Resources

Awardee ran a year-long Writing Oasis program, based on a successful pilot offering, to provide dedicated time and collaboration for graduate students in their dissertation writing.

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.

Awardees created a “do it yourself” flipping kit to help faculty across the University develop blended learning materials using Canvas.

Awardee conducted a mixed-methods study in HMS course Homeostasis I.

Awardees transformed STRIPED teaching cases for online delivery, consistent with digital learning research and toward expanded outreach to working professionals.

Awardees developed methods for online students to participate in active learning exercises designed for the traditional classroom.

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 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 explore the best-performing sequences of instructional materials in both controlled studies and in the context of real online courses.

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.