An ablConnect literature summary outlines that field learning—an extreme form of authentic learning (versus lab and simulation)—increases student motivation and the ability to think like a member of the discipline.
Ann Forsyth, Professor of Urban Planning, incorporates projects with clients into many of her Graduate School of Design courses, from semester-long endeavors to optional assignments. Students gain experience designing sustainable and healthy cities by working with and producing reports for government, educational, and non-profit organizations.
TELLab, funded by a Harvard Initiative for Learning and Teaching (HILT) grant, is a platform for online experiments that students can participate in and modify for their own use. Faculty interested in developing an experiment module for their course can contact the team. ...
Ryan Enos, Associate Professor of Government, assigns an original research project—students define a question, design a study, collect data, and present their results—in his undergraduate and graduate political science courses. “It’s an opportunity to gain first hand experience conducting behavioral experiments, and to navigate all the necessary steps, questions, and challenges.”
Researchers demonstrated that reading fiction plays a role in enhancing readers' social cognition by activating the default network, known to support capacity to simulate hypothetical scenes, spaces and mental states.
HILT grant recipient Beth Altringer (SEAS) discusses her team-driven course “The Innovator’s Practice” which involves students in a continuous creation and feedback cycle as they pursue the development of entrepreneurial ideas.
Jon Hanson, Alfred Smart Professor of Law, saw an opportunity to improve learning by putting students in the driver's seat. Along with Jacob Lipton, JD ’14, he developed The Systemic Justice Project (SJP) – a policy innovation collaboration, organized and catalyzed by students – as a problem-oriented, team-driven, and experiential approach to courses in legal education.