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. “I have found that it is to my advantage to use the heterogeneity of the class as a tool.”
Students enrolled in graduate courses at the Harvard T.H. Chan School of Public Health represent diverse academic preparation and intended career tracks, illustrated in matrix form to prospective students. “No matter what part of the quadrant you are in, you can use your background and expertise in the classroom.” Small group activities like crafting arguments on both sides of an issue allow students to learn and collectively draw from each other's knowledge.
New regulations for National Institutes of Health (NIH) T32 institutions (those that offer research training opportunities) require a formal workshop in rigor and reproducibility, which does not afford as many active learning opportunities. Wessling-Resnick uses transparency to combat perceived lower student interest and engagement: “I state up front that we’re all required to be here, so why don’t we make the best of it?” For this workshop, the NIH provided short situational films that promoted active student discussion.
Varied academic and professional experience poses an instructional challenge, but can also increase learning and student engagement. “Once you recognize that it’ll be impossible to teach at all levels, you develop ways to instill the essence.”
