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.
Awardee will use an ethnographic lens to spark an interdisciplinary and intergenerational conversation on the role of whiteness in research, pedagogy, and institutional life.
Awardees will study how decision-making is taught and assessed across disciplines and disseminate effective teaching methods.
Awardees will evaluate whether delivering a chalk talk in response to an open-ended experimental design question is an effective method to drive improvements in the general practice and articulation of experimental design, as measured through responses to
Awardee will redesign a course with team-based learning (TBL) principles and assess the benefits and challenges of the approach.
Awardees will develop, expand, and improve a new approach to legal education (and higher education generally) that is more problem-oriented, team-driven, and experiential than are traditional and conventional pedagogical methods.
Awardees will pilot an advanced elective in primary care medicine and teaching, where senior medical students tutor junior medical students in clinical skills, with assessment of its benefits to both students enrolled in the elective and the junior
Awardee will develop a new interdisciplinary course, involving leaders in landscape architecture and other fields paired with faculty at Harvard to examine originality, authenticity, and invention, and develop a model for courses that spark students to
Awardees will establish the “Harvard Genomics Teaching Group,” share pedagogical approaches, a dedicated platform for analysis, and document best practices.