Dr. Monik Jimenez, an Assistant Professor in the Department of Epidemiology, uses different pedagogical approaches to elevate diverse voices and styles of learning. In her Mass Incarceration & Health in the U.S. course, she balances speaking time between a traditional scholar and an impacted community member, and emphasizes to the latter (and to students) that they are an expert. Dr. Jimenez also provides a variety of ways for students to participate and ask questions that include different cultural and neurodivergent learning styles. “It’s important to think about decolonizing the classroom in a layered way,” she reflects. “What are the multiple ways in which systems of power and white supremacy have impacted what we consider to be an ‘optimal’ student through the metrics we’ve been taught?”
Dr. Carmen Messerlian, Assistant Professor of Environmental Reproductive, Perinatal, and Pediatric Epidemiology, remodeled the department’s gateway Reproductive and Perinatal Epidemiology I course after her first year teaching it. Drawing on key observations and 6-8 hours of one-on-one student meetings per week, “I wanted to understand students’ learning needs and requirements, their goals for the course, and where their training was going to take them.” From there, she synthesized both her own experience in the field and quantitative student review data to radically revise the course’s structure. Now the course helps students develop their scientific research skills, explicitly scaffolding how to perform activities that students rarely get formal training in, like academic journal peer reviews, abstract writing, and poster presentations. At its core, the course trains students “how to become a reproductive epidemiologist,” and to learn how to put on “an epidemiological lens” when they produce, digest, or evaluate material in the field.
Ryan Buell, Finnegan Family Associate Professor of Business Administration, leveraged Scribble for his remote course to help students engage with case discussion longitudinally and collectively. The virtual board platform allowed students to engage online in lieu of an in-person experience in which the blackboard operates as a coordinating element for case discussion. “It helps students put the pieces together, allowing them to track any idea shared by the faculty and shared by the students.”
Dr. Anita Vanka, Assistant Professor of Medicine and Associate Advisor & Director of Hinton Society at Harvard Medical School, co-directs Practice of Medicine with Dr. Katherine Johnston, Assistant Professor of Medicine. The eleven-month course involves several hundred faculty members at different teaching hospitals and is designed to teach first-year medical and dental students how to effectively interview and communicate with patients, perform a thorough physical exam, reason through diagnostic possibilities, and translate findings effectively in both oral and written form. Given the size and breadth of the course, Drs. Vanka and Johnston developed a mentoring system which allows for each student to meet with an assigned faculty advisor at their hospital site several times a year. These meetings encourage faculty to develop personal relationships with the students, oversee their clinical progress, provide feedback, and guide students into setting goals for their learning and progress.