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Instructional Moves
IM spotlights reflective instructors from across the university using high-leverage teaching strategies applicable to multiple settings and grounded in teaching and learning research. Moves are anchored in videos that combine class footage with reflections from instructors and students, and these videos are supplemented by relevant research on the move’s efficacy, tips for enacting this move in diverse settings, and related resources that facilitate deeper exploration. -
Usable Knowledge
A digital publication based at the Harvard Graduate School of Education produced for educators everywhere. Usable Knowledge was founded to connect research to practice. They make education research and well-vetted strategies accessible to a wide audience: teachers and principals, district leaders, policymakers, university faculty and higher ed professionals, nonprofit leaders, entrepreneurs, members of the media, and parents. -
Building Teaching Professional Development for Harvard Graduate Students involved in STEMM Educational Outreach
Awardees will create and curate professional development resources for evidence-based inclusive teaching that is specifically tailored to Harvard graduate students involved in STEMM outreach programs. -
Holographic Electricity Toolkit and Curriculum
Awardee will use augmented reality (AR) technology to design tools that allow students to visualize invisible phenomena and support digitally mediated scientific inquiry and knowledge exchanges in makerspaces. -
Rubric Visualization Project
Awardees will create a program to transform raw rubric data into an easy-to-understand visualization that shows which part of an assignment students best performed on and which parts they need help with. -
Best models for blended learning between graduate students and professionals
Awardees will test a series of blended learning modules designed to facilitate collaborative learning between professional and graduate students to highlight best practices in using blended learning to allow collaborative, co-education between professionals and graduate students. -
Developing a Hybrid Interprofessional Education Model to Prepare Students for Cross-Sector Problem-Solving
Awardees will build on the award-winning HarvardX MOOC, “Improving Your Business Through a Culture of Health (COH),” to develop a scalable and transferable pilot module to practice interprofessional (cross-sector) team learning. -
Teaching Students How to Learn
Awardees will develop an interdisciplinary STEM initiative that will enable instructors to incorporate explicit lessons to teach their students how to study and learn both inside and outside of the classroom. -
Supporting Virtual Reality Pedagogical Initiatives across Harvard
Awardees will provide virtual reality (VR) equipment, software, and staff training for initiating and supporting innovative VR pedagogical initiatives at the Cabot Science Library VR studio. -
2019 HILT Conference
HILT’s eighth annual conference held on September 27, 2019, in Wasserstein Hall, explored various approaches to peer learning at Harvard and beyond: in the classroom (residential and online) and outside the classroom. -
Structuring intellectual collaboration and play
Emily Dolan, Gardner Cowles Associate Professor of the Humanities, co-teaches the graduate seminar Instruments and Instrumentalities with Professor and James McGill Chair in Culture and Technology Jonathan Sterne of McGill University in which students from both Harvard and McGill (representing a range of disciplines) engage with one another via audio and video conferencing, trips to each campus, online documents, and other tools. -
Education Innovation Showcase
The Harvard Initiative for Learning and Teaching (HILT) held its inaugural Education Innovation Showcase on Thursday, April 11 at the Harvard Innovation Labs. More than 100 people gathered to hear learn about 30 projects designed to enhance teaching and learning, sponsored by HILT. Read a synopsis of the event featured in The Harvard Gazette! -
Applying human-centered design processes to build successful teams
Bethanne Altringer, Senior Preceptor in Innovation and Design and Director of the Desirability Lab, uses personalized approaches to students’ learning in courses like The Innovator's Practice: Finding, Building and Leading Good Ideas with Others and Design Survivor: Experiential Lessons in Designing for Desirability, focusing on individual-level growth that leads to team effectiveness by grading both process and product. -
Conveying large amounts of material efficiently and clarifying complex ideas
Tyler VanderWeele, John L. Loeb and Frances Lehman Loeb Professor of Epidemiology, uses lectures to integrate and illuminate core concepts, bringing new insights to students and sometimes for his own scholarship in the process. His courses—on religion and public health, on applied statistics, and on research design—often cross disciplinary boundaries and involve unexpected combinations of ideas. -
Enriching learning through student-led provocation
Though Timothy Patrick McCarthy, Lecturer on History and Literature, Public Policy, and Education, plays an integral role in class discussions for his course Stories of Slavery and Freedom, students are responsible for leading the majority of classes through an exercise McCarthy refers to as “provocation.” “The provokers do not come in and give a summary of what we’ve read or a mini-lecture about the top-line themes that might emerge from the assigned readings. I really want them to find some way to literally provoke us into conversation, get the juices flowing, and try to get all the students to think about something urgently at the outset of class.” -
Pushing students to confront limits by transforming the abstract to physical form
In her Transformations course, Assistant Professor of Architecture Megan Panzano uses architectural design methods and concepts, and a workshop approach for giving feedback, to engage undergraduates from a wide range of concentrations. When students translate abstract ideas into physical form through a variety of materials and fabrication techniques (see photos below), they confront limits, question assumptions, and expand their problem-solving capacity. -
T3alMENA
Through storytelling and mentorship, awardees are connecting Arab youth with leaders they look up to by hearing relatable stories and receiving guidance in Arabic. -
LovelyBooks
Awardees plan to bring technology and research (e.g. customization of morals by parents, illustrating children directly into books to increase engagement etc) to improve the learning outcomes generated by children's picture books. -
How to improve the learning experience in core clerkships at Harvard Medical School?
The project focuses on medical students' core clerkship experiences. -
C2B: Classroom to Boardroom
C2B seeks to provide an immersive training program designed in close collaboration with rapidly growing industries (i.e. tech-focused companies). Awardees want to help organizations recruit and retain talents that will help increase productivity and achieve higher rate of sustainable growth.
