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.
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
Awardees will measure the effects of open-ended extracurricular projects on student learning.
Awardee bridged the gap between statistics courses and students’ ability to implement concepts in their own work with a student-run consulting service to be permanently housed in the Biostatistics Department.
Awardee conducted a mixed-methods study in HMS course Homeostasis I.
Awardees will investigate whether embodied class exercises, relevant to the material being taught, yield greater understanding and retention of this material compared to teaching that relies solely on demonstrations.
Awardees will administer a survey to Harvard College graduates to analyze the long-term retention of the concepts and abilities taught in a gateway science course.
Awardees will conduct and analyze the data of faculty interviews to surface best practices in teaching team management, with particular attention to the role of teaching assistants in the development of high-intensity experiential learning environments.
Awardees will film a series of interviews (inspired by “Harvard Writes“) to convene a campus-wide conversation on the role of spoken communication in teaching, scholarship, and collaboration.
Awardee will convene a group of faculty and staff to study and document the current range of online learning models and disseminate a matrix of findings that will inform pedagogical strategies and production activities.