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Whiteness: An Ethnographic Question
Awardee will use an ethnographic lens to spark an interdisciplinary and intergenerational conversation on the role of whiteness in research, pedagogy, and institutional life. -
SLab 2.0
With Advance Grant funding, Rehding established regular lab meetings to refine the goals of SLab 2.0, updated equipment in the lab to accommodate the increased usage of the space, designed a website to host a repository of digital projects and to highlight current student projects, and hosted masterclasses open to the Harvard community. -
Team-based learning in the humanities
Awardee will redesign a course with team-based learning (TBL) principles and assess the benefits and challenges of the approach. -
Virtual reality narratives in foreign language pedagogy
Awardees will engage foreign language students in cultural and linguistic immersion through virtual reality (VR) film narratives. -
The Diversity Journal Club
Awardee will pilot a Diversity Journal Club (DJC) to understand how diversity issues impact learning, teaching, research, and culture in the science community. -
A Pilot in mathematics enrichment to increase pathways to STEM
Awardee implemented a large-scale version of a successful pilot “book club” aimed at lower level math students to create an environment to practice and experiment with advanced concepts. -
Graduate Writing Oasis
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. -
New methods for hands-on teaching in the history of technology
Awardee developed experiential learning opportunities for students in history of technology courses, including in-class demonstration and simulation. -
Embodied learning investigation
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. -
Analyzing long-term retention of information in science gateway course
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. -
LINK: Preparing students to evaluate evidence and navigate real world issues
Awardees will refine six skill-building exercises intended to help students more effectively interpret evidence, and disseminate them to the Harvard teaching community. -
Understanding the relationship between instructor performance and advice quality
Awardees will investigate the relationship between instructor performance and advice quality by comparing instructor performance on a series of web-based modules and the performance of “students” who completed the modules with instructor advice. -
New educational opportunities at Harvard through online behavioral research
Ken Nakayama (psychology), Krzysztof Gajos (computer science), and Ryan Enos (government) will create web-based modules for a variety of classroom contexts that can be utilized flexibly by students and instructors to actively participate in behavioral research. -
Digital Teaching Fellow program
Awardees will expand the digital teaching fellow program from one to at least seven departments in the humanities and social sciences, pairing students with faculty to develop a variety of course-related digital projects, encouraging pedagogical experimentation in digital active learning, multi-media assignments, and unique faculty-student collaboration. -
A Crash course in Harvard College and undergraduates
Awardees designed a workshop for teaching fellows to increase understanding of teaching Harvard undergraduates in order to foster meaningful and productive relationships. -
New models for evaluating learning outcomes in digital humanities teaching
Awardees will host a workshop around opportunities and challenges in digital humanities teaching, applying lessons learned to the assessment of metaLAB platforms. -
A Virtual public forum and online resource platform for speaking and communication
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. -
An introduction to numerical computing for undergraduates
Awardees developed a two-week module on basic computational methods in MATLAB, lowering the barrier to use for students in courses from biology to economics. -
Innovation and accountability in foreign language program evaluation
Awardees will organize a new symposium and series of workshops for faculty to explore contemporary approaches in assessing and renewing foreign language curricula. -
Open review platform
Awardees will, within several physics courses, test, assess, and refine a promising education tool that facilitates student and faculty collaborative annotation of scholarly materials.