All right.
So we're going to move on to a different category.
And we're going to go in this order.
And then at the end, we're going to have
a little more depth about the Social Innovation project.
So I love this project.
It's the project that when everyone
says to me what is curriculum mapping,
it's the one that I bring up because it's just so clear.
If you said across the university,
what are all of the courses, all the ways
that ethics is being taught?
It's probably taught in every Harvard school.
How do we know where are the ethics courses are?
So the team, which you can see here--
Danielle Allen couldn't be here.
Jess Miner, Michael Blau, David Comer Kidd.
They have been working really hard.
And as I understand it, you took kind of inductive and deductive
approaches both to narrowing in on the range of many words
that could be related to ethics instruction.
And then you used that to develop
a kind of weighted algorithm, and then used
that weighted algorithm to search all of the syllabi,
and then to identify courses.
Survey instructors get their teaching
learning materials that then become
additional sources of data to draw out the implicit learning
theories around ethics and to begin to think about not
just which courses, but the pedagogical
approaches to teaching ethics, and how
to develop a community here around those issues,
and then broaden that community outside of Harvard
and think about ethics instruction
out there in the world and in other institutions.
So key constituents, undergraduate and professional
students, faculty, instructors, and administrators.
That's the whole university.
I think you could add alumni.
And I do think it does have that sort of applicability.
So look at this visual, how many courses were identified.
That's a lot of courses.
Then there is how many were selected out of that
and unique instructors.
And look at how many survey responses they got.
This is already a community.
By next year the goal is to do another round of faculty
surveys, refine and administer the pre-
and post-semester student surveys, so now learning
from students, and test and transfer the methodology
to other campuses, and hopes for curriculum
mapping it at Harvard.
Build student-friendly tools for identifying ethics courses
and learning opportunities.
What do student-friendly tools look like?
We'll be getting to that because I
think Jeffrey and others in the Curricle project
are also thinking about student-friendly kinds
of tools.
Identify strengths and gaps in ethics education at Harvard.
Promote discussion and collaboration.
Similarly, Subu, faculty member in the School of Public Health,
had another kind of question that was crossing instruction
all across Harvard.
Who's teaching applied quantitative methods?
What are the applied statistics courses
that are being taught in social sciences by non-statisticians?
How do these courses compare?
How do students move through the system to take courses
in applied statistics?
And people do move.
They don't just stick in their school.
They move to other schools to try
to get the methodological training that they
feel that they need.
Graduate students are the key constituency here,
and then faculty.
By next year have a web resource to facilitate optimal course
selection for students.
A synthesis-based deep dive of what's
being taught at Harvard with an aim
to develop a taxonomy of these courses.
That's a big goal.
It should be an interesting one.
And again, it will be drawing on the data sources of syllabi
and course materials.
Subu or Judy might remember as we identified
these courses, reached out to faculty and said,
hey, could you send us our syllabi,
because we couldn't use syllabus tool because it was not
just in the FAS.
Within an hour, you had hundreds of people,
or a whole lot of people writing.
There is a hunger among the faculty
to be able to share their resources with one another
and to build this kind of community.
So one of the goals is just making this meaningful faculty
connections, and then providing more course selection support
to students.
If you look at this visual, you can
see the percentage of the applied quantitative methods
by school.
But we don't know if this picture is accurate.
We really don't know.
I think this is a first stab, and then we
have to iterate and learn to what degree this
might change over time.
So Curricle is this amazing intellectual project.
And when I first heard about it, my jaw almost dropped.
I really couldn't believe that this ambitious effort
was underway.
We have Jeffrey, Matthew Battles couldn't be here.
Sebastian.
We have Jessica, Kim here from the team.
And you can see here we've got these two different.
They're both doing user testing and still collecting data.
As I have thought about this project,
there's sort of two parts of it.
One is building a curiosity-driven search
tool for students.
And the other is drawing on really interesting
archival data about the intellectual curricular
story of Harvard over time, going back
the hundreds of years of the things
that have been taught at Harvard to say, how
has Dante's Inferno been taught throughout Harvard's history,
and to develop these kinds of stories of a student's
progression while they were here that
might get students to think in different kinds of ways
than they usually do about their own progression and path
through the curriculum.
So I think it's an ambitious project because there's
a lot of data that might not be digitized and easily put
into a format where you could do that kind of deep work.
At the same time, it really relates to a lot of the tools
that Dustin has been building.
And as we, in a more straightforward way,
are building these tools and increasing data sources,
we can pull it together with the things
that Jeffrey and others have been working on.
So research questions.
How might data visualization reveal hidden connections
among courses of study?
How might we provide students with meaningful data in a user
friendly format to support them in course selection?
Using and adapting historical curriculum data,
what stories can we tell about intellectual and curricular
trends throughout Harvard's history?
Students, faculty, department chairs as key constituents.
Goals by June 2019.
One full academic year of public prototype testing completed.
I think-- tell me if this is right-- you're
in prototype testing now.
Yeah.
Suite visualization micronarratives
published and a mobile version in demo.
Hopes for curriculum mapping at Harvard.
Visualization and data integration
will promote discovery and course selection.
Visualizations can show connections.
Now how in the world--
I was looking at this visual and I was like, wait.
Are these the schools that tell the truth, and these
are the schools that are--
and so I had to get some clarification.
No.
This tool allows you to put in any two words
and then see which schools have courses
that offer things related to those words overlapping.
And then if you click on one of those in the middle--
this is already in an interface, a tool that you can play with--
then you get to actually see all the list of courses
and the ways in which they're talking about either truth
or lie.
All right.
DART.
I cannot do this project justice.
I think you can't do it justice in this sort of format.
What you need to do is actually play with this and have a demo.
You need to go and look at this.
There's a website, and I should just
say on the little brochures we handed out, there's a website.
You can go and learn more information about these tools.
Also you can go and look up DART in particular.
So imagine this repository where you
can put teaching and learning assets of any number of sizes
and shapes.
Right now the content has started
with HarvardX data, HarvardX videos and other assets that
are in HarvardX courses, as well as Harvard YouTube video
assets.
But it could include any kinds of teaching and learning
assets.
And then it's this really powerful search tool.
So you use search for a word that you're interested in.
I think the demos I've seen have been like moon.
And all of the things that are related to moon come up.
And you can do a little preview really quickly
of what these things look like.
Then, most magically, you just say
I want to put this in my Canvas course.
Boom.
It's in your Canvas course, and you can use it and share it
with your students.
So it is a work in progress right now.
As I understand it, the more that Daniel
can get people to use it and give feedback,
the more he can build new attributes and new tools.
So you should talk with Daniel.
You should play with it and you should talk with Daniel,
and you should begin to see what else he can do to help you
use this tool more over time.
By June 2019, cross-institutional content
sharing and more direct reuse of Canvas resources.
So now it's going the other direction.
You have Canvas resources.
Make it usable for everybody to then put
into their Canvas courses.
This is what the interface looks like.
Hopes for curriculum mapping at Harvard.
Provide data and tools that allow
people to more directly explore Harvard content.
We're going to now hear from Brittany
for this last of our curriculum mapping projects.