The 2018 Harvard Summer Institute on Scientific Teaching is a two-day workshop that will convene a community of STEM faculty interested in applying evidence-based techniques and principles to their teaching. Workshop Schedule
The goals of the two-day workshop are to help prepare faculty to:
Maximize the value of class time using evidence-based pedagogies,
When Ofrit Liviatan attended the second of three Bok Faculty Lunches on Active Learning in the spring 2016 semester, it was a remark from a literature professor she didn’t know that made the greatest impact. The faculty presenter was philosophy professor Bernhard Nickel, explaining how he led students in creative exercises to construct a philosophical argument from a text. The literature professor raised her hand and said that she did it entirely differently because, after all, she wasn’t looking so much for the philosophical elements of a text. “What surprised you most?” might be a question she asked instead.
At the May 5 kick-off event for the Bok Center’s 40th anniversary celebration, former Harvard president Derek Bok recalled his first speech to the faculty, in 1971 when his term began, which he devoted to the subject of teaching. Afterward Bok spoke to his friend the eminent physicist Gerald Holton, “and I asked him, Gerry, how did it go? And he said, well, 80 percent of the faculty have given up on you.”
In fall 2015, Harvard T.H. Chan School of Public Health began its first “blended” master’s degree in public health, combining online course work withthree-week residences at the start, middle and end of the two-year program, the first degree of its type at Harvard. The program was committed to ensuring excellence consistent with its residential MPH program in terms of academic rigor, students’ exposure to teaching staff and developing camaraderie within their cohort. The 50 students, each with a master’s or doctoral degree, and 60 percent of them physicians, were strong academically, but most of them had demanding full-time jobs across the country and even abroad. How would Harvard keep them engaged with coursework and facilitate collaboration across borders and time zones?
The first assignment, for the General Education course on “Primitive Navigation,” was for students to start at the John Harvard statue in the Yard, walk due west for what seemed 20 minutes with no tools or aids including a watch or phone, and see where they ended up. Probably students had an inkling this wasn’t going to end well. They would end up all over the greater Harvard Square area, knowing they were “lost.” So what?
The Herschbach teacher/scientist lecture series recognizes scholars who excel both as scientists and as educators. The lecture series honors emeritus professor Dudley Herschbach, a Nobel-prize winning chemist and a devoted educator.
Each year, eight PhD candidates are chosen to receive in-depth, personalized mentoring and coaching by the Derek Bok Center for Teaching and Learning. The program culminates in a symposium of brief, compelling talks where these scholars present their research from the Sanders Theatre stage.
Jennifer Roberts, Elizabeth Cary Agassiz Professor of the Humanities in the Department of History of Art and Architecture
If the artisanal and technical skills behind artmaking are forms of knowledge, how can (or should) that knowledge be integrated into the analytical methods of art history and of the humanities more broadly? This is the question that animates Jennifer Roberts' recent work as a...