HDS

Treating merging forms of evidence around us as a collective ensemble


Davíd CarrascoAs 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.

Teach, embody, and model deep listening and reflection


Cheryl GilesCheryl 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.

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Bringing the best parts of a seminar into larger courses


Michelle Sanchez, Into Practice issueWhen enrollment for seminar After Luther: Faith, Will, Law, and the Question of Goodness doubled last year, Michelle Sanchez, Assistant Professor of Theology, was concerned that the depth and quality of the connections—with and among students and the texts they read together—would diminish. In response, she modified some logistical elements including assigning different pairs of students to circulate brief response papers before class and then lead discussion each week.

Inviting guest instructors to teach entrepreneurial theory and practice


Jacob OluponaJacob 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 instructorsfrom arts and sciences, business, education, law, and public health, as well as business leaders from Africa.
 

Classroom norms: Developing a language of public agreement to eliminate “noise”


Emily Click, Into Practice ProfileEmily Click, Assistant Dean for Ministry Studies, Director of Field Education, and Lecturer on Ministry Studies, facilitates a discussion with students early in the semester to agree upon norms for classroom engagement, including how to address any divergent behavior. Students prepare for the conversation by writing a journal reflection that illustrates what is most important to them and what helps them thrive as a learner.   

Online engagement: Designing a learner-centered HarvardX course


Diane MooreDiane Moore, Senior Lecturer in Religious Studies and Education, collaborated with HDS and FAS colleagues to produce a six-module, online course offering through HarvardX called World Religions Through Their Scriptures. They designed all digital material for optimal engagement of the 130,000 enrolled students: “It’s essential to provide language and tools in order for students from diverse worldviews, religions, experiences, ages, and regions of the world to constructively interact around topics that often divide us.”