Fawwaz Habbal, Executive Dean for Education and Research and Senior Lecturer on Applied Physics, and Doris Sommer, Ira Jewell Williams, Jr. Professor of Romance Languages and Literatures and of African and African American Studies, co-teach systems-level thinking. Their course, Aesthetic Pleasure and Smart Design: Janus Faces the Future, trains students to look at complex problems from the perspective of both artists and engineers. This requires the development of skills in scientific assessment and disinterested aesthetic judgment. In the spirit of Renaissance Now, an international movement to promote sustainable development, Habbal and Sommer model the combination of boldness and humility. Students in ES 27 read and reflect on material which ranges from aesthetic philosophy and history to triggers for scientific revolution. Then they tackle a complex problem through a proposal that will gain aesthetic acceptance and be scientifically effective.
Nicole Mills, Senior Preceptor in Romance Languages and Literatures, helps students grasp the French language and experience the culture through “alternative classroom contexts.” Specifically, students participate in virtual reality (VR) experiences alongside the curriculum. During the first week of the semester, students immerse themselves in the daily lives of four different Parisians from the same quarter through a series of 360 VR videos that were self-recorded by the Parisians themselves. They then partner to challenge stereotypes of Parisian culture and compare observations and findings. For remote learning, Mills added both amateur and professional VR films showcasing Parisian life with accompanying tasks. These VR experiences are mediated by one-on-one 30-minute discussions with Parisians designed to both develop interactional competence and encourage the discovery of cultural phenomena. VR can transport students to culturally immersive experiences that are otherwise impossible given COVID-19 travel restrictions.
Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.
As an historian of religions, Davíd Carrasco, Neil L. Rudenstine Professor for the Study of Latin America, conducts his courses through an ensemble approach, which enables students to learn about complex evidence from a variety of approaches, sources and mediums. This approach contains four parts: (1) using an interdisciplinary intellectual method, (2) incorporating a variety of sources, including artifacts, texts, films, and museum exhibitions; (3) expanding disciplinary perspectives through team teaching and visiting speakers; and (4) organizing diverse student experiences and inviting a range of responses. One example of the ensemble in action is Carrasco’s annual collaboration with the Peabody Museum on their Día de los Muertos exhibition as part of his Gen Ed course, Montezuma’s Mexico: Then and Now (co-taught with William L. Fash) in which students visit and add their own interpretations and art works to the ofrendas.
John Asher Johnson, Professor of Astronomy, aims to cut through dominant constructs of what teaching looks like and to disrupt hegemonies in his classes through collective norms setting and conveying to students that they are “intellectual peers with the professor.” He structures his courses around the Tao of TALC method in which students work on assignments in collaborative groups while the instructor and TFs use the Socratic method to stimulate collective problem-solving.
Elisa New, Powell M. Cabot Professor of American Literature, has ample experience blending asynchronous and synchronous learning to teach students at Harvard and beyond. Asynchronous learning happens independently from in-person class time and can take many forms. In her courses, New has incorporated on-location “field-trips,” discussions with relevant authors, and even recordings of former student discussions, which has helped current students “up their game.” “People really love those. They like to see how a good discussion works.”
Maya Jasanoff, X. D. and Nancy Yang Professor of Arts and Sciences and Coolidge Professor of History, uses narratives to engage students and deepen their understanding of course content. From her Gen Ed course ...
In his general education courses, Jay Harris, Harry Austryn Wolfson Professor of Jewish Studies, posts two different videos prior to class for students to view: pre-reading videos contextualize and provide guidance for the week’s readings, and lecture videos replace Harris’s in-class lectures on the...
Manja Klemenčič, Lecturer on Sociology, has scaled a small research-based seminar course for sociology concentrators to one of Harvard College’s newest general education courses, Higher Education: Students, Institutions, and Controversies. While the previous iteration asked students to conduct an individual research project, the new version emphasizes the importance of group work and collaboration. “Students will learn how to conduct social science research and practice working as a research group exploring issues close to their student experiences.” Projects will culminate in a symposium presentation about student research findings and will be showcased on the platform Harvard Undergraduate Research into Higher Education.
Virginie Greene, Professor of Romance Languages and Literature, transfers the theme of her Freshman Seminar course, The Grail Quest of Marcel Proust, to the classroom by holding every class session in a different location around the Harvard campus or in the Boston area. “Teaching a freshman seminar allows you to do something a little rash and provoke students. A knight going on a quest never stays in the same spot twice.” Whether they are exploring Sanders Hall, the Harvard Art Museum, or the Boston Public Library, classtime is split between exploring the space and discussing the week’s reading.
L Mahadevan, Lola England de Valpine Professor of Applied Mathematics in SEAS, and Professor of Organismic and Evolutionary Biology, and of Physics in FAS used a 2017-2018 SEAS Learning Incubator LInc Faculty Fellowship to emphasize active learning in his Mathematical Modelingcourse. He implemented a flipped classroom approach to enable students to come to class with problems and questions to collaborate on, time to develop their own problems from scratch, and work on modeling with peers. The foundational arc supporting this process has students move from observations through abstraction, analysis and communication, and iteration.
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.
When Dr. Kevin Eggan, Professor of Stem Cell and Regenerative Biology, did research as an undergraduate, it “transformed for me what science was and what it could be.” His Precision Genetics and Gene Therapyyear-long course offers sophomores a similar opportunity. In the fall, students are introduced to a “jamboree of recent medical discoveries in Amyotrophic lateral sclerosis (ALS).” Working in small groups, they explore and then choose a gene to focus on. In the spring, they continue in small groups to experiment on mice, learn tools for analyzing the data they generate, and present to their peers, instructors, and external experts along the way.