Awardees will study misconceptions about statistics in a high-enrollment life science course and develop a related computer-based module.
Awardees will conduct a feasibility study on the collection and analysis of behavioral data from students’ writing collaboration.
Characterizing the link between teaching and professional competency. Awardees plan to study whether teaching and clinical skills correlate, and whether teaching training improves clinical performance.
Awardees aim to study the effectiveness of Teachly, a software tool designed to help faculty teach more inclusively and effectively.
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.
Applying principles of cognitive psychology to education. Awardees plan to study how formative assessment can be better used in lecture courses to promote learning.
Awardees plan to use usage data and impact assessments to further develop their online tutorial on analytic reading and writing.
Awardees plan to use online assessments to improve team effectiveness and provide students with informative feedback about their role as team members.
Awardee plans to assess her departments’ new sophomore tutorial program, investigate its generalizability to other departments, and create a “Hauser sophomore scholar” program.
Improving Teaching by Studying Student Learning: Handout (2) as part of HILT Conference 2018: Implementing the Science of Learning to Advance the Art of Teaching