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.
Awardees explored the video essay as an integrative teaching tool in field-based and design-oriented courses.
Awardees will study how decision-making is taught and assessed across disciplines and disseminate effective teaching methods.
Awardee will use efficiency metrics to study the best preparation methods for a flipped classroom.
Awardees will synthesize instructors’ pedagogically relevant experiences and lessons learned making Massive Online Open Courses (MOOCs) and create a set of best practices.
Awardee will redesign a course with team-based learning (TBL) principles and assess the benefits and challenges of the approach.
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 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 evaluated types of interactivity between faculty and students and generated a resource guide of best practices to assist instructors in interacting with online and residential students in Canvas.
Awardee conducted a mixed-methods study in HMS course Homeostasis I.