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.

  • Using digital resources to augment course materials

    Theodore Svoronos, lecturer at the Harvard Kennedy School of Government, developed digital-learning materials as part of the Building Capacity to Use Research Evidence (BCURE) project and now uses them for both residential and online-learning communities.
  • Student case pedagogy: Learning from their own experience

    Ronald Heifetz, Co-Founder of the Center for Public Leadership and King Hussein bin Talal Senior Lecturer of Public Leadership, uses experiential teaching methods like student case analysis—where students collaboratively develop and analyze cases drawn from their own work experiences—to promote deeper engagement and stronger retention of leadership concepts.
  • Blended Learning: Using interactive online modules before class to enhance learning in class

    Dan Levy, Senior Lecturer in Public Policy and Faculty Chair of the Strengthening Learning and Teaching Excellence (SLATE) Initiative at the Harvard Kennedy School, developed a series of online modules for Advanced Quantitative Methods I, work made possible by teaching fellow Teddy Svoronos and SLATE staff member Mae Klinger.
  • Defining learning objectives: Pre-semester, all semester

    José A. (Tony) Gómez-Ibáñez, Derek C. Bok Professor of Urban Planning and Public Policy, who holds appointments at the GSD and HKS, defines the learning objectives of his course prior to the start of the semester and references them to frame each individual class session: “I use the first five minutes to place each class in the course – ‘The last class we talked about X and today we want to see how those ideas might apply to Y.’”
  • Learning from learning management systems: New ways to engage students through Canvas

    Arthur Applbaum, Adams Professor of Democratic Values, Quinton Mayne, Assistant Professor of Public Policy, and Christopher Robichaud, Lecturer in Ethics and Public Policy piloted the new University-wide learning management system, Canvas, in their spring 2015 courses at the Harvard Kennedy School.
  • Teachly: A research project

    Teachly was developed at the Harvard Kennedy School (HKS) to help faculty members teach more inclusively and effectively. The tool enables faculty to get to know their students and interact with them in a meaningful way through the robust data infrastructure.
  • The Video Essay as a Learning Tool in Field Based Courses and Design Courses

    Awardees will explore the video essay as an integrative teaching tool in field-based and design-oriented courses.
  • Choice architecture: When students become designers of optimal decision processes

    Awardee will develop in-class and online activities to improve student decision-making and increase classroom engagement.
  • DIY flipping kit: Blended learning in the context of Canvas

    Awardees created a “do it yourself” flipping kit to help faculty across the University develop blended learning materials using Canvas.
  • Leveraging teaching assistant potential and scaling-up high-intensity experiential learning

    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.
  • From text to multimedia: Evaluating a scalable enhancement model for problem-based learning

    Awardees will conduct a comparison study to identify the impact of multimedia enhancements of case materials on student preparation and engagement.
  • Faculty scholarly working papers on teaching and learning

    HKS Faculty Working Paper Series on Teaching and Learning
  • Making classroom minutes count

    Awardees plan to use active learning strategies, peer instruction, and “flipped classrooms” to transform the core curriculum of their school’s flagship degree program.
  • Community Development Project

    Harnesses the academic and professional resources of Harvard University to facilitate civic engagement in community and economic development projects in underserved communities.
  • Social Innovation and Change Initiative

    Our mission is to develop research, pedagogical content, and educational programs that help students, social innovators, and organizations around the world, navigate the challenges of initiating and implementing social change.
  • Harvard STS Circles

    The STS Circle at Harvard is a group of doctoral students and recent PhDs who are interested in creating a space for interdisciplinary conversations about contemporary issues in science and technology that are relevant to people in fields such as anthropology, history of science, sociology, STS, law, government, public policy, and the natural sciences.
  • The Future Society

    The Future Society focuses on policy research, executive education, convening and incubation.
  • SLATE: Strengthening Learning and Teaching Excellence

    Created to reaffirm the Kennedy School's commitment to top performance in professional education, ensuring that HKS faculty match their intellectual distinction with a mastery of classroom skills.
  • GSD/HKS Community Development Project (CDP)

    CDP is a joint student group comprised of students from the Graduate School of Design and the Kennedy School of Government at Harvard University. Participating students are Masters or Doctoral candidates in any range of degree programs at the GSD and HKS. Throughout the course of the year, students work collaboratively on 1 – 2 projects in the Greater Boston and New England region. CDP members have skills and interests, including: creative strategies for community and civic engagement, innovative urban policy and planning interventions, architecture and urban design, or research and writing. CDP works directly with local governments, organizations, and community members to develop a dynamic work-plan and a clear deliverable for the course of a semester or school year.
  • HKS Office of Career Advancement

    Provides career advice, employer outreach, job search skills workshops, and connects SEAS students to in-term, summer, and post-graduating opportunities.