonist, themed presentations and small group conversations with executives, and open-ended conversations with a guest lecturer (often an alum) about their career.… Read more about From the source: Guest speakers in the classroom
José A. (Tony) Gómez-Ibáñez, Derek C. Bok Professor of Urban Planning and Public Policy, who holds appointments at the GSD and HKS,defines the learning objectives of his course (see his video course description) prior to the start of the semester and references them to frame each individual class session: “I use the first five minutes to place each class in the course – ‘The last class we talked about X and today we want to see how those ideas might apply to Y.’”