Into Practice, a biweekly communication distributed from the Office of the Vice Provost for Advances in Learning to active instructors during the academic year was inspired by a successful 2012 HILT grant project. The e-letter highlights the pedagogical practices of individual faculty members from across Schools and delivers timely, evidence-based teaching advice, contributing to and strengthening a University-wide community of practice around teaching.

Below is a catalog of all the Into Practice issues sorted by the publication date. To subscribe to Into Practice, please sign-up via our Mailing List page.

  • Demonstrating that everyone’s voice is valued

    Dr. Monik Jimenez, an Assistant Professor in the Department of Epidemiology, uses different pedagogical approaches to elevate diverse voices and styles of learning. In her Mass Incarceration & Health in the US course, she balances speaking time between a traditional scholar and an impacted community member, and emphasizes to the latter (and to students) that they are an expert. Dr. Jimenez also provides a variety of ways for students to participate and ask questions that include different cultural and neurodivergent learning styles. “It’s important to think about decolonizing the classroom in a layered way,” she reflects. “What are the multiple ways in which systems of power and white supremacy have impacted what we consider to be an ‘optimal’ student through the metrics we’ve been taught?”
  • Centering student need in gateway courses to the field

    Dr. Carmen Messerlian, Assistant Professor of Environmental Reproductive, Perinatal, and Pediatric Epidemiology, remodeled the department’s gateway Reproductive and Perinatal Epidemiology I course after her first year teaching it. Drawing on key observations and 6-8 hours of one-on-one student meetings per week, “I wanted to understand students’ learning needs and requirements, their goals for the course, and where their training was going to take them.” From there, she synthesized both her own experience in the field and quantitative student review data to radically revise the course’s structure. Now the course helps students develop their scientific research skills, explicitly scaffolding how to perform activities that students rarely get formal training in, like academic journal peer reviews, abstract writing, and poster presentations. At its core, the course trains students “how to become a reproductive epidemiologist,” and to learn how to put on “an epidemiological lens” when they produce, digest, or evaluate material in the field.
  • “I Learn Best When” | Centering Student Voices

    A panel of students from various Harvard Schools will share their experiences as learners. Through the lens of inclusivity and equity, what approaches have they seen work well? What advice do they have for when models or structures don't work so well? The panel will be co-moderated by Sherri Charleston, Chief Diversity and Inclusion Officer (ODIB), and Alta Mauro, Associate Dean of Students for Inclusion and Belonging (Harvard College). All Harvard students are welcome to join the conversation. All Harvard faculty and staff are welcome to attend, learn from our students, and ask questions.
  • Capturing conversation to build ideas collectively

    Ryan Buell, Finnegan Family Associate Professor of Business Administration, leveraged Scribble for his remote course to help students engage with case discussion longitudinally and collectively. The virtual board platform allowed students to engage online in lieu of an in-person experience in which the blackboard operates as a coordinating element for case discussion. “It helps students put the pieces together, allowing them to track any idea shared by the faculty and shared by the students.”
  • Student Success Initiatives

    Please join the HILT Learning Design affinity group on April 28th at 12PM ET for a webinar on recent student success initiatives featuring colleagues from across the Harvard University community. Each of the panel’s presenters will share experiences from the past year related to work supporting their respective learner audiences, along with the challenges and future opportunities this unexpected and prolonged disruption has presented.
  • The importance of incorporating mentorship into your teaching practice

    Dr. Anita Vanka, Assistant Professor of Medicine and Associate Advisor & Director of Hinton Society at Harvard Medical School, co-directs Practice of Medicine with Dr. Katherine Johnston, Assistant Professor of Medicine. The eleven-month course involves several hundred faculty members at different teaching hospitals and is designed to teach first-year medical and dental students how to effectively interview and communicate with patients, perform a thorough physical exam, reason through diagnostic possibilities, and translate findings effectively in both oral and written form. Given the size and breadth of the course, Drs. Vanka and Johnston developed a mentoring system which allows for each student to meet with an assigned faculty advisor at their hospital site several times a year. These meetings encourage faculty to develop personal relationships with the students, oversee their clinical progress, provide feedback, and guide students into setting goals for their learning and progress.
  • Encouraging learning by creating alongside diverse feedback

    Paul B. Bottino, Co-Founder, Executive Director, and Lecturer at the Technology & Entrepreneurship Center at Harvard, offers Start-up R&D to undergraduate students across disciplines who are interested in the field and have a particular project idea in mind. Within the workshop course structure, “each student project is the educational centerpiece.” Student groups work on a variety of innovative startup projects seeking solutions to problems they care about. The course uses multiple approaches to help students build upon their ideas and receive constructive feedback: “challenge sessions” where students outline their biggest obstacles to a small group of peers; individual meetings with Bottino and teaching fellows; and connections with alumni. “It’s like a Greek forum of peers, near-peers, and mentors” with students learning that “entrepreneurship is a creative and iterative research practice of idea formulation, experimentation, and feedback.” At the end of term, students present and receive feedback on projects at a public event “Demo Day.”
  • Enhancing learning through an alternative (and immersive) classroom

    Nicole Mills, Senior Preceptor in Romance Languages and Literatures, helps students grasp the French language and experience the culture through “alternative classroom contexts.” Specifically, students participate in virtual reality (VR) experiences alongside the curriculum. During the first week of the semester, students immerse themselves in the daily lives of four different Parisians from the same quarter through a series of 360 VR videos that were self-recorded by the Parisians themselves. They then partner to challenge stereotypes of Parisian culture and compare observations and findings. For remote learning, Mills added both amateur and professional VR films showcasing Parisian life with accompanying tasks. These VR experiences are mediated by one-on-one 30-minute discussions with Parisians designed to both develop interactional competence and encourage the discovery of cultural phenomena. VR can transport students to culturally immersive experiences that are otherwise impossible given COVID-19 travel restrictions.
  • Empowering students to develop research skills

    Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.
  • Using the classroom to challenge the boundaries of a discipline

    Sawako Kaijima, Assistant Professor of Architecture and Shutzer Assistant Professor at the Radcliffe Institute, challenges students’ preconceptions towards material often defined by their disciplinary norms though the use of visual programing to foster an “intuitive understanding of structural engineering in architectural design.” Structural design and architectural design often live separately in teaching and practice but are fundamentally linked. So her Interface Design: Integrating Material Perceptions course seeks to fuse these two disciplines. The use of a software tool developed specifically for this course, which is accessible even to students with no programming experience, “defamiliarizes architecture students from the common way of looking at materials” and introduces them to an engineering perspective right from the start.
  • Bridging practice and theory in the professional classroom

    Dr. Richard Schwartzstein, Ellen and Melvin Gordon Professor of Medicine and Medical Education, is revolutionizing textbook-dependent classrooms by incorporating real-life applications. In this case, first-year Harvard Medical School students apply their reading through case simulations. A robot functions as the patient, and a small group of students take on various roles to work together and treat the patient. Students are supported by a facilitator, who offers guiding questions but no direct answers, as well as the rest of the class, who serve as consultants or in other supporting roles in the case, like the patient’s family. “Instead of a paper case, now it feels much more real. And suddenly, they’re immersed in taking care of a patient,” Dr. Schwartzstein reflects. After a simulation ends, the whole class debriefs the case, including what students struggled with and how they felt during the exercise.
  • Human Bridges in the Study of Race, Religion, Art, and Politics

    This talk will explore teaching about difference in a Harvard Divinity School course that looks at connections between the Harlem Renaissance and Mexican Modernism during the 1920s and 1930s. Using holiday-themed examples and compelling visual images, we will juxtapose the lives and works of two important figures in the course: Miguel Covarrubias, a Mexican-born caricaturist who spent most of his life in New York City illustrating for Harlem Renaissance texts and popular magazines, and Elizabeth Catlett, a U.S.-born Black sculptor and printmaker who spent her life in Mexico where she created some of the most powerful symbols and images of the Black Arts Movement of the 1960s and 1970s. Covarrubias and Catlett captured our students' imaginations in part because they serve as "human bridges" connecting the United States with Mexico as well the past with the present. Please join for a lively and wide-ranging meditation on the dynamic interplay of race, religion, art, and politics, and the cross-fertilization between history and ethics.
  • Engaging with course material and serving communities at the same time

    Linda Bilmes, Daniel Patrick Moynihan Senior Lecturer in Public Policy, created the Harvard Kennedy School’s first-ever field lab, which combines in-class learning with real-world project work in local and state governments. Since its inception in 2005, the course has involved hundreds of students from across Harvard graduate schools. It is an advanced course focused on public finance, operations and budgeting. Each year, Bilmes and her teaching team receive dozens of applications from mayors and city managers. She and her team select a small number of intellectually challenging projects with buy-in at the highest level. The selected partners describe their projects to students at the start of the term; projects range from addressing homelessness to municipal debt. Then students go on site visits to “get a sense of the crunchiness” of each task and to rank clients by interest before they are sorted into collaborative teams. At the end of the semester, students present recommendations to clients.
  • How Good Accessibility Practices Enhance Online Teaching

    When it comes to accessibility, it’s much better to be proactive than reactive—especially when designing major components of your courses. Furthermore, designing accessible courses helps provide equitable educational opportunities and added benefits for all learners. Join us to learn more from our panel of accessibility experts from across the University about the ways in which accessibility practices enhance classroom teaching and learning.
  • Reconfiguring classroom mechanics to break down hegemony & build up student learning

    John Asher Johnson, Professor of Astronomy, aims to cut through dominant constructs of what teaching looks like and to disrupt hegemonies in his classes through collective norms setting and conveying to students that they are “intellectual peers with the professor.” He structures his courses around the Tao of TALC method in which students work on assignments in collaborative groups while the instructor and TFs use the Socratic method to stimulate collective problem-solving.
  • Using asynchronous learning to improve students’ learning experiences

    Elisa New, Powell M. Cabot Professor of American Literature, has ample experience blending asynchronous and synchronous learning to teach students at Harvard and beyond. Asynchronous learning happens independently from in-person class time and can take many forms. In her courses, New has incorporated on-location “field-trips,” discussions with relevant authors, and even recordings of former student discussions, which has helped current students “up their game.” “People really love those. They like to see how a good discussion works.”
  • Grappling with a global pandemic in class, as a class

    Jonathan Zittrain, George Bemis Professor of International Law, adapted his digital governance course to incorporate what everyone was really focused on in mid-spring of 2020: the COVID-19 pandemic. Instead of “compartmentalizing” between class and crisis, he reworked the syllabus to respond to students’ needs and evolving experiences. Zittrain replaced the final exam with collaborative reports in which students examined aspects of the pandemic through the lens of digital governance dilemmas. “The idea was to offer students an opportunity to apply what they learned in the course to problems that were on everybody’s mind.”
  • 2020 HILT Conference

    The ninth annual HILT Conference will bring together a diverse, engaged, and engaging set of speakers and panelists to share their successes and challenges in building equitable learning opportunities, facilitating charged or difficult class discussions, and supporting students as they navigate rapidly shifting circumstances.
  • Keeping students engaged and learning through the “human hook”

    Maya Jasanoff, X. D. and Nancy Yang Professor of Arts and Sciences and Coolidge Professor of History, uses narratives to engage students and deepen their understanding of course content. From her Gen Ed course Ancestry to her upper-level seminar Narrative History: Art and Argument, Jasanoff demonstrates that “stories do not necessarily mean fiction; rather, stories are simply arguments based on the evidence. The former cannot exist without the latter.”
  • Applying Pedagogical Insights to Large Online Courses

    When William Fisher, WilmerHale Professor of Intellectual Property Law, was approached to create an online course version of his Harvard Law School Copyright course, he agreed with the stipulation that CopyrightX be paired with the residential version, that enrollment be limited to 500, and that students meet in discussion sections of 25. Both online and residential students watch the same 90-minute lecture video prior to class time. When the class meets, Fisher facilitates case study discussions with residential students and 15-20 teaching fellows do so for sections of online students. Sometimes, residential and online students meet virtually to hear from a guest speaker.
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