New TFs are invited to join a cohort of our Fundamentals training to prepare for their first TF experience, learn about our resources and approach to teaching, and connect with TFs from across Harvard Griffin GSAS. Each cohort consists of three 90-minute sessions in which we’ll explore and practice key components of each core module on the Hit the Ground Running Canvas site, starting with ...
Join an experienced facilitator and a small group of your peers to practice delivering a short lesson. Assignment: Prepare a 3-5 minute interactive lesson in which you define an introductory concept from your field. This framework will help you prepare. After the lesson, you will have a chance to practice handling questions and get feedback from the group.
This session is part of the Fall Teaching Conference, which is...
Adam Beaver, Director of Pedagogy, Derek Bok Center for Teaching and Learning
The emergence of generative A.I. has the potential to change how we learn, how we teach, and how we work. How can we design our courses to help students learn about and be prepared to engage with a future that includes A.I., without compromising our core mission of helping them to develop an independent mind and original voice, the ability to reason, and intellectual humility? In this session we’ll share information, examples, and best practices derived from our work with faculty who...
In this small-group discussion, join experienced TFs in the sciences to discuss questions like, how do you lead a problem-based section? How do you help students solve problems (without giving them the answers)? How do you give feedback? Participants will leave the sessions with tips and strategies for teaching in problem-based sections.
This session is designed for new and returning TFs. We are also offering this session specifically for new TFs...
In this small-group discussion, join experienced TFs in the sciences to discuss questions like, how do you lead a problem-based section? How do you help students solve problems (without giving them the answers)? How do you give feedback? Participants will leave the sessions with tips and strategies for teaching in problem-based sections.
This session is designed specifically for new TFs. We are also offering this session for new and returning TFs...
In this small-group discussion, join experienced TFs in the humanities and social sciences to discuss questions like, how do you prepare to lead a discussion-based section? What kinds of things can you do in class to keep students engaged? How do you give feedback? Participants will leave the session with tips and strategies for teaching in discussion-based sections.
This session is designed specifically for new TFs. We are also offering this session for new and returning TFs...
In this small-group discussion, join experienced TFs in the humanities and social sciences to discuss questions like, how do you prepare to lead a discussion-based section? What kinds of things can you do in class to keep students engaged? How do you give feedback? Participants will leave the session with tips and strategies for teaching in discussion-based sections.
This session is designed for new and returning TFs. We are also offering this session specifically for new TFs...
Come have lunch with us, learn more about our programming and resources, and explore ways to engage with us as a PhD student! We will share an overview of our programming for PhD students, including Bok Seminars and Teaching Certificates, the Professional Communication Program for International Teachers and Scholars, and our Fellows Programs. Learn more about our resources to support your teaching and communication goals, no matter your discipline or stage of your graduate career.
This session is part of the Fall Teaching Conference, which is designed to prepare new and...
Ashlie Sandoval, Assistant Director, Equity and Inclusion, Derek Bok Center for Teaching and Learning
Though an increasing number of faculty search committees ask candidates to submit diversity statements, guidance about how to compose an effective statement—indeed, even about what they are and why they can be valuable to institutions and candidates’ own professional development—remains scarce. How can you approach writing a diversity statement, considering your own identity and motivation in the context of sharing how you can contribute to making...
Adam Beaver, Director of Pedagogy, Derek Bok Center for Teaching and Learning
Are you on or near the job market? Enthused or concerned about the prospect of assembling a teaching portfolio or writing a teaching statement, diversity statement, or syllabus? When you hit the job market, it’s natural to feel some anxiety about how to explain who you are as a teacher in a coherent and compelling way. Do you have enough experience? The right kind of experience? The answer, of course, is yes: yes, you do. The challenge is how to organize and communicate that...
Sarah Emory, Assistant Director, International Teachers and Scholars, Derek Bok Center for Teaching and Learning
Are you a TF who got your undergraduate degree at an institution outside the U.S.? If so, you may have questions about teaching undergraduates at Harvard. How might the undergraduate experience here differ from your own experience? As an International TF, what do you need to know to navigate teaching in Harvard classrooms successfully? In this interactive discussion, you will have the opportunity to explore issues related to teaching across borders and...
Anza Mitchell, Assistant Director, Science Pedagogy, Derek Bok Center for Teaching and Learning
What can you do with your students during section to keep them engaged, thinking, and learning? How can you help them feel welcome and ready to learn? In this session, we will explore the value of active learning in STEM classes, and model examples of how different types of activities can be used to teach various concepts. Furthermore, we’ll examine how active learning can foster a more inclusive classroom, where all students can participate,...
Pamela Pollock, Director of Professional Development, Derek Bok Center for Teaching and Learning
As scholars, we are always developing our research, but how do we think about learning and growing as teachers? In this session, we will consider a variety of sources and strategies for gathering feedback and using it to improve our teaching and our students’ learning. We will explore four lenses through which we can consider our teaching - self, students, colleagues, and the literature - and discuss how to build our own toolkit for becoming critically...
Jonah Johnson, Assistant Director for Writing Pedagogy, Derek Bok Center for Teaching and Learning; Head Preceptor in the Writing Program
Is giving feedback on papers totally new to you? Or have you graded a thousand papers and need some new ideas? Are you worried about how much time you spend on comments and grading? Or how to ensure that your feedback is accurate, consistent, and useful for your students? In this session we’ll discuss best practices for responding to student writing, which will help you give feedback and grade more efficiently and effectively. We’ll...
Rebecca Miller Brown, Assistant Director, Graduate Student Programming, Derek Bok Center for Teaching and Learning
In many disciplines, students are meant to learn from “doing the reading,” discussing it, and writing or doing a project about it. How can we make the discussion component of this process (which largely happens in section) effective and engaging, and how can we build these skills as teachers? In this session we will consider what makes for a productive discussion in your discipline, how students know what “counts” as contributing to a discussion, and...
