Fall Teaching Conference & Winter Teaching Week

Winter Teaching Week 2023

This January, PhD students are invited to join Bok staff and connect with peers across disciplines to reflect on your teaching and professional development goals, explore key ideas to enhance your teaching and communication skills, and recharge before the spring term starts. Winter Teaching Week is a great way for you to sample the range of work we do at the Bok Center, learn about opportunities to engage with us in more depth, and join our community.

Winter Teaching Week starts Tuesday, January 17, with an afternoon of fundamentals for new TFs; followed by two days of workshops exploring topics in pedagogy and classroom practice; and ending with a day of communication-focused sessions on Friday, January 20, kicked off by Erika Bailey, Head of Voice and Speech at the American Repertory Theater. You may register for any or all of our workshops based on your teaching and professional development interests.

Register

All workshops will be held at the Bok Center on the 3rd floor at 125 Mt. Auburn Street, unless otherwise noted. View our accessibility statement.

Tuesday, January 17: Fundamentals for New TFs Time (EST)
Spring Ahead: Fundamentals for New TFs 1:15-4:00 pm
Wednesday, January 18: Mindset, Motivation, and Reflection Time (EST)
An Introduction to Mindfulness for Teachers 9:15-10:30 am
Using Growth Mindset to Improve Teaching and Learning 10:45 am-12:00 pm
How Can I Make the Most of the Bok Center? A Lunch Discussion 12:00-1:00 pm
Becoming a Critically Reflective Practitioner 1:15-2:30 pm
Engaged Pedagogy in the Arts and Sciences 2:45-4:00 pm
Thursday, January 19: Connecting with Students and Classroom Practice Time (EST)
Staying Mindful During Challenging Moments in the Classroom 9:15-10:30 am
Mentoring: How to Advise and Be Advised 10:45 am-12:00 pm
Motivating Your Students and Yourself: A Lunch Discussion with Experienced TFs 12:00-1:00 pm
Planning, Setting Goals, and Measuring Success: Using Backward Design as a Teacher-Scholar 1:15-2:30 pm
How to Get Students from Reading and Discussing to Writing 2:45-4:00 pm
Friday, January 20: Engaged Communication Time (EST)
Reflecting on Teaching and Learning with Presence 9:15-10:30 am
Communicating Your Research 10:45 am-12:00 pm
Teaching as an International Scholar: A Lunch Discussion for International TFs 12:00-1:00 pm
Visual Communication (*Held at the Bok Learning Lab, 50 Church St. 3rd Floor) 1:15-2:30 pm

Register

Workshop Descriptions

Spring Ahead: Fundamentals for New TFs
Pamela Pollock, Director of Professional Development

Are you a new Teaching Fellow, wondering how to prepare for your first semester of teaching? PhD students who have completed the self-study modules on our Hit the Ground Running Canvas site are invited to this interactive workshop where we will review key components of each core module, starting with Where to Begin: Roles, Responsibilities, and Communicating Expectations, Building and Sustaining Community, and Lesson Planning and Inclusive Teaching. You will explore topics from each module in more depth, learn about our resources and approach to teaching, and connect with TFs from across GSAS to feel more confident and prepared for the first day of class.

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An Introduction to Mindfulness for Teachers
Ashlie Sandoval, Assistant Director, Equity & Inclusion

Are you a teaching fellow who could benefit from a moment to slow down, relax, and recharge? Come join us in this mindfulness session. Mindfulness is about cultivating the ability to be fully present, observing the moments of your life with curiosity and openness, without being distracted by regrets of the past or worries about the future. For this session, we’ll explore the concept and practice of mindfulness by engaging in guided mindfulness meditations, and we’ll conclude with tips on how to set up a mindfulness practice.

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Using Growth Mindset to Improve Teaching and Learning
Tamara Brenner, Executive Director

Growth mindset—the belief that your skills and intelligence are malleable and can be improved with hard work and practice—has been shown to be a vital aspect of learning. In this session, we will focus on developing a growth mindset for ourselves and for our students, and why both are important. You will leave with concrete strategies for helping students focus on how to thrive—rather than just survive—in their college classes by considering themselves on a journey towards developing new skills and knowledge in which meaningful challenges are to be embraced rather than avoided.

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How Can I Make the Most of the Bok Center? A Lunch Discussion
Bok Center Staff

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.

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Becoming a Critically Reflective Practitioner
Pamela Pollock, Director of Professional Development

As scholars, we are always developing our research, but how do we think about learning and growing as a teacher? In this session, we will consider how to set teaching development goals and what tools we can use to gauge our progress. We will learn a framework for reflective teaching to explore these questions and build our teaching toolkit considering what we can learn from 1) self, 2) students, 3) colleagues, and 4) scholarship. TFs who want to learn more are invited to our new Bok Seminar in the spring: Take Your Teaching to the Next Level: Practice, Feedback, & Reflection.

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Engaged Pedagogy in the Arts and Sciences
Flavia Perea, Director, Mindich Program in Engaged Scholarship
Caitlin Schmid, Assistant Director of Engaged Scholarship, Mindich Program in Engaged Scholarship

Engaged scholarship integrates civic and community engagement into undergraduate education through an emphasis on civic purpose—an intention to contribute to the world beyond the self. How can you teach content to encourage consideration of ethics? How can your pedagogy help students learn to responsibly apply their knowledge to real-world situations? In this session, we will explore the foundational principles of engaged scholarship alongside a set of concrete strategies for building civic purpose into the classroom—from nurturing an intellectual community that allows for vulnerability, to creating conditions for learning such that all students can see themselves and their futures in your material. This session is open to PhD students across disciplines, and strongly encouraged for TFs and TAs working with courses in the Mindich Program in Engaged Scholarship.

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Staying Mindful During Challenging Moments in the Classroom
Ashlie Sandoval, Assistant Director, Equity & Inclusion

Even in the best-designed courses challenging moments can still emerge. Instructors and students might be tasked with engaging with materials or comments that conflict with their worldview; they may encounter or perpetuate microaggressions in the classroom; or they may become activated by course content. When classroom discussions and activities result in unforeseeable, unintended, or unwanted outcomes, those moments can be stressful for instructors. How can you stay present and successfully facilitate conversations when conflict, difficult emotions, and trauma are present? In this session, we will examine mindfulness-based strategies and best practices to help you and your students acknowledge feelings as they arise, so that challenging moments do not need to become a barrier to your learning goals but can be reframed as opportunities to foster classroom community and confidence.

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Mentoring: How to Advise and Be Advised
Adam Beaver, Director of Pedagogy

As a graduate student, poised at an early stage of your academic career, you are accustomed to being on the receiving end of mentoring. You’ve probably developed a sense of the kinds of advice, interactions, and power dynamics that are helpful (as well as those that aren’t). Soon, if not already, the tables may turn, and you will be called upon to mentor others—whether a senior thesis advisee at Harvard, a group of undergraduates or graduate students in your first academic job, or the staff of a lab at a university or in private industry. How can you step back and learn from your own experiences not only what worked (and didn’t work), but why it worked (or didn’t)? As you develop your own approach as an advisor, how can you make sure to create opportunities not only to give advice, but to receive feedback from those whom you advise? Join us to work through a series of case studies illustrating the pitfalls and possibilities inherent in mentoring.

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Motivating Your Students and Yourself: A Lunch Discussion with Experienced TFs
Lauren Sullivan, Bok Pedagogy Fellow, and other experienced TFs

Developing as a teacher means learning from yourself and your peers, as well as having some teaching mentors. In this interactive panel discussion, we will explore our approaches to 1) defining teaching goals and priorities, 2) aligning teacher and student expectations, 3) building supportive and motivated classrooms, and 4) leveraging your identity as a teacher to energize your teaching and your students’ connection to the material.

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Planning, Setting Goals, and Measuring Success: Using Backward Design as a Teacher-Scholar
Eleanor Finnegan, Assistant Director, Faculty Programming

How do you plan a section or a syllabus? Where should you start as you look at the material you want to cover as a teacher, learner, or scholar? This workshop introduces a method of curriculum planning called backwards design. The idea is simple: you can’t start planning how you’re going to teach (or learn, or write) until you know what your goals are. What should students be able to do at the end of a section? At the end of a course? Backward design can help you articulate your goals and objectives and decide on appropriate methods of instruction and assessment. In this session, we will learn the foundational elements of backward design and reflect on how they can help us think about goals and how to measure progress towards them. By the end of the session, you will understand the importance of setting goals and have some tools for designing your own sections, evaluating what happened in a section, or even planning your own course. We will also think about ways in which backward design can help us as learners and in our scholarship.

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How to Get Students from Reading and Discussing to Writing
Jonah Johnson, Assistant Director, Writing Pedagogy

From an instructor’s perspective, students’ progress from “doing the readings” to “turning in the paper” can feel like a black box: How do reading and class discussion turn into words on the page? In this session, we will bring that process out into the light, modeling practical approaches to writing assignments that will help your students engage with every stage of the writing process—from class discussion itself to formulating a possible thesis to working with evidence to other pre-draft strategies. By the end of the session, you will have the building blocks for a generalizable approach to guiding students (and planning what to do in section!) through most types of writing assignments.

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Reflecting on Teaching and Learning with Presence
Erika Bailey, Head of Voice and Speech, American Repertory Theater; Lecturer on Theater, Dance & Media

We spend most of our time preparing for class by focusing on what we need to cover— what we need to SAY. But are we actually reaching our students? Our physical as well as our vocal presence play an integral role in our ability to communicate our ideas and engage students. Using exercises from the theater that strengthen mindfulness and increase vocal and physical expressiveness, we will explore strategies to keep our students present and engaged while learning. Participants should be prepared to give a very short introduction of themselves and their research area (no longer than 30 seconds) to put into practice the strategies modeled in this session.

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Communicating Your Research
Pamela Pollock, Director of Professional Development

How do you respond when someone asks you what you are working on? How can you describe your high-level research to your introductory students? Do you struggle to get out of the weeds and explain the big picture? In this session we will build upon what you learned in Erika Bailey’s Engaged Communication session to practice and get feedback on communicating your research. We consider how the basic principles of good pedagogy are also the basic principles of effective and engaging speaking: having clear goals and structuring the content to help the audience understand and become engaged in the material. This session is designed for all PhD students who want to be more engaging teachers or prepare for presentations, job interviews and job talks.

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Teaching as an International Scholar: A Lunch Discussion for International TFs
Sarah Emory, Assistant Director, International Teachers and Scholars

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 at Harvard? In this interactive panel discussion, you will have the opportunity to explore issues related to teaching across borders and boundaries and hear from Harvard undergraduate students and experienced international TFs. Undergraduate students will share their perspectives on what strategies effective TFs use, and experienced TFs will discuss what they found useful when they started teaching at Harvard. Both groups will discuss how building connections and rapport will help you be a more effective communicator and teacher.

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Visual Communication
Marlon Kuzmick, Director of the Learning Lab, and the Bok Learning Lab Team

How do you use visuals to help your audience develop a schema to understand your work? In this session, you will explore how to communicate your work visually, and how visuals communicate structure to help your audience understand the main idea, whether you are teaching or presenting your research. You will explore the different roles visuals can play in a talk, analyze examples, learn some key principles of visual design, and practice with different tools to communicate your own work in a short format, for a non-specialist audience. Participants should have a project they would like to practice communicating in this session. 

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Register for Winter Teaching Week

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Fall Teaching Conference 2022

The 2022 Fall Teaching Conference was held from August 18-25. See the Full Conference Schedule At-a-Glance

Join the Bok Center this August for the Fall Teaching Conference! New and experienced PhD student teachers can explore key topics in teaching and learning, build community and share advice with TFs across disciplines, and feel prepared and confident as we start a new year of teaching and learning. This year’s conference is comprised of four types of sessions:

Fundamentals Workshops Roundtables Practice Teaching
Learn the fundamentals of teaching and share ideas and strategies in a cohort of peers in this 3-session training based on the Hit the Ground Running Canvas Site. Explore interactive workshops on a range of topics including how students learn, visual communication in the classroom, and how to write a diversity statement. Join experienced TFs to learn more about the specifics of teaching in your discipline and to consider the many aspects of your role as a TF. Practice delivering a 5 minute lesson in which you define an introductory concept from your field and get feedback from the group.

The conference is also designed to give PhD students a taste of key areas in teaching and learning that they may want to explore further; if you are excited about any of these topics, register for one of our Bok Seminars, request a workshop, or meet with us to go more in depth.

Fall Teaching Conference 2022 Session Descriptions

Opening Plenary - Teaching and Learning: Two Principles
Wednesday, August 24, 9:00-10:00 am EDT

Robin Bernstein, Dillon Professor of American History and Professor of African and African American Studies and of Studies of Women, Gender, and Sexuality 

What is the relationship between teaching and learning? How can you learn from teaching? In this session, Professor Robin Bernstein introduces two principles of teaching that will enable you to relax in the classroom, avoid common mistakes, and maximize learning — for your students and yourself. 

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Workshops

 

Online HGSU Orientation
Tuesday, August 23, 11:00-11:30 am EDT

As you prepare for the semester, make sure you have everything you need to get back to work this fall. Student workers at Harvard are covered by a union contract and entitled to an appointment letter, an orientation from a union steward, access to benefit funds, and the right to participate in your union. Come talk to your HGSU representatives to learn about your contractual rights, how the union organizes to enforce them, and what you can do to help. 

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How Students Learn
Wednesday, August 24,
10:15-11:15 am EDT

Tamara Brenner, Executive Director, Derek Bok Center for Teaching and Learning

How do students construct and organize knowledge? What strategies help students retain information and apply their knowledge to new situations? What factors influence student motivation? In this workshop, we will explore key ideas about what we know about how students learn and discuss strategies that you can apply to your own teaching.

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Reading: The Most Impressive Thing You Can Teach?
Wednesday, August 24,
10:15-11:15 am EDT

Adam Beaver, Director of Pedagogy, Derek Bok Center for Teaching and Learning

What is a scholar in your discipline actually doing when they are “reading"? How did you learn to perform all of the moves that an effective reader performs? How can you help your students learn to do the same? In this session we will break down what it really means to “read” across our scholarly disciplines. We’ll deconstruct our own disciplinary reading practices, and brainstorm how students new to a discipline can learn to become more skilled readers in it. We’ll consider what novice reading looks like by comparison with intermediate or expert reading, and cultivate a new appreciation not only for how to teach reading, but also for the work that we ourselves are expected to do as professional scholars.

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Teaching Across Disciplines
Wednesday, August 24,
1:00-2:00 pm EDT

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. While they need to understand what they are reading or writing, students also need to understand how they are supposed to read, and why they are writing. What are the questions that “count” in this class? What kinds of data are considered evidence for the claims your students will have to make? What kinds of “moves” are valued here? In this session we will explore how you set priorities, make norms explicit, and frame the content you teach. You will come away with strategies to help you use what you know about academic inquiry to help students learn how to think as scholars.

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Facilitating Active Learning in an Inclusive STEM Classroom
Wednesday, August 24, 1:00-2:00 pm EDT

Tamara Brenner, Executive Director, 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, feel welcomed, and develop personal connections to science.  You will come away with strategies and ideas for how to implement active learning in your section.

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Responding to Student Writing Efficiently and Effectively
Wednesday, August 24, 2:15-3:30 pm EDT

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 discuss general principles of giving feedback along with specific questions, including: how to write margin and end comments, how to use your feedback to engage students as writers and thinkers, and how to utilize written feedback to create a more inclusive teaching and learning experience. Note: Please complete the Responding to Student Writing Module on the Hit the Ground Running Canvas site in preparation for this session.

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Equitable and Inclusive Teaching
Thursday, August 25, 9
:00-10:00 am EDT

Ashlie Sandoval, Assistant Director for Equity and Inclusion, Derek Bok Center for Teaching and Learning

Equitable and inclusive teaching requires that we (1) identify how social dynamics and systemic inequality pose barriers to advancing student learning and well-being and (2) develop practical strategies to address these dynamics in our classrooms and pedagogical approaches. In this session, we’ll start by considering common challenges to fostering equitable and inclusive learning environments. Then, we’ll explore an array of strategies to skillfully attend to these challenges as well as work through classroom scenarios to consider how you might utilize these strategies to deepen your approaches to teaching inclusively.

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Becoming a Critically Reflective Practitioner
Thursday, August 25,
10:15-11:15 am EDT

Pamela Pollock, Director of Professional Development, Derek Bok Center for Teaching and Learning

We may wonder or worry about how we’re doing as teachers - but how do we know?! As scholars, we are always developing our research, but how do we think about learning and growing as a teacher? In this session, we will consider the nature of feedback as well as strategies for collecting it and using it to improve our practice. We will explore Stephen Brookfield’s lenses for reflective teaching - 1) self, 2) students, 3) colleagues, and 4) scholarship - to consider these questions and build our own toolkit for becoming critically reflective teacher-scholars.

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Developing your Teaching Materials for the Job Market
Thursday, August 25, 10:15-11:15 am EDT
*Professional Development Track (for experienced TFs)

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? 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 may or may not reflect your own personality as an instructor. When you hit the job market, then, 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 experience in a way that will show a search committee not just what you have done, but also how much you’ve learned from it, and that you are likely to keep developing in the right direction as a colleague. In this workshop you will get hands-on experience developing your teaching materials for the job market.

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Demystifying Diversity Statements
Thursday, August 25, 11:30 am-12:30 pm EDT
*Professional Development Track (for experienced TFs)

Ashlie Sandoval, Assistant Director for 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 institutions more inclusive and equitable? In this workshop, we will explore ways to craft a compelling diversity statement and engage in hands-on activities that help you define your values in regard to equity, diversity, inclusion, and belonging (EDIB) as well as consider how your research, teaching, and service actualize your EDIB goals.

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Engaging Audiences: Compelling Communication for Teachers and Scholars (Communication, Part 1)
Thursday, August 25, 1:00-2:00 pm EDT
*Communication Track

Marlon Kuzmick, Director of the Learning Lab, Derek Bok Center for Teaching and Learning
Pamela Pollock, Director of Professional Development, Derek Bok Center for Teaching and Learning

What makes communication effective and engaging? What components of communication are important to consider as you teach, give presentations, or share your research with different audiences?  How do you prepare what you want to say and how you want to say it? In this session, we will explore strategies to engage your audience, including how to use your voice and body language, different organizational strategies, and the impact of visual materials. If you want to go into more depth on visual communication, attend Part 2 of our communication series at the Bok Center’s Learning Lab directly following this session.

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The Museum is Your Classroom
Thursday, August 25, 2:15-3:30 pm EDT

Rebecca Miller Brown, Assistant Director, Graduate Student Programming, Derek Bok Center for Teaching and Learning
Jen Thum, Assistant Director of Academic Engagement and Assistant Research Curator, Harvard Art Museums

A Dutch landscape drawing to investigate climate change. Interwar prints to consider the lives of noncombatants. A Buddhist sculpture analyzed by medical students. Each semester, classes from disciplines across the university—on topics ranging from environmental science to poetry—engage with original works of art at the Harvard Art Museums. In this workshop, you will have a chance to explore real examples from past courses of how TFs and faculty have inspired their students with the museums’ collections. We will discuss strategies to encourage students to look closely and think critically, and promote active learning with works of art in your teaching. Broaden your pedagogical horizons: learn how the museums can support your course goals through discussions and installations in our galleries and up-close encounters in our intimate Art Study Center classrooms. Note: Please meet in Harvard Hall at 2:00pm to walk over to the Harvard Art Museums together. Be sure to have your Harvard ID with you.

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Visual Communication in the Classroom (Communication, Part 2)
Thursday, August 25, 2:00-3:30 pm EDT
*Communication Track

Marlon Kuzmick, Director of the Learning Lab, Derek Bok Center for Teaching and Learning
Christine D'Auria, Assistant Director of the Learning Lab, Derek Bok Center for Teaching and Learning

How do you use visuals to help your audience develop a schema to understand your work? How can students use visuals as they develop their academic skills? In this session, you will explore how to communicate your work visually, and how visuals communicate structure to help your audience understand the main idea, whether you are teaching or presenting your research. You will explore the different roles visuals can play in your teaching, analyze examples and learn some key principles of visual design, and practice with different tools to communicate your own work in a short format for a non-specialist audience. We will also discuss ways you can help students engage with and use visuals in their course projects. Note: Please meet in Harvard Hall at 2:00pm to walk over to the Learning Lab together.

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Roundtable Discussions

 

Roundtable Discussion: Leading Discussion-Based Sections
Tuesday, August 23, 1:00-2:00 pm EDT and Thursday, August 25, 11:30 am-12:30 pm EDT

Pedagogy Fellows

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. 

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Roundtable Discussion: Leading Problem-Based Sections
Tuesday, August 23, 1:00-2:00 pm EDT and Thursday, August 25, 11:30 am-12:30 pm EDT

Pedagogy Fellows

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. 

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Roundtable Discussion: Language Teaching
Tuesday, August 23, 1:00-2:00 pm EDT and Thursday, August 25, 11:30 am-12:30 pm EDT

Pedagogy Fellows

In this small-group discussion, join experienced language TFs to discuss questions important to language teaching. How do you prepare for class? How do you help students feel comfortable making mistakes in a new language? How do you give feedback? Participants will leave the session with tips and strategies for language teaching.

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Roundtable Discussion: Teaching and Learning in Community
Wednesday, August 24, 11:30 am-12:30 pm EDT

Emily Epperson and Lauren Sullivan, Bok Pedagogy Fellows

Developing as a teacher means learning from yourself, and your peers, as well as having some teaching mentors. In this interactive panel discussion, explore key topics in teaching with experienced TFs. They will discuss their approaches to 1) organization and time management, 2) working on a teaching team, 3) building rapport, connecting with students, and working to build an inclusive classroom, and 4) how your own identity as a teacher affects your teaching as well as your expectations for yourself and for your students. 

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Roundtable Discussion: Being a Head TF
Wednesday, August 24, 11:30 am-12:30 pm EDT

Adam Beaver, Director of Pedagogy, Derek Bok Center for Teaching and Learning
With experienced head TFs

Want to learn more about how to be an effective Head Teaching Fellow? Looking for a forum to talk through what it’s like to work closely with your coursehead, and to coordinate a larger teaching team? Wondering what is (or isn’t) your responsibility, and where to get help? Join the Bok Center’s Director of Pedagogy and veteran Head TFs for a wide-ranging, informal discussion about the ins and outs of the job, which combines the roles of instructor, project manager, advocate, mentor, and judge.

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Roundtable Discussion: Teaching as an International Scholar
Wednesday, August 24, 11:30 am-12:30 pm EDT

Sarah Emory, Assistant Director, International Teachers and Scholars, Derek Bok Center for Teaching and Learning
With experienced international TFs

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 roundtable discussion, explore issues related to teaching across borders and boundaries, hear from experienced TFs on what they found useful when they started teaching, and discuss useful strategies for building connections with undergraduates. Note: Please note that the Teaching as an International Scholar module on the Hit the Ground Running Canvas site is a useful resource for international TFs interested in this discussion.

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Practice Teaching

 

Practice Teaching Session
Tuesday, August 23, 2:15-3:30 pm EDT and Wednesday, August 24, 2:15-3:30 pm EDT

Pedagogy Fellows

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. 

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Hit the Ground Running!

hands typing on laptop

Don’t miss our Hit the Ground Running resource site,which features self-study modules for new TFs on the fundamentals of teaching, as well as modules on equitable and inclusive teaching, responding to student writing, and teaching as an international scholar.