In distinguishing fact from opinion, quantitative information is often seen as more reliable, but Mario Luis Small, Grafstein Family Professor of Sociology, wants students also to see the value of qualitative data for assessing such claims. In his course Qualitative Network Analysis, he requires students to analyze empirical research (including their own ethnographic cases) with a qualitative lens and thoroughly evaluate “authors who believe they’re making a defensible claim about some aspect of society.”
Dr. Carl Novina, Associate Professor of Medicine, and his co-instructor Shannon Turley, amended the traditional graduate seminar Critical Reading for Immunology to teach students comprehension and presentation skills essential to a career in biomedical science. To introduce a topic, students read research papers and present a focused background on the field the paper sought to advance. Then, rather than discussing the paper linearly, students select a key figure that best highlighted the main point. Throughout the semester,students revisit central points of papers and diagram them on the white board—“an effective means to help students better process... Read more about Identifying knowledge gaps through illustrations
The Center for Geographic Analysis offers technical workshops in geographic information systems and curriculum support services for instructors seeking to integrate spatial concepts into their courses.
A meta-analysis of 53 studies compared classrooms that did and did not use student response systems (e.g., mobile polling, clickers), finding significant effects on learning outcomes both cognitive (e.g., measures of knowledge transfer) and non-cognitive (e.g., participation).
Arthur Applbaum, Adams Professor of Democratic Values, Quinton Mayne, Assistant Professor of Public Policy, and Christopher Robichaud, Lecturer in Ethics and Public Policypiloted the new University-wide learning management system, Canvas, in their spring 2015 courses at the Harvard Kennedy School.
The benefits: Digital teaching and learning tools enable new approaches and modernize existing techniques to engage students:
Applbaum asked “three daily questions” in online discussion forums to give his students more immediate feedback and pre-seed classroom conversations.
Mayne built an integrated page for each class session to involve students in the vision, goals, and pre-work expectation of that meeting, to get them excited about the upcoming conversation, and to free up class time for in-person discussion and interaction
Robichaud captured outside-class conversations and interactions between students by creating online dialogue via blog posts, news items, chat functions, and “reflections” postings, which had the added benefit of encouraging participation by shy students.