Sheila Heen, Thaddeus R. Beal Professor of Practice and a Deputy Director of the Harvard Negotiation Project at Harvard Law School (HLS), specializes in navigating challenging negotiations where emotions, relationships, and legal components are on the line. Heen is responsible for and team-teaches in Harvard Law School’s three Negotiation Workshop courses, with enrollment of over 400 law students and cross-registrants annually. The workshops are a primary way that students meet the new HLS graduation requirement to take a course that teaches negotiation, relationship management, and leadership skills. Over the last 40 years, the Negotiation Workshop has developed a self-reflective and experiential pedagogy that challenges faculty to walk their own talk as they both teach and learn alongside students. In the classroom, Heen and her faculty colleagues encourage students to reflect on their learning experiences, understand their decision-making processes, and apply theoretical knowledge in practical contexts to enhance their negotiation skills.
Dr. Sang E. Park, Associate Professor of Restorative Dentistry and Biomaterials Sciences and Associate Dean for Dental Education, is committed to ensuring that dental education at Harvard School of Dental Medicine (HSDM) prepares students for careers as dental practitioners while meeting the needs of its patients. Dr. Park has been instrumental in several curriculum redesigns, including the introduction of the Case Completion clinical curriculum in 2009. The most recent efforts of the Curriculum Redesign Task Force for the class for 2027 included a restructuring of the preclinical and biomedical curriculum, a strengthening of research components, and engagement of the Scholars in Dental Education program to ensure the curriculum reflects the needs of students and the values of the institution.
Ewa Lajer-Burcharth, William Dorr Boardman Professor of Fine Arts, is an art historian who focuses on 18th- and 19th-century European and contemporary post-1970s art. Lajer-Burcharth uses physical objects – such as paintings, sculptures, and textile arts – to enable more immersive forms of learning that enable students to experience objects of study in a hands-on way that is not possible with text-heavy teaching methods. These objects serve as a primary teaching tool for encouraging new perspectives and interrogating original sources. Students examine various objects from museum and library collections under the expert guidance of curators, and eventually assist in the curation of an exhibit. This allows students to have hands-on experience in both understanding and creating, rather than be solely trapped by reading and speaking. While her courses use physical objects as a point of reference, similar opportunities exist in other classroom contexts where students can contextualize the motivations of authors, musicians, and inventors, for example.
Shoba Ramanadhan, Associate Professor of Social and Behavioral Sciences (HSPH), creates curricular experiences that highlight community partnerships and incorporates diverse student experiences for shared knowledge building in the classroom and within the community. To do this, Ramanadhan integrates principles of Community-Based Participatory Research (CBPR) into her teaching methodology—an approach that includes collaboration with community partners on research design and implementation. Bringing this style of research into the classroom models critical practices of partnership and setting shared goals in collaborative work. As part of this, students are encouraged to share their experiences, especially practice-based expertise from their public health backgrounds. This allows students to learn how they might work within communities based on the experience of peers and community members, rather than just the expertise of the instructor. This informs classroom discussions when approaching a public health research topic. This approach has been transformative for students: “When I started this work about 19 years ago, I had to learn about what a community-based organization practitioner’s day actually looks like, how their organizational structure works, how poorly paid they are. And so, to me, the teaching is really understanding what you don't know and who you can ask, filling those gaps, so that you can be better equipped to be useful to the community you’re working with.”
Sheila Heen, Thaddeus R. Beal Professor of Practice and a Deputy Director of the Harvard Negotiation Project at Harvard Law School (HLS), specializes in navigating challenging negotiations where emotions, relationships, and legal components are on the line. Heen is responsible for and team-teaches in Harvard Law School’s three Negotiation Workshop courses, with enrollment of over 400 law students and cross-registrants annually. The workshops are a primary way that students meet the new HLS graduation requirement to take a course that teaches negotiation, relationship management, and leadership skills. Over the last 40 years, the Negotiation Workshop has developed a self-reflective and experiential pedagogy that challenges faculty to walk their own talk as they both teach and learn alongside students. In the classroom, Heen and her faculty colleagues encourage students to reflect on their learning experiences, understand their decision-making processes, and apply theoretical knowledge in practical contexts to enhance their negotiation skills. 
Dr. Sang E. Park, Associate Professor of Restorative Dentistry and Biomaterials Sciences and Associate Dean for Dental Education, is committed to ensuring that dental education at Harvard School of Dental Medicine (HSDM) prepares students for careers as dental practitioners while meeting the needs of its patients. Dr. Park has been instrumental in several curriculum redesigns, including the introduction of the Case Completion clinical curriculum in 2009. The most recent efforts of the Curriculum Redesign Task Force for the class for 2027 included a restructuring of the preclinical and biomedical curriculum, a strengthening of research components, and engagement of the 
Ewa Lajer-Burcharth, William Dorr Boardman Professor of Fine Arts, is an art historian who focuses on 18th- and 19th-century European and contemporary post-1970s art. Lajer-Burcharth uses physical objects – such as paintings, sculptures, and textile arts – to enable more immersive forms of learning that enable students to experience objects of study in a hands-on way that is not possible with text-heavy teaching methods. These objects serve as a primary teaching tool for encouraging new perspectives and interrogating original sources. Students examine various objects from museum and library collections under the expert guidance of curators, and eventually assist in the curation of an exhibit. This allows students to have hands-on experience in both understanding and creating, rather than be solely trapped by reading and speaking. While her courses use physical objects as a point of reference, similar opportunities exist in other classroom contexts where students can contextualize the motivations of authors, musicians, and inventors, for example.
Shoba Ramanadhan, Associate Professor of Social and Behavioral Sciences (HSPH), creates curricular experiences that highlight community partnerships and incorporates diverse student experiences for shared knowledge building in the classroom and within the community. To do this, Ramanadhan integrates principles of