• 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.
  • Understanding pathophysiology with real-life vignettes

    Barbara Cockrill, Harold Amos Academy Associate Professor of Medicine, uses case-based collaborative learning (CBCL) in her Homeostasis I course to help medical students explore real-life clinical scenarios they may face as practitioners. Case discussions start in cohorts of four students, formed at the beginning of the course, and focus on a series of questions. Discussion continues with the full class of 40 students, facilitated by Cockrill and other medical school faculty.
  • Engaging students in a field-based, problem-oriented, experiential course

    Jorrit de Jong, Lecturer in Public Policy, combines practice, research, and engagement with learning and teaching in his course Innovation Lab: Public Problem Solving in Massachusetts Cities, in which students participate in a field-based, problem-oriented, and experiential setting, immersed in local city governments. Students observe, first-hand, the work of public servants—going on inspection tours, triaging cases, analyzing geo-spatial data, reconciling competing priorities and politics—and then pitch proposals to city mayors, usually building on the work of previous students.
  • Lowering the barriers to becoming a practitioner

    Lily Song, Lecturer and Research Associate, divides her course, Community Development: History, Theory, and Imaginative Practice, into three sections. In “Unraveling,” students read theoretical texts about community development and interrogate dominant approaches that uphold race, class, and gender-based supremacies. “Revisiting” immerses students in alternative histories of community development, drawing on various liberation struggles and movements. Finally, “praxis” brings community development practitioners to present and discuss their work. The course seeks to create a peer-learning community that pushes past remedial and reformist approaches to community development in order to intervene on prevailing economic, political, social, and spatial structures and processes that lock communities in denigrating and dehumanizing terms. By showcasing and interrogating work being done in the field, it breaks down students’ barriers to entry.
  • Establishing a rigorous and invigorating classroom

    Robert Reid-Pharr, Professor of Studies of Women, Gender, and Sexuality and of African American Studies strives to create a “rigorous but not frightening” classroom experience for the course Gender, Sexuality, and the Archive, in which students take turns leading class discussion—presenting thoughts on, challenges to, and questions about course readings derived from essays they have written. With facilitation from Reid-Pharr, their peers then ask difficult questions of the discussion leader that begin to generate meaningful conversation.
  • Motivating students to transition from learning-for-testing to learning-for-learning

    In his Statistical Mechanics and Thermodynamics course (a core class for physics concentrators) Matthew Schwartz, Professor of Physics, tries to move his students away from a binge-learning exam-based model, common in science classes, to one of sustained learning throughout the semester. To do this, he persuades students to read the course materials before class through comprehensive pre-class quizzes, replaces the midterm with a non-collaborative problem set, and assigns a take-home final weighted the same as two problem sets.
  • Engaging Students with Difficult Text Through a Flipped Classroom

    In his general education courses, Jay Harris, Harry Austryn Wolfson Professor of Jewish Studies, posts two different videos prior to class for students to view: pre-reading videos contextualize and provide guidance for the week’s readings, and lecture videos replace Harris’s in-class lectures on the material. Students then send their questions and comments to Harris through Canvas, which he uses to build the class discussion. 
  • Mutually beneficial partnerships

    Robert S. Huckman, Albert J. Weatherhead III Professor of Business Administration and Ariel Dora Stern, Poronui Associate Professor of Business Administration pair student groups with local hospitals to address challenges related to access, adoption of new delivery methods, and the quality of care in their elective course, Transforming Healthcare Delivery. This applied work is rooted in a series of cases that have been written by Harvard Business School (HBS) faculty and articles that cover broader ideas from the literature and previous research.
  • 3D Virtual Global Classroom

    The purpose of this project is to develop a 3D Virtual Global Classroom software to make online courses more interesting and interactive between students and instructors. 
  • Physically inhabiting new and different spaces

    Virginie Greene, Professor of Romance Languages and Literature, transfers the theme of her Freshman Seminar course, The Grail Quest of Marcel Proust, to the classroom by holding every class session in a different location around the Harvard campus or in the Boston area. “Teaching a freshman seminar allows you to do something a little rash and provoke students. A knight going on a quest never stays in the same spot twice.” Whether they are exploring Sanders Hall, the Harvard Art Museum, or the Boston Public Library, class time is split between exploring the space and discussing the week’s reading.
  • 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.
  • Flipping the classroom for deeper student engagement and feedback on learning

    L Mahadevan, Lola England de Valpine Professor of Applied Mathematics in SEAS, and Professor of Organismic and Evolutionary Biology, and of Physics in FAS used a 2017-2018 SEAS Learning Incubator LInc Faculty Fellowship to emphasize active learning in his Mathematical Modeling course. He implemented a flipped classroom approach to enable students to come to class with problems and questions to collaborate on, time to develop their own problems from scratch, and work on modeling with peers. The foundational arc supporting this process has students move from observations through abstraction, analysis and communication, and iteration.
  • Implementing collaborative experimentation

    Rachel Carmody, Assistant Professor of Human Evolutionary Biology, explores a burgeoning new field in her course Gut Microbiome and Human Health. The main goals are for students to develop the skills to understand how experiments are designed and conducted, and to critically evaluate existing studies and emerging research papers. Students are challenged to generate new data of their own and run experiments to investigate a predetermined hypothesis individually and collectively during the semester. They regularly discuss the results of their experiments and produce final research papers that use the collective data to explore any aspect of the hypothesis that interests them.
  • Making multiple perspectives and complexities visible

    Benjamin Sommers, Professor of Health Policy and Economics, finishes his Healthcare Safety Net and Vulnerable Populations course with a debate: students are randomly assigned to roles—as senators, witnesses, or experts—and probe aspects of healthcare policy, simulating deliberations that take place on the Senate floor. Somewhat similar to real hearings, each witness makes an opening statement and then takes questions from acting Senators.
  • Incorporating social support and love into the classroom

    Gretchen Brion-Meisels, Lecturer on Education, focuses on ensuring that holistic support is apparent and felt deeply in her classroom. From listing mental health resources on all her syllabi to convening opening circles to build relationships at the start of class, Brion-Meisels incorporates ways of “checking in.” In her course Establishing Loving Spaces for Learning, students are asked to keep reflective journals and share them with a peer to engage in a conversation around their experiences. “Fundamentally, my biggest goal is to normalize the idea that everyone needs support. We’re all works-in-progress, learning and growing, but also with a lot to contribute to each other’s growth.”
  • 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.
  • Helping students see themselves as scientists

    When Dr. Kevin Eggan, Professor of Stem Cell and Regenerative Biology, did research as an undergraduate, it “transformed for me what science was and what it could be.” His Precision Genetics and Gene Therapy year-long course offers sophomores a similar opportunity. In the fall, students are introduced to a “jamboree of recent medical discoveries in Amyotrophic lateral sclerosis (ALS).” Working in small groups, they explore and then choose a gene to focus on. In the spring, they continue in small groups to experiment on mice, learn tools for analyzing the data they generate, and present to their peers, instructors, and external experts along the way.
  • Engaging real-world stakeholders to provide feedback to students

    Jal David Mehta, Associate Professor of Education, directs students to use design thinking and interact with real-world stakeholders when making proposals to improve educational systems in his course Deeper Learning for All: Designing a 21st-Century School System. At the end of the semester, students present final projects to panels of educational experts ranging from superintendents to K-12 teachers to Harvard Graduate School of Education faculty.