Into Practice, a biweekly communication distributed from the Office of the Vice Provost for Advances in Learning to active instructors during the academic year was inspired by a successful 2012 HILT grant project. The e-letter highlights the pedagogical practices of individual faculty members from across Schools and delivers timely, evidence-based teaching advice, contributing to and strengthening a University-wide community of practice around teaching.

Below is a catalog of all the Into Practice issues sorted by the publication date. To subscribe to Into Practice, please sign-up via our Mailing List page.

  • Demonstrating that everyone’s voice is valued

    Dr. Monik Jimenez, an Assistant Professor in the Department of Epidemiology, uses different pedagogical approaches to elevate diverse voices and styles of learning. In her Mass Incarceration & Health in the US course, she balances speaking time between a traditional scholar and an impacted community member, and emphasizes to the latter (and to students) that they are an expert. Dr. Jimenez also provides a variety of ways for students to participate and ask questions that include different cultural and neurodivergent learning styles. “It’s important to think about decolonizing the classroom in a layered way,” she reflects. “What are the multiple ways in which systems of power and white supremacy have impacted what we consider to be an ‘optimal’ student through the metrics we’ve been taught?”
  • Centering student need in gateway courses to the field

    Dr. Carmen Messerlian, Assistant Professor of Environmental Reproductive, Perinatal, and Pediatric Epidemiology, remodeled the department’s gateway Reproductive and Perinatal Epidemiology I course after her first year teaching it. Drawing on key observations and 6-8 hours of one-on-one student meetings per week, “I wanted to understand students’ learning needs and requirements, their goals for the course, and where their training was going to take them.” From there, she synthesized both her own experience in the field and quantitative student review data to radically revise the course’s structure. Now the course helps students develop their scientific research skills, explicitly scaffolding how to perform activities that students rarely get formal training in, like academic journal peer reviews, abstract writing, and poster presentations. At its core, the course trains students “how to become a reproductive epidemiologist,” and to learn how to put on “an epidemiological lens” when they produce, digest, or evaluate material in the field.
  • SEEK

    SEEK works to improve access to learning and employment opportunities among adult refugees in Kenya, in collaboration with the refugee-led community-based organization (CBO), Samaritan Association.
  • Easy Shoulder

    This app enables users to understand how and why home-exercise is important to protect your joints and keep everyone continuing home-exercise with fascinating gaming features.
  • Dia Health

    Dia Health is building an automated newborn care coach that supports parents through the postpartum period with validated education and outreach for both the newborn and mother.
  • BundA+

    BundA+ educates mothers on nutritious meal options and helps to connect mothers with baby meal providers, where they can purchase calories-adequate baby meal plan delivered to their doorsteps. 
  • Syllabus Explorer

    Harvard Syllabus Explorer is a web application developed by the Office of the Vice Provost for Advances in Learning - Research Group. Syllabus Explorer combines registrarial data and syllabi from Canvas to give users the ability to search for and download syllabi across Harvard.
  • ProjectBeta.id

    ProjectBeta is a platform that aims to improve mental health literacy among parents in Indonesia by providing mental health curriculum made by experts in the form of articles and practical videos to help recognize, manage, and prevent mental illness in children; it is also giving instant access to the clinician.
  • Plan A

    Plan A is working to design a remote peer-based career mentoring solution, for first-generation high school students in urban India.
  • Making multiple perspectives and complexities visible

    Benjamin Sommers, Professor of Health Policy and Economics, finishes his Healthcare Safety Net and Vulnerable Populations course with a debate: students are randomly assigned to roles—as senators, witnesses, or experts—and probe aspects of healthcare policy, simulating deliberations that take place on the Senate floor. Somewhat similar to real hearings, each witness makes an opening statement and then takes questions from acting Senators.
  • Best models for blended learning between graduate students and professionals

    Awardees will test a series of blended learning modules designed to facilitate collaborative learning between professional and graduate students to highlight best practices in using blended learning to allow collaborative, co-education between professionals and graduate students.
  • Developing a Hybrid Interprofessional Education Model to Prepare Students for Cross-Sector Problem-Solving

    Awardees will build on the award-winning HarvardX MOOC, “Improving Your Business Through a Culture of Health (COH),” to develop a scalable and transferable pilot module to practice interprofessional (cross-sector) team learning.
  • EmpathyCore

    Through innovative educational experiences leveraging immersive virtual reality, we aim to provide healthcare students and professionals with the opportunity to foster better relationships with patients who are often stigmatized within the healthcare system.
  • Conveying large amounts of material efficiently and clarifying complex ideas

    Tyler VanderWeele, John L. Loeb and Frances Lehman Loeb Professor of Epidemiology, uses lectures to integrate and illuminate core concepts, bringing new insights to students and sometimes for his own scholarship in the process. His courses—on religion and public health, on applied statistics, and on research design—often cross disciplinary boundaries and involve unexpected combinations of ideas. 
  • The merits of an equal basis of ignorance

    Giovanni Parmigiani, Professor of Biostatistics, selects new scientific articles as well as opinion pieces for freshman seminar course FRSEMR 22H – My Genes and Cancer to discuss in-the-moment scientific discoveries in genetics research, and encourages students to also recommend topics of interest.
  • Leveraging student heterogeneity to bridge gaps through active learning

    Marianne Wessling-Resnick, Professor of Nutritional Biochemistry, employs active learning strategies including debate, ‘pair and share,’ and peer evaluation to bridge gaps in student experience and knowledge.
  • Elevating class conversation: Taking a case-based approach

    Nancy Kane, Professor of Management and Associate Dean of Case-based Teaching and Learning at the Harvard T.H. Chan School of Public Health, trains instructors on using the teaching case to lead effective course discussions.
  • Development of Student-run Podcasts as an Innovative Learning and Communication Tool

    Awardees will develop training workshops to teach students to communicate technical knowledge to broader audiences through podcasting.
  • Bridging the gap between statistics courses and practice

    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.
  • Teaching genomics across Harvard schools

    Awardees will establish the “Harvard Genomics Teaching Group,” share pedagogical approaches, a dedicated platform for analysis, and document best practices.
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