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 a student cohort to test and innovate new training materials

    Tyler Giannini and Susan Farbstein, Clinical Professors of Law, pull back the curtain on pedagogy for students in the seminar Advanced Skills Training in Strategic Human Rights Advocacy by making them part of a learning community and giving them ownership over the learning process. For example, each year students work to improve simulations in which they originally were participants, in an earlier prerequisite seminar attached to the International Human Rights Clinic.
  • DEEP Career

    DEEP Career strives to “Deliver Equal and Endless Possibilities” for young professionals’ career development in China, where accredited career opportunities are concentrated in Beijing and Shanghai, but young talents elsewhere are excluded.
  • Hearing their own voice: Consistent student participation while discussing polarizing topics

    Elizabeth Papp Kamali, Assistant Professor of Law, wants to ensure that students contribute consistently throughout the semester: "A student can get into a rut if they don't participate in those first few classes, and it can be very difficult to break that cycle."
  • Nuanced assessments: More than the final grade

    Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration.
  • Late semester assignments: Recognizing merit through collaboration

    Lani Guinier, Bennett Boskey Professor of Law, incorporates collaboration into her late semester assignments in order to provide opportunities for self-improvement and self-reflection.
  • Putting students at the helm of their learning experience

    Jon Hanson, Alfred Smart Professor of Law, saw an opportunity to improve learning by putting students in the driver's seat.
  • Bottom-up pedagogy

    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.
  • Enhancing student team effectiveness

    Awardees plan to use online assessments to improve team effectiveness and provide students with informative feedback about their role as team members.
  • The Connected Scholar

    Awardees plan to develop further an online tool (“The Connected Scholar”) to teach and promote academic integrity and facilitate proper citation.
  • H20: Adaptable digital textbooks

    Awardees plan to develop further their online H20 platform for digital textbook design and distribution.