Brett Flehinger, Associate Dean of Academic Integrity and Student Conduct
Brigitte Libby, Assistant Dean for Academic Integrity and Student Conduct

What should you know about academic integrity at Harvard College as you prepare to teach this year as students return to the classroom (or enter for the first time)?  This session offers an overview of the Honor Code, the Honor Council, and the most common types of concerns that come to the Council. We will also offer suggestions for how you can help students approach their academic work with...

Eleanor Finnegan, Assistant Director, Faculty Programming, Derek Bok Center for Teaching and Learning

As a graduate student, you may be asked to teach a course outside of your primary area of expertise—whether in a department or program different from your own, or in the Program in General Education. This can be a daunting prospect, but effective teaching ultimately is not just (or even primarily) about mastering or communicating a specific body of content. It is about rendering transparent to students the rules of the disciplinary game(s) they are being asked to play...

Bok Center Staff

Equitable and inclusive teaching involves cultivating awareness of the dynamics that shape classroom experiences and, critically, how those experiences impact student learning. In this session we’ll introduce some key concepts from the research on inclusive teaching, to help us 1) consider common challenges to fostering equitable and inclusive learning environments, and 2) discuss strategies you can use to create conditions conducive to helping your students feel both welcome and capable of learning effectively in your class. In the first part of the session...

Allan Brandt, Professor of the History of Science and Amalie Moses Kass Professor of the History of Medicine; former Dean of the Graduate School of Arts and Sciences

What does it mean to be back in the classroom? What do we need to think about as we rejoin our community on campus, after such a tumultuous year? In this opening plenary, hear from Allan Brandt, Professor in History of Science and former GSAS Dean, about what he learned from teaching a ...

The Bok Center is proud to support the Harvard Horizons program, which highlights the exciting scholarship of GSAS PhD students across disciplines. On June 10 at 6:00 pm ET the 2020 scholars will give very brief presentations and answer questions about their research and the process of crafting short talks for a general audience.

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Led by Adam Beaver and Eleanor Finnegan

Are you on or near the job market? Enthused or concerned about the prospect of assembling a teaching portfolio, writing a syllabus, or giving a teaching demonstration? Wondering what, exactly, a “teaching philosophy” is, and how you get one? While Harvard hopefully has given you opportunities to practice and receive feedback on your teaching, it is often the case that your career as a TF is shaped by forces beyond your control: that is to say, that you’ve taught in courses, in modalities, and with assignments set by someone else, which...

Led by Eleanor Craig and Noelle Lopez

What makes learning meaningful and empowering for students? How can we as teachers develop classroom practices that reflect our social values and commitments? How do we support students in bridging life experience and rigorous study? This seminar will engage these questions through the lens of critical pedagogy. We'll consider the emergence of critical pedagogy in particular contexts of social justice struggles, and we'll explore ways to bring critical power analysis to teaching in a variety of disciplines during a time of pandemic and in...

Led by Rebecca Brown and Jen Thum

Images and objects are valuable tools for teachers: they illustrate arguments, give tangible expression to ideas, and provide a means to engage with concepts in new and novel ways. But how can they be integrated most effectively in class? How can we teach students to “read” them carefully and critically? In this seminar we will explore and practice strategies for encouraging analytical reasoning, critical thinking, and observational skills through engagement with the Harvard Art Museums’ collections. By the end of this seminar, you will have...

Led by Yasemin Kalender

As a TF for a  STEM course, you may be confronted with the task of writing problem sets and exam questions. How should you approach this task? In this seminar we will focus on developing problems and questions for STEM courses. We will also explore best practices, focus on crafting meaningful problems that motivate student learning and are based on the concepts and skills taught in your class, and will practice and get feedback on teaching the problems that we create.

Please note: Seminar times listed are in Eastern Time (US)....

Led by Pamela Pollock and Rebecca Brown

What can new TFs do to get ready for the first day of class and beyond? In this seminar, you will practically prepare to teach for the first time, learn about resources available to you as you begin your teaching career, and build confidence in the process! We will help new TFs explore best practices for traditional section teaching. We will follow the arc of the semester; each session will be devoted to a teaching topic, including the first day of class, inclusive teaching, lesson planning and delivery, and giving and receiving feedback...

The 3-part Critical Pedagogy Workshop Series is designed for PhD students at all stages who are interested in critical pedagogies, thinking about building their teaching portfolios, and how teaching fits in to their own professional development goals. Each workshop considers different perspectives on teaching–from our disciplines, our students, and other lenses, and how to use those on our own learning journeys as teachers and scholars. Students may attend workshops individually or sign up for all three.... Read more about Becoming a Critically Reflective Practitioner