# Into Practice Research Below is a random snapshot of research referenced in [*Into Practice*](/intopractice), a biweekly communication distributed to active instructors during the academic year which highlights the pedagogical practices of individual faculty members from across schools and delivers timely, evidence-based teaching advice. Filter at left to see additional resources. ## Topics Sort[**Active learning**](/links?f%5B0%5D=hwp_c_topics1234%3A61081)[**Museums**](/links?f%5B0%5D=hwp_c_topics1234%3A67881)[**Research assignments**](/links?f%5B0%5D=hwp_c_topics1234%3A66451) [**Object learning**](/links?f%5B0%5D=hwp_c_topics1234%3A66726) [**Libraries**](/links?f%5B0%5D=hwp_c_topics1234%3A66731) [**Online learning**](/links?f%5B0%5D=hwp_c_topics1234%3A61096) [**Literature-based learning**](/links?f%5B0%5D=hwp_c_topics1234%3A65641) [**Peer instruction**](/links?f%5B0%5D=hwp_c_topics1234%3A65396) [**Multimedia**](/links?f%5B0%5D=hwp_c_topics1234%3A66071) [**Storytelling**](/links?f%5B0%5D=hwp_c_topics1234%3A107441) [### Difficult conversations : how to discuss what matters most ](https://id.lib.harvard.edu/alma/99156830507403941/catalog) Everyone attempts or avoid difficult conversations every day-whether dealing with an underperforming employee, disagreeing with a spouse, or negotiating with a client. From the Harvard Negotiation Project, the organization that brought you Getting to Yes... [### Ten‐year follow‐up of patient‐centered comprehensive care using case completion curriculum ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_webofscience_primary_000636486400001) The purpose of this study was to evaluate the patient‐based comprehensive model in the student teaching practice at Harvard School of Dental Medicine (HSDM) as a result of the case completion curriculum. T [### Student staff partnership to create an interdisciplinary science skills course in a research intensive university ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_crossref_primary_10_1080_1360144X_2015_1113969) This paper reflects upon the development of a multidisciplinary lesson plan aimed at developing science skills for Physics and Astronomy, Geographical and Earth Sciences, and Chemistry students at a research intensive Scottish university. The lesson plan... [### Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_eric_primary_EJ926191) Within higher education, students' voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning... [### Engaging Students As Partners in Learning and Teaching : A Guide for Faculty ](https://id.lib.harvard.edu/alma/99155251144603941/catalog) A guide to developing productive student-faculty partnerships in higher education Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however... [### Engaging the Senses: Object-based Learning in Higher Education ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_openaire_primary_doi_d72836f6f3368aaa7632d0e42569c4b9) A series of case studies provide firm evidence of the value of museum-higher education relationships and, in some cases, ways to create or sustain such relationships. Over time educational thinking and practice has ranged from behaviorist to postmodernist... [### Object-Based Learning: A Powerful Pedagogy for Higher Education ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_informaworld_taylorfrancisbooks_10_4324_9781315596471_15_version2) This chapter explores experiences of implementing Object-Based Learning (OBL) using university museum collections across a range of academic departments at University College London (UCL) [### Dissemination as Dialogue: Building Trust and Sharing Research Findings Through Community Engagement ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_4797478) A fundamental feature of community-based participatory research (CBPR) is sharing findings with community members and engaging community partners in the dissemination process. To be truly collaborative, dissemination should involve community members in a... [### Academics in Action! : A Model for Community-Engaged Research, Teaching, and Service ](https://hollis.harvard.edu/permalink/f/1lqd3jo/01HVD_ALMA512528456040003941) Offering examples of community-engaged theory, scholarship, teaching, and action, Academics in Action! describes the nuanced structures that foster and support their development within a research university. [### Use of an Online Social Annotation Platform to Enhance a Flipped Organic Chemistry Course ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_openaire_primary_doi_3edf0cc0257f3e772cd7cb62f76426bd) An online social annotation platform, Perusall, was incorporated into a flipped organic chemistry course sequence. The platform provides an interactive chat enhanced with social media features that facilitates student engagement with each other as they... - Previous page chevron\_left - [1](?page=0 "Current page") - [2](?page=1 "Go to page 2") - [3](?page=2 "Go to page 3") - [4](?page=3 "Go to page 4") - [5](?page=4 "Go to page 5") - [6](?page=5 "Go to page 6") - [7](?page=6 "Go to page 7") - [8](?page=7 "Go to page 8") - [9](?page=8 "Go to page 9") - [ Last page 17 ](?page=16 "Go to last page") - [ Next page chevron\_right ](?page=1 "Go to next page") [ More Research arrow\_circle\_right ](/links?f%5B0%5D=hwp_c_intopracticecategori%3A64631)