Awardees will conduct a mixed methods study analyzing the teaching and learning of critical thinking skills at Harvard—the differences in approaches across Schools, and faculty and student perceptions of critical thinking instruction and assessment.
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.
Awardees will investigate whether embodied class exercises, relevant to the material being taught, yield greater understanding and retention of this material compared to teaching that relies solely on demonstrations.
Awardees will pilot an advanced elective in primary care medicine and teaching, where senior medical students tutor junior medical students in clinical skills, with assessment of its benefits to both students enrolled in the elective and the junior students they tutor.
Awardees will investigate the relationship between instructor performance and advice quality by comparing instructor performance on a series of web-based modules and the performance of “students” who completed the modules with instructor advice.
Awardees will evaluate the impact of curriculum renewal at HMS and develop a model for educational assessment by analyzing student data of cohorts from both the previous curriculum and the new curriculum being implemented in 2015.
Expanding existing innovative program for assessing student learning in hands-on innovation courses. Awardee plans to advance methods for better assessing how teams interact and ideas develop during experiential learning in multi-disciplinary engineering classes focused on design and innovation.