Master’s Student Reflection Exercise on Assignments

Graduate students from the Harvard T. H. Chan School of Public Health joined Incubator staff to brainstorm and reflect on attributes of effective classroom assignments. Teachers often create assignments to assess student learning, but what features of an assignment actually promote student learning? How can these attributes be distilled to help teachers design better assignments? The students identified features of assignments from their experience that were either beneficial or detrimental to fostering learning and used this discussion as a springboard for a practical exercise on creating an effective global health teaching tool.