With over two dozen staff and more than one hundred undergraduate and graduate student fellows, the Bok Center is building a community of people dedicated to enhancing teaching and learning at Harvard. Don't miss your opportunity to find out how you can contribute to our mission!
Duties & Responsibilities
The General Education Project Lead reports to the Director of Pedagogy & Practice (P&P). Working in close coordination with the Director of P&P and the staff of the Program in General Education, the Project Lead serves as a project manager for faculty who are developing courses for the new General Education curriculum set to debut in Fall 2019. The Project Lead will co-create the course syllabus with the faculty instructor, drafting materials and preparing the course to launch.
A successful Project Lead will be able to engage faculty on questions of instructional design, helping them to write assignments and plan in-class activities aligned with the goals of Gen Ed. He/she must be curious about a wide range of academic disciplines, and be able to recognize the priorities and assumptions that faculty bring to their teaching. Above all, the Project Lead must be adept at translating instructors’ abstract goals into concrete teaching plans that are authentic to Gen Ed and the instructor’s own persona.
The Project Lead must also be an effective project manager vis-à-vis academic support staff, able to build relationships with (and organize the work of) colleagues in the Bok Center as well as from Harvard’s academic technology group, libraries, museums, writing program, etc. Depending on faculty needs, the Project Lead may have to research the availability of campus resources, assemble ad hoc teams of experts, schedule meetings between support staff and teaching staff, and collaborate on producing and user-testing materials that may be incorporated into the syllabus and used in the classroom. Although these tasks do not require mastery in all of the fields and/or tools involved, a successful Project Lead will be able to understand the value of the different pedagogical resources, approaches, and technologies which her/his colleagues have to offer, to identify the right staff to engage in each task, and to manage and motivate teams of people to complete their work on time.
- Joins Director of Pedagogy and Practice for intake meetings with new Gen Ed faculty. Acquaints faculty with the Bok Center’s ability to coordinate support for Gen Ed courses and negotiates the specific kinds of support which each course requires.
- Drafts a proposal and timeline (the “Learning Design Plan”) explaining how Bok will combine its internal resources with those of its institutional partners in academic technology, libraries, museums, etc. to deliver the pedagogical materials and training which the course requires.
- Delegate components of the Design Plan to expert partners inside and outside of Bok on the basis of expertise. Coordinates partners’ ongoing work, making sure that the team meets benchmarks.
- Researches and designs learning activities, assignments, and other syllabus components for faculty approval.
- Reports on a weekly basis to the Director of Pedagogy and Practice, the faculty coursehead, and the Program in General Education on the status of individual courses under development. Compiles an instructor-facing “user’s guide” to each course, explaining unusual resources or pedagogical techniques which they require.
- Develops expertise in certain modes of assignment which recur in the Gen Ed curriculum and compiles sample assignments representing “best practices” for the Bok Center’s website and/or the use of Gen Ed.
- Participates in, and helps to organize, a weekly staff seminar focused on pedagogical research, instructional design, and the resources available for teaching and learning support around Harvard University.
- Participates in and contributes to other Bok internal team meetings and projects, such as TF training protocols, design workshops, etc. which contribute to Bok’s Gen Ed support.
- Ph.D. in a field taught in the Faculty of Arts and Sciences
- At least two years direct teaching experience at the undergraduate level.
- Understanding of higher education pedagogical contexts and priorities.
- Experience as a postdoctoral fellow and/or instructor of record.
- Three or more years direct teaching experience at the undergraduate or graduate level.
- Project management experience.
- Demonstrated ability to work with and manage team members from a variety of backgrounds, disciplines and levels of expertise.
- Prior successful work experience in teaching and learning support.
- Track record of effective development of course or curricular materials.
- Familiarity with assessment approaches in education.
- Facility with productivity and teaching technologies.
- Aptitude for learning and applying new technologies quickly and effectively.
- Ability to work consistently and constructively in a fast-paced environment.
- Excellent interpersonal and verbal/written communication skills.
- Prior experience handling confidential matters with appropriate discretion.
This is an 18 month term position with the potential for extension.
About the Derek Bok Center and the Program in General Education
Founded in 1975, the Derek Bok Center is charged with improving the quality of teaching and learning in Harvard’s Faculty of Arts and Sciences. The Center’s staff is allocated among three pillars—Pedagogy & Practice, the Learning Lab, and Educational Research & Evaluation—which work together in pursuit of Bok’s mission under the supervision of a Faculty Director and Executive Director. The staff employ a wide array of approaches in their work, which include inviting undergraduates to develop new modes of teaching in the Learning Lab, training graduate students in the skills they will need as Teaching Fellows, engaging faculty in designing course materials which merge their disciplinary expertise with the latest research into evidence-based pedagogy, and conducting rigorous assessments of classroom and curricular experiments.
Among the Bok Center’s chief priorities over the next several years is the development and support of new courses for Harvard College’s Program in General Education. Under the leadership of its Faculty Director, the new curriculum (“Gen Ed 2.0”) will unsettle students’ assumptions about questions of relevance and deep significance to their future lives—questions like whether machines can be moral, whether the American Civil War ever ended, or how to weigh the economic costs of tackling climate change. Courses like these are, almost by definition, unusually difficult to design; they require ranges of expertise that often transcend those of any single faculty member, and meeting their goals may depend upon access to resources and assignment types not found in more conventional courses. For this reason, the Program in General Education and the Bok Center are partnering to provide Gen Ed 2.0 faculty with collaborative, resource-intensive, all-encompassing instructional design support.
We encourage individuals with diverse backgrounds, experiences and abilities to apply to be a part of our community. We believe that an inclusive environment that cultivates and promotes understanding, respect, and collaboration across our diverse workforce enables our success.
The Pedagogy Fellows Program (formerly known as the Departmental Teaching Fellows Program) appoints experienced and creative Teaching Fellows and Teaching Assistants to focus on enhancing graduate student teacher training by consulting with their peers, advising individual instructors, and creating training programs, workshops, seminars, and other teaching-related projects both within their departments and beyond. These fellows also benefit from the professional development they receive in the form of training and mentoring from the Bok Center, collaboration with their departmental faculty and administrators, and collaboration with one another on multidisciplinary projects. Pedagogy Fellows are hired under two regimes:
Department/Program-Based Pedagogy Fellows. Graduate students who are enrolled in one of the 24 departments and programs that participate in the department-based Pedagogy Fellows Program may apply to be appointed the Pedagogy Fellow in their department or program (e.g. Pedagogy Fellow in History, Pedagogy Fellow in Physics, etc.). Successful applicants will work closely between their department administration and the Bok Center to teach their department's pedagogy course and bring pedagogical resources to their peers within their graduate program. Applications for these positions will be forwarded to the departments for review, and must receive the department's endorsement prior to the Bok Center scheduling interviews.
Consult the full job description for department-based Pedagogy Fellows
Apply (application currently closed; check back in the winter of 2018–2019 for the 2019–2020 application)
Bok Pedagogy Fellows. All graduate students, including those whose departments or programs do not participate in the aforementioned program, may apply to be Bok Pedagogy Fellows. These fellowships reside fully in the Bok Center and are hired directly by Bok from across a range of disciplines. In addition to supporting teaching fellows in General Education, these "roving" Pedagogy Fellows will help to staff the Center's core programming, develop expertise in Center initiatives on topics like inclusive teaching, and undertake special projects for the Center.
Consult the full job description for Bok Center-based Pedagogy Fellows
Apply (application currently closed; check back in the winter of 2018–2019 for the 2019–2020 application)
Pedagogy Fellows are paid by the term and hired during the spring preceding the academic year of their fellowship (e.g. Spring 2018 for AY 2018–2019).
Learning Lab Graduate Fellows
The Bok Center's Learning Lab hires an array of graduate fellows from across the disciplines who will tackle special projects and explore innovative modes of teaching in collaboration with the center's faculty clients.
Learning Lab Graduate Fellows. GSAS students with teaching experience and a willingness to explore unconventional modes of communicating, making, and creating in the classroom may apply for a semester or year-long position. Graduate fellows are paid hourly and have flexible schedules, but are expected to work an average of 10 hours per week, or the equivalent of one section, at the Learning Lab.
Consult the full job description for Learning Lab Graduate Fellows
Apply (deadline: rolling, but we will begin reviewing applications for 2018-2019 in March)
Learning Lab Media Fellows. The Learning Lab hires graduate students and members of the Harvard community to support courses and special projects via their media skills, including videography, photography, coding, speaking, performance, curation, and game design, among others. Media Fellows are paid hourly and hired on a rolling basis.
An initiative of the Harvard Writing Project, the Writing Center, and the Bok Center, the Bok Writing Fellows (BWF) Program appoints advanced graduate students to serve as in-house writing tutors for concentrators in departments. Responding to a perceived gap in the College’s support for undergraduate student writers, the BWF program aims to provide discipline-specific writing tutorial services to concentrators, services not currently available through the Writing Center or the house tutor program. The primary responsibility of the BWF is to hold weekly office hours and appointments to consult with students on the articulation, organization, and presentation of writing assignments for courses offered in the department. Typically the services of the BWF are especially valuable for students in sophomore and junior tutorials who are working to master unfamiliar disciplinary writing conventions. Aside from holding individualized consultations with students, the specific duties of the BWF, including the design and creation of writing-focused resources for their home department, are meant to be flexible and responsive to departmental needs. Bok Writing Fellows are paid by the term and hired during the spring preceding the academic year of their fellowship (e.g. Spring 2018 for AY 2018–2019).
Consult the full job description for Bok Writing Fellows
Contact Jonah Johnson with queries
Meet the current fellows
Apply (Application deadline: Monday, 9 April 2018)
K-12 Outreach Opportunities
Graduate students and postdoctoral fellows in the sciences can share their passion for discovery with K-12 students through a variety of programs. Click here to apply to any of the following outreach activities:
- Communicate your research to high school biology teachers and lead workshops that further their content knowledge and give them new data or tools to bring into their classrooms.
- Be a Teaching Fellow for visiting high school biology classes on campus.
- Be a semester-long teacher for Allston-Brighton high school students, meeting weekly with the students to teach lab skills that will enable them to be placed in summer lab apprenticeships.
- Mentor a high school student in your life sciences-based laboratory for 6 weeks in the summer as part of our Lab Skills Workforce Apprentice program. This program is supported by and uses curriculum from the Amgen Biotech Experience.
- Participate in an Amgen Biotech Experience (ABE) workshop for TFs and high school biology teachers. These 2–3 day workshops in January and July will fortify your general skills as a laboratory TF, acquaint you with the specifics of the ABE biotech curriculum and give you the opportunity to learn alongside and from highly skilled teachers. This ABE training can lead to further opportunities with our high school programs
- Participate in "Project Teach," by providing an on-campus classroom experience to visiting 7th graders from Boston and Cambridge.
Graduate students and postdocs are hired on a rolling basis for these opportunities; many of them receive hourly or stipend compensation.
Learning Lab Undergraduate Fellows
Learning Lab Undergraduate Fellows (or LLUFs) collaborate with the Bok Center’s Learning Lab to help Harvard faculty members design and test assignments that utilize innovative modes of communication such as movement, drawing, speaking, and more. LLUFs have the opportunity to explore and become proficient in a broad range of media, many of them digital (e.g. Cinema 4D animation software, Unity game development software, and Final Cut Pro X). This training enables LLUFs to contribute to helping the Harvard community—from undergraduates to faculty—become literate in alternative modes of communicating knowledge. The job requires:
- Communicating with faculty members to develop projects
- Designing assignment prompts and, if applicable, relevant resources to get students up to speed in new media.
- Comfort being in front of a camera, and additionally being interviewed, recorded and observed interacting with new technologies and teaching approaches.
- Willingness to experiment with new tools, software, and bodies of knowledge. There is no need to be an expert in one thing!
- Team players who are able and excited to work effectively as a team.
- Hours are flexible and dependent on each student’s time.
LLUFs are hired on a rolling basis throughout the year.
Undergraduate Consultants (Professional Communication Program for International Teachers and Scholars)
Undergraduate culture and communication consultants are hired and trained by the Professional Communication Program for International Teachers and Scholars to give international graduate students an undergraduate perspective on issues related to teaching and academic life at Harvard. They work as course assistants in Bok courses and seminars to give feedback on both teaching and language skills, and are also available for one-on-one discussion, teaching and language practice.
As Harvard Ed Portal Mentors, Harvard undergraduates have the opportunity to engage 1st-12th grade students in one-on-one interdisciplinary projects, lead focused, small group clubs and teach in afterschool science programs. Our undergraduates are responsible for creating activities that capture student interest and meet student need, weaving together creative and expository writing, public speaking, math, science, technology, and the arts. Susan Johnson, Assistant Director for Socially Engaged Learning, supervises a cohort of 25-30 undergraduate mentors each term who meet regularly to discuss pedagogy and content development, and engage in reflective writing practice. Undergraduate mentors develop an awareness of different approaches to teaching and diverse modes of learning, reflect on cultural and economic differences, and develop communication skills. Ed Portal Mentors are hired in the spring for the following academic year.
For undergraduates who cannot commit the time necessary to be a Mentor, the Harvard Ed Portal Homework Coaching program utilizes undergraduate support for elementary through high school students in a drop-in setting.