SEAS LInc ~ Innovating Pedagogy in Engineering and the Sciences
Welcome
The Harvard John A. Paulson School of Engineering and Applied Sciences has established The SEAS Learning Incubator (SEAS LInc), whose mission is innovation of pedagogy in engineering and science. More
LInc Announces Recipients of 2021-2022 Faculty Fellowships
Congratulations to Elena Glassman, PhD; Robin Wordsworth, PhD; Fawwaz Habbal, PhD and Doris Sommer, PhD; and Woodward Yang, PhD who have each been awarded the LInc Faculty Fellowship for the academic year 2022-2023.
2022-2023
Elena Glassman, PhD
Assistant Professor of Computer Science
Harvard John A. Paulson School of Engineering and Applied Sciences
Course Design: CS 178
Course Design: Fall 2022
Course Implementation: Spring 2023
Robin Wordsworth, PhD
Gordon McKay Professor of Environmental Science and Engineering and Professor of Earth and Planetary Sciences
Course Design: New course at GenEd level on planetary science, spacecraft engineering and space exploration, with provisional title "Worlds Beyond: The Past, Present and Future of Space Exploration"
Course Design: Fall 2022
Course Implementation: Fall 2023
Fawwaz Habbal, PhD and Doris Sommer, PhD
Fawwaz Habbal: Senior Lecturer on Applied Physics
Doris Sommer: FAS- Ira Jewell Williams, Jr. Professor of Romance Languages and Literatures and of African and African American Studies
Course Redesign: ES 27- Hard Skills, Flex Skills: Arts and Engineering for Complex Challenges
Course Redesign: Spring 2023
Course Implementation: during the academic year 2023-2024 (semester to be determined).
Woodward Yang
Gordon McKay Professor of Electrical Engineering and Computer Science
Course Redesign: New Experimental Version of ES152 Circuits, Devices, and Transduction
Course Re-Design - Fall 2022
Course Implementation: Fall 2023
Designing the classroom for deeper student engagement and feedback on learning
L Mahadevan, Lola England de Valpine Professor of Applied Mathematics in SEAS, and Professor of Organismic and Evolutionary Biology, and of Physics in FAS used his SEAS Learning Incubator LInc Faculty Fellowship to emphasize active learning in his Mathematical Modeling course. He implemented a flipped classroom approach to enable students to come to class with problems and questions to collaborate on, time to develop their own problems from scratch, and work on modeling with peers. - More
LInc Exchange: Reimagining teaching & learning at Harvard
Welcome to the LInc Exchange, an innovative conference where Harvard faculty reflect on the lessons learned from last year's pandemic disruption and invite you to reimagine education at Harvard moving forward. Last year’s unprecedented disruption to the educational landscape challenged us to transform the way we teach. As we head into the next school year, this is the time to reflect on the lessons learned and consider new modes of engagement and assessment for the next academic year. More Information Linc Conversations
LInc Conversations - Eric Mazur, Linc Faculty Director, engages educational leaders in conversation. Click here for more info. SEAS LInc Activity Report
Many thanks to all who participated in the past year!
We look forward to your participation in the coming year!
LInc Activity Report: July 1, 2020 - June 30, 2021
Call for Proposals: LInc Faculty Fellowships 2023-2024
The Learning Incubator (LInc) is pleased to announce a Call for Proposals for LInc Faculty Fellowships for the 2023-2024 Academic Year. A LInc Faculty Fellowship permits faculty to dedicate time normally devoted to teaching a course to the (re)-design of an existing course to implement new research-based pedagogies and improve learning gains. More
Instrumental Lessons in Engineering
Rob Wood, SEAS LInc Faculty Fellow and Charles River Professor of Engineering and Applied Sciences has implemented his newly designed course, Engineering the Acoustical World. Adam Zewe of SEAS News covers reactions to the new course in his article, Instrumental Lessons in Engineering. Lessons in Learning
Study shows students in ‘active learning’ classrooms learn more than they think
For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels. And a new Harvard study suggests it may be important to let students know it.
The study, published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies. Peter Reuell, Harvard Staff Writer, September 4, 2019 Read More