Jacob K. Olupona, Professor of African and African American Studies and Professor of African Religious Traditions, collaborated with students from Harvard Graduate School of Education in 2013 to develop a team-taught course on entrepreneurship that would appeal to learners across the University. “They felt entrepreneurship was important and central to what people are doing.” Entrepreneurship in Africa is organized topically (e.g., agriculture, energy, healthcare) around the unique challenges and opportunities to launch and grow an enterprise in the African context. Course sessions are led by an interdisciplinary mix of invited Harvard instructors... Read more about Inviting guest instructors to teach entrepreneurial theory and practice
This issue of Into Practice is adapted fromInstructional Movescontent produced by the Teaching and Learning Lab at the Harvard Graduate School of Education.
Paola Arlotta, Professor of Stem Cell and Regenerative Biology, creates an environment of active inquiry, experimentation, and brainstorming by employing interactive lecturing in her course, Got (New) Brain? The Evolution of Brain Regeneration. An approach which spurs discussion that “often spans multiple fields of study.”
Cassandra G. Extavour, Professor of Organismic and Evolutionary Biology and of Molecular and Cellular Biology, is one of six co-instructors for LIFESCI 50(A & B) Integrated Science, an intensive two-semester course created by Andrew Murray, Herschel Smith Professor of Molecular Genetics, covering methods and concepts from biology, chemistry, physics, and mathematics. They design class discussion and assignments as problems that require students to rely on one another to solve. "We let them know it's normal to not be able to answer everythingon the problem sets on their own. We've structured them that way. They learn to engage with classmates, or with us, to work it out."... Read more about Encouraging students to engage with one another to solve problems (and problem sets)
Elena Kramer, Bussey Professor of Organismic and Evolutionary Biology, and Noel Michele Holbrook, Charles Bullard Professor of Forestry, co-teach General Education course OEB 52: Biology of Plants through lectures, labs, field trips, and weekly quizzes that students use to combine concepts into a creative project at the end of the semester. The prompt, “Trace the rise of the sporophyte,” results in the production of resources like videos, art pieces, fashion magazines, original songs, poems, and children’s books that students present in an arts festival during the final class.
The benefits: Students have to refer back to course activities to help crystalize what they’ve been learning all semester, which ultimately helps them prepare for the final exam. Students tell Kramer the creative projects help them better understand course concepts: “It’s not just busy work, it’s not just fun; it actually makes them think about everything they’ve learned through the semester.”
The challenges:A standard grading rubric is difficult to apply to projects produced in various mediums. To address this issue, Kramer and Holbrook collaborated with a Media Fellow in the Derek Bok Center’s Learning Lab to design an accompanying activity in which all students record an introduction that explains their project and how it addresses the prompt. This “artist’s statement” is especially useful for evaluating the more abstract projects.... Read more about Mastering course content through creative assignments
Gabriela Soto Laveaga, Professor of the History of Science,illustrates how combining nineteenth century documents with oral histories can help unpack complex current issues and disrupt certain assumptions on topics such as undocumented border crossings, addiction, and disease along our southern border. All topics are covered in HISTSCI 140 - Public Health on the Border: Race, Politics, and Health in Modern Mexico,in which she challenges students to expand their own perspectives on these current themes through a variety of assignments including an oral history of an individual.
María Luisa Parra-Velasco, Senior Preceptor in Romance Languages and Literatures, requires her advanced Spanish language learners in Spanish 59: Spanish and the Community to complete four hours a week of engaged scholarship with local organizations as part of their language learning experience. Through classroom discussions, travels from Cambridge to Chelsea (for example), meaningful interactions, and conversations in Spanish with members of the Latino community, they explore powerful concepts like “the borderlands” as related to global migration, changes in local demography, and in-between identities.... Read more about Working with local communities to engage with global issues
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
Alfred Guzzetti, Osgood Hooker Professor of Visual Arts, dedicates the final session of VES 52R: Introduction to Non-Fiction Videomaking—where students spend the term creating one nonfiction film on a subject of their choosing—to a class-wide postmortem discussion about all course elements.
The benefits: Unlike online course evaluations that close with students’ responses to questions, Guzzetti’s postmortem is a two-hour, informal dialogue: “I ask, ‘Why do you think that? Was it worth spending two weeks on the introductory assignment? What did you get out of it?’ It’s a conversation.” The inclusive discussion allows him to address student critique about course structure and specific assignments, as well as the advantages, disadvantages, and motivations for potential changes.... Read more about Engaging students in a course postmortem dialogue
Jie Li, Assistant Professor of East Asian Languages and Civilizations, provides students with multiple opportunities to collaborate in General Education course AI 63 East Asian Cinema. Students have the option to collaborate in groups of four to five, on projects such as a short film or screenplay, for their weekly and final assignments.
The benefits: In groups, students can experience different roles in the filmmaking process (director, videographer, editor, actor) and combine their diverse talents and interests. “I try to get students to learn about film by making a film. You can only get one perspective working as an individual. In groups,... Read more about Leveraging individual strengths in collaborative projects
Vincent Brown, Charles Warren Professor of American History and Professor of African and African American Studies, trains students to interpret history through various media including graphics, data visualizations, videos, and art installations.
Joshua Greene, Professor of Psychology, designs course sessions for maximum engagement by creating interactive opportunities for undergraduate and graduate students to grapple with problems and challenge one another. “It’s not a puzzle if there are not two competing, compelling arguments. I try to use students’ natural inclinations to achieve my pedagogical purposes—if they’re not at least a little confused, then I’m not doing my job.”
Gojko Barjamovic, Lecturer on Assyriology, increases student learning in ANE 103 Ancient Lives by designing activities to engage students’ full range of senses. “To convince people to commit a semester of study to ancient history, you have to make it meaningful.”
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
Bernhard Nickel, Professor of Philosophy, engages students in his introductory College courses about the “hidden curriculum”—defined here as the social and disciplinary norms often invisible to both students and the teaching staff, including expectations about class preparation, in-session focus, respectful discussion behavior, and the role of feedback.
The benefits: Addressing the hidden curriculum explicitly in class surfaces and dispels student assumptions about conduct (for example, concerns that discussing a paper with the instructor during office hours is cheating) that often cause poor academic performance but cannot be solved with narrowly academic feedback.... Read more about The hidden curriculum: Engaging students on another level