#  Intellectual Risk-Taking in Higher Education 

 



    ![Outside Shot of Lamont Library ](/sites/g/files/omnuum716/files/styles/hwp_5_4__480x385/public/2024-10/Harvard-University-Admissions-498.jpg?itok=9Zq-3Yri) 

 



 

####  calendar\_today Date and Time 

 **November 22, 2024** 

 10:30AM - 11:30AM EST 

####  pin\_drop Location 

 **Lamont Library, Forum Room**  



 

 [ Register here  arrow\_circle\_right ](https://docs.google.com/forms/d/e/1FAIpQLSdMqgF4bQxSAc5NqrhMLj8Pu-aFzn1ArBZTj9yzFhkk3eGNZQ/viewform) 

 



 

How can educators create an environment where students feel safe taking intellectual risks?

Join us as Dr. Shelby Clark shares her methods and findings from two recent studies on intellectual risk-taking in the classroom. You will learn practical tools to foster a culture of questioning, risk-taking, and mistake-making in academic environments, including:

- Key elements and specific teaching strategies that support students’ willingness to take intellectual risks in safe and supportive classroom environments, drawn from a study on how the Harkness Method was used as a pedagogical approach to create a culture of intellectual risk-taking at a private high school.
- How assessment practices can either promote or inhibit intellectual risk-taking amongst students.

[Shelby Clark](https://pz.harvard.edu/who-we-are/people/shelby-clark) is a Principal Investigator at Project Zero and a Project Director on the Good Project at the Harvard Graduate School of Education.

 [**Register for the event**](https://urldefense.proofpoint.com/v2/url?u=https-3A__forms.gle_sn4RWn51CVStjUGF7&d=DwMF-g&c=WO-RGvefibhHBZq3fL85hQ&r=nUMp7bnV13CeHVs_GNU4HZlclN76xbP_KXX_pKbg53I&m=3atm2B0-vGPPllpmSbYf8LCDmEVlUj5f7W_w1yTOY2EcA9C5IjZl2Vt_IkUM9c2K&s=MmwmTnw0H53xwTeZmr_SibRN2bZGPxM95wij59YU6Y0&e=)**.**

 Relevant research studies:

- Soutter, M., & Clark, S. (2023). [Building a culture of intellectual risk-taking: Isolating the pedagogical elements of the Harkness method](https://journals-sagepub-com.ezp-prod1.hul.harvard.edu/doi/pdf/10.1177/00220574211037747?casa_token=sOfpwIdwWVMAAAAA:xMZitlUNHX3VMXCyMQhzyE-aw3t853ae79Cbha2lYTx6G9Yj_Y_D_yW1MoJVVYvnu-0t45XDm3Z42A). Journal of Education, 203(3), 508-519.
- Clark, S., & Soutter, M. (2023). [Can Grades Be Used for Good? The Complex and Surprising Relationship between Assessments and Intellectual Risk-Taking](https://urldefense.proofpoint.com/v2/url?u=https-3A__zeal.kings.edu_zeal_article_view_52_44&d=DwMF-g&c=WO-RGvefibhHBZq3fL85hQ&r=nUMp7bnV13CeHVs_GNU4HZlclN76xbP_KXX_pKbg53I&m=3atm2B0-vGPPllpmSbYf8LCDmEVlUj5f7W_w1yTOY2EcA9C5IjZl2Vt_IkUM9c2K&s=eVzgitd2Q1OzNXDsH4FsynOQjQ4ETi1z0twxVWdIFHc&e=). Zeal: A Journal for the Liberal Arts, 2(1).

*This event, hosted by the* [*Research-Informed Teaching & Learning (RITL) TLC Affinity Group*](https://hilt.harvard.edu/networks/teaching-and-learning-consortium/affinity-groups/)*, is open to members of the Harvard community.*



 

 



 

 See also:- [ Civil Discourse ](/event-categories/civil-discourse)
 
 

 Share on:- [     Facebook ](#)
- [     Twitter ](#)
- [     Linkedin ](#)
 


 Save: [ Add to calendar calendar\_today ](https://www.fas.harvard.edu/node/1261/event-feed.ics)  Copy link link