Cheryl Giles, Francis Greenwood Peabody Senior Lecturer in Pastoral Care and Counseling, shares her own experiences, missteps, and successes to demonstrate self-awareness for students in her course Counseling for Wellness and Resilience: Fostering Relational Wisdom. She encourages students to listen deeply to themselves and others without judgment by practicing mindfulness throughout the course.
Rachel Carmody, Assistant Professor of Human Evolutionary Biology, explores a burgeoning new field in her course Gut Microbiome and Human Health. The main goals are for students to develop the skills to understand how experiments are designed and conducted, and to critically evaluate existing studies and emerging research papers. Students are challenged to generate new data of their own and run experiments to investigate a predetermined hypothesis individually and collectively during the semester. They regularly discuss the results of their experiments and produce final research papers that use the collective data to explore any aspect of the hypothesis that interests them.... Read more about Implementing collaborative experimentation
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.
Karin Öberg, Thomas D. Cabot Associate Professor of Astronomy, taught departmental introductory course Stellar and Planetary Astronomy in 2016 by building on established material and modifying the curriculum using student feedback and her own observational assessment.
The benefits: Öberg saved pre-semester preparation time by using the same in-class worksheets of earlier iterations and retaining the course’s primary elements—three lab sessions; weekly blog post assignments; and an active, collaborative learning in-class format supervised and assisted by roaming instructors.... Read more about A balancing act: Making established courses your own
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.”
James Hanken, Professor of Biology and Director of the Museum of Comparative Zoology (MCZ), increases student engagement by taking students out of the traditional classroom. Whether organizing his freshman seminar around weekly excursions to Harvard’s museums, or guiding a spring break field trip to Costa Rica for undergraduates enrolled in OEB 167 Herpetology, these immersive experiences “provide opportunities for students to see and understand things they simply won’t get in the classroom.”
The benefits: While Hanken favors the traditional lecture for certain material, field trips expose students to people and ideas unavailable in the classroom setting, like interviewing museum directors about the challenges of curation and exhibit administration. The field exposure in Costa Rica, a trip largely sponsored by the MCZ, gives students an understanding of animals as living organisms, not just static entities—an immersive experience "we are uniquely qualified to offer."... Read more about Engaging students via field trips, near and far