experiential learning

Perspective-taking and humility training with medical case studies

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

ssayeedDr. 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.

The benefits: Discussing anonymized cases helps first-year students in “Medical Ethics and Professionalism” (one component of … Read more about Perspective-taking and humility training with medical case studies

Engaging students via field trips, near and far

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

HankenJames Hanken, Professor of Biology and Director of the Museum of Comparative Zoology (MCZ), increases student engagement by taking students out of the traditional classroom. Whether organizing hisfreshman seminar around weekly excursions to Harvard’s museums, or guiding a spring break field trip to Costa Rica for undergraduates enrolled in OEB 167 Herpetology, these immersive experiences “provide opportunities for students to see and understand things they simply won’t get in the classroom.”… Read more about Engaging students via field trips, near and far

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

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

ForsythAnn 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. Students gain experience designing sustainable and healthy cities by working with and producing reports for government, educational, and non-profit organizations.

The benefits: While students can learn new perspectives researching a case or scoping a theoretical project, partnering with clients offers a chance to understand political, ethical, and technical dimensions and manage time with real stakes. “Students are required to meet with the community, relate to people, and collect data in that context. It adds a certain ethical commitment.”… Read more about ‘Real-world’ projects: Balancing student learning and community need

Research assignments: Teaching the production of knowledge

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Ryan Enos
Ryan Enos, Associate Professor of Government, assigns an original research project—students define a question, design a study, collect data, and present their results—in his undergraduate and graduate political science courses. “It’s an opportunity to gain first hand experience conducting behavioral experiments, and to navigate all the necessary steps, questions, and challenges.”

The benefits: Engaging in research facilitates the study of the production of knowledge—how it is created, replicated, and validated. According to Enos, “part of being a democratic citizen is being able to evaluate knowledge and understand what goes into it.”… Read more about Research assignments: Teaching the production of knowledge

Learning through literature: ‘Closer to life as it is really lived’

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Sucher
Sandra Sucher, MBA Class of 1966 Professor of Management Practice, teaches “The Moral Leader” at Harvard Business School with a literature-based approach. The MBA elective, introduced by Professor Emeritus Robert Coles in the 1980s, has since been taught by a number of HBS faculty. Each course meeting is dedicated to a work of fiction, biography, autobiography, or history, and the structured discussion forces students to describe and analyze the characters’ decision in context before passing judgment. “Students are brought much closer to life as it is really lived than they are in traditional lectures or case discussions."… Read more about Learning through literature: ‘Closer to life as it is really lived’

Putting students at the helm of their learning experience

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Jon Hanson

Jon Hanson, Alfred Smart Professor of Law, saw an opportunity to improve learning by putting students in the driver's seat. Along with Jacob Lipton, JD ’14, he developed The Systemic Justice Project (SJP) – a policy innovation collaboration, organized and catalyzed by students – as a problem-oriented, team-driven, and experiential approach to courses in legal education.

The benefits: Systemic Justice” and “The Justice Lab” require that students work in teams to select and fully immerse themselves in a current social policy problem, an applied and interdisciplinary experience that many point to as the most memorable and rewarding coursework of their academic career. The approach connects students to issues they care about and the communities and people who stand to benefit from policy change.… Read more about Putting students at the helm of their learning experience