Teaching Certificates

As is the case with any skill or craft, becoming a more effective teacher involves a lot of practice—but also requires engaging with expert knowledge and taking the time to reflect deeply on your own process. Our teaching certificate programs will help you cultivate habits of experimentation and reflection that will serve you well over the course of your career. The Bok Teaching Certificate is designed for GSAS PhD students teaching in Harvard College; the Bok Certificate in Teaching Language and Culture, developed in collaboration with the Department of Romance Languages and Literatures, allows GSAS PhD students interested in second language pedagogy to demonstrate the depth of their engagement with research and practice in the field. PhD students should choose the certificate program most relevant to their disciplines and their goals for university teaching.

Please note: Our seminars and certificates are limited to GSAS PhD students and others at similar career stages engaged in the teaching of Harvard College undergraduates.

The Bok Teaching Certificate

teaching certificate

The Bok Center's Teaching Certificate offers GSAS PhD students a tangible marker of their ongoing commitment to developing as teachers in higher education. GSAS PhD students may pursue a Certificate through a variety of different avenues, depending on the pedagogical training offered in their respective departments and their own skills and interests. In order to receive a Teaching Certificate, participants must fulfill requirements in each of the following three areas: (1) Learn; (2) Practice; and (3) Reflect.

Please plan ahead to make the most of each of the components of the Certificate; they are meant to be completed over time, and require you to record a section while you are teaching at Harvard. Click below for full details and to apply.

Click to view the Bok Teaching Certificate Requirements

Take three seminars that cover a range of topics in pedagogy and classroom practice:

1. Core Principles: One seminar must cover core principles in pedagogy and classroom practice. This may be satisfied by either:

  • A department's or program's pedagogy course (view a current list); or
  • One of these Bok Seminars: Preparing to Teach, Foundations of Teaching in the Humanities and Social Sciences, Tools and Techniques for Discussion Leading, Foundations of Teaching in STEM, Problems and P-Sets: Creating and Teaching Problems in STEM, Classroom Communication Skills for International TFs, Course Design: From Transparency to Transfer, or How am I Doing? Using Feedback to Improve your Teaching.

2. Take two additional Bok Seminars on topics of your choosing, including any of the above. Sessions at the Fall Teaching Conference and Winter Teaching Week do not count for this requirement. 

Our Bok Seminars are organized into broad categories based on target audience and topic: Foundations, Methods & Classroom Practice, Equity & Inclusion, Communication & Language, and Professional Development (for experienced TFs).  Candidates for the Teaching Certificate should be intentional in assembling meaningful electives which will allow them to tell a coherent story about their progress through the Program (see the "Reflect" requirement).

Complete a video consultation to demonstrate your commitment to practicing and experimenting with skills acquired through the program. Having your section videotaped as part of a departmental pedagogy class also fulfills this requirement.

Video is a particularly effective way to put yourselves in the shoes of your students and reflect on the act of teaching: Does what you see on video match your own perceptions of your teaching? How does the video reflect the way you think of yourself as a teacher? What you have learned through your experience teaching and pursuing a teaching certificate?

Create three products that capture critical reflections on teaching and learning:

  1. A teaching statement similar to one which might be included in a Teaching Portfolio.
  2. An original syllabus for a course you might propose to teach, whether at Harvard or at another university.
  3. A reflective piece of approximately 1000 words which integrates what the candidate has learned from the experience of pursuing the teaching certificate. Candidates should write a reflective narrative on their trajectory through the certificate, incorporating any or all of the following: the connections (or disconnections) between the seminars they took, what the experience has meant to them, particularly noteworthy take-aways that they will use in their future teaching or scholarship and ideas or suggestions to inform future iterations of the Bok Teaching Certificate.

In addition to the guidance offered by our Online Resources, several of our Bok Seminars also provide a workshop environment in which you may create and refine these materials.

How to apply. GSAS PhD students interested in pursuing a Bok Teaching Certificate should self-register on the Bok Teaching Certificate Canvas site.  The Bok Teaching Certificate is awarded on a rolling basis, whenever a candidate has completed the required coursework, fulfilled the practice requirement, and submitted their reflection documents. 

Typically, completing the requirements for a Bok Teaching Certificate takes at least 2 semesters; there is no specified term in which the requirements must be completed.

The Bok Certificate in Teaching Language and Culture

Certificate in Teaching Language and CultureIn collaboration with the Department of Romance Languages and Literatures, the Derek Bok Center for Teaching and Learning offers a certificate program through which GSAS PhD students may demonstrate their commitment to excellence in the teaching of language(s) and culture(s). The certificate is open to GSAS PhD students who teach courses in language, culture, and literature in Harvard College. The certificate requirements include 1) teaching, 2) research and practice, and 3) professionalization. Click below for full details and to apply.

Click to view the Bok Certificate in Teaching Language and Culture requirements

Teach a minimum of two semesters of foreign language/culture/literature courses at Harvard. NB: At least one of these courses must be in the language program.

Take two departmental courses:

  • One foundational language pedagogy course:
    • ROM-LANG 210: Language Pedagogy: Theories, Practices, and Approaches
    • CHINESE 280: Teaching Chinese as a Foreign/Second Language (J. Liu)
    • LINGUISTICS 173: Structure of Japanese (W. Jacobsen)
    • SLAVIC 126: Structure of Modern Russian (S. Clancy)
    • GERMPHIL 280: Approaches to Foreign Language Teaching (Parkes)
  • ROM-LANG 230: Teaching Languages, Cultures, and Literatures
    • A foundational language pedagogy course is a prerequisite to this course.
    • Additional equivalents may be approved from Linguistics or the Graduate School of Education.

Take any two Bok Seminars. The following may be of particular interest or relevance to language teachers:

  • Linguistic Diversity in the Classroom
  • Tools and Techniques for Leading Classroom Discussions
  • Foundations of Teaching in the Humanities and Social Sciences
  • PreTexts (more information coming soon)
Submit a Teaching Portfolio. You should design a portfolio that will be useful for your individual goals. For the purposes of the certificate, your portfolio should include at minimum:
  • a Statement of Teaching Philosophy,
  • a prospective syllabus, and
  • a sample assignment prompt, lesson plan, or class activity. For more detail on these items, see the Teaching Portfolio page in our Online Resources.

NB: In addition to the guidance offered by our Online Resources, several of our Bok Seminars also provide a workshop environment in which you may create and refine these materials.

How to apply. GSAS PhD students interested in pursuing a Bok Certificate in Teaching Language and Culture should self-register on the Bok Certificate in Teaching Language and Culture Canvas site. The Certificate in Teaching Language and Culture is awarded on a rolling basis, whenever a candidate has completed the required teaching and coursework and submitted his/her professionalization documents. NB: Typically, completing the requirements for a Certificate in Teaching Language and Culture takes 2 years; there is no specified term in which the requirements must be completed.

Teaching Certificate Recipients

Stefan Beljean, Sociology
Aurélien Bellucci, Comparative Literature
Katie Callam, Music
Clara Carus, Philosophy
Yu-Ting Chen, Physics
Joseph Cronin, Anthropology
Shiang Fang, Physics
Eva Gil González, Materials Science and Mechanical Engineering
Patricia Jurado Gonzalez, Applied Physics
Li Hai, Materials Science and Mechanical Engineering
Éadaoin Harney, Organismic and Evolutionary Biology
Erin Hutchinson, History
Emily Kerr, Chemistry and Chemical Biology
Cristina Lacomba, Sociology
Jonathan Larson, Biostatistics
Bezia Lemma, Physics
Brenda Marín-Rodríguez, Molecular and Cellular Biology
Javier Alejandro Masís, Molecular and Cellular Biology
Kimberly Moore, Earth and Planetary Sciences
Golnaz  Morad, Biological Sciences in Dental Medicine
Brian Plancher, Electrical Engineering
Abigail Plummer, Physics
Marta Perez Rando, Harvard Medical School
Matthew Rodriguez, Romance Languages and Literatures
Shayla Salzman, Organismic and Evolutionary Biology
Julia Smachylo, Graduate School of Design
Yanpeng Sun, Earth and Planetary Sciences
Maria Petrova Vassileva, Slavic Languages and Literatures

Aaron Benavidez, Sociology
Katherine Bercovitz, History
Lena Borise, Linguistics
Colin Bossen, American Studies
Monica Burns, Psychology
Shubhayu Chatterjee, Physics
Giorgia Corti, Romance Languages and Literatures
Felicia Cucuta, Romance Languages and Literatures
Alicia DeMaio, History
Akbar Khuwaja, Government
David Levari, Harvard Business School
Patrick McCoy, Celtic Languages & Literatures
Marion Menzin, History
Max Mulhern, Astronomy
Evander Price, American Studies
Jason Smith, Religion
Nadine Vincenten, Molecular and Cellular Biology
Hannah Weaver, Romance Languages and Literatures
Janet York, English
Narges Afshordi, Psychology
Tal Avihai, Near Eastern Languages and Civilizations
Angela Calvo, Korea Institute
Corrado Confalonieri, Romance Languages and Literatures
Ioanna Fampiou, Chemistry and Chemical Biology
Nava Gharaei, Molecular and Cellular Biology
Daniel Green, Slavic Languages and Literatures
Danny Haelewaters, Organismic and Evolutionary Biology
Sarah James, Social Policy and Government
Dean Lee, Stem Cell and Regenerative Biology
Luca Levi, Harvard Law School
Han Hsien Liew, Center for Middle Eastern Studies
Wesley Loo, Organismic and Evolutionary Biology
Katherine Morris, Sociology
Cristina Pérez Arranz, English
Frederick Reece, Music
Natasha Roule, Music
Jared Schachner, Sociology and Social Policy
Caitlin Schmid, Music
Meagan Sobel, Human Evolutionary Biology
Carolina Torres, Romance Languages and Literatures
Kira Treibergs, Organismic and Evolutionary Biology
Chiara Trombini, Harvard Kennedy School
Aylin Tschoepe, Anthropology
Sarah Vitali, Slavic Languages and Literature
Alexandra Was, Psychology
Joseph Zak, Molecular and Cellular Biology
C. Ceyhun Arslan, Near Eastern Languages and Civilizations                    
John Bell, American Studies    
Austin Campbell, Religion
Christina Chang, Chemistry & Chemical Biology
Dzavid Dzanic, History 
John Gabriel, Music 
Yujing Huang, Linguistics
Lauren Kopajtic, Philosophy
Marion Laboure, Economics
Eunyung Lim, Religion
Andrew Lloyd, Organismic and Evolutionary Biology
Leah Lowthorp, Anthropology            
Clara Meaders, Organismic and Evolutionary Biology
Zachary Nowak, American Studies
Yukako Otori, History 
Eva Payne, American Studies
Rosanna Picascia, Religion
Sarah Politz, Music
Gustavo Ribeiro, Harvard Law School 
Manuel López Segura, Architecture
Jihoon Song, Urban Planning and Design
Stephen Tardif, English 
Chiara Trebaiocchi, Romance Languages and Literatures
Laurence B-Violette, Linguistics 
Lauren Woolsey, Astronomy
Ivanna Yi, East Asian Languages and Civilizations    

Ann Aindow, Molecular and Cellular Biology
Nicolette Bardele,  Sociology
Chance Bonar, Religion
Matthew Brennan, Earth and Planetary Sciences
Kelly Brignac, History
Lindsey Brown, Applied Mathematics
Yuting Dong, East Asian Languages and Civilizations
David Fronk, Molecular and Cellular Biology
Philip Gant,  East Asian Languages and Civilizations
Marie-Pascale Grimon, Public Policy
Rachael Goodyer, Philosophy
Hanna Katz, Sociology
Mike Jin, Systems Biology
Paul Johnston, Classics
Samantha Jones, Music
Joseph Kimmel, Religion
Sarah Koval, Music
Zachary Lim, Education
James Martenson, Molecular and Cellular Biology
Amos Meeks, Applied Physics
Katherine Mills,  History of Art and Architecture
Robert Morris Levine, Graduate School of Design
Sarah Porter, Religion
Graeme Reynolds, East Asian Languages and Civilizations
Eduardo Rivera, Art, Film, and Visual Studies
Christofer Rodelo, American Studies
Jonas Rüegg, East Asian Languages and Civilizations
Kristel Schoonderwoerd, Organismic and Evolutionary Biology
Bailey Sincox, English
Teresa Tamayo Mendoza, Chemical Physics
Ashley Tannebaum, Architecture, Landscape Architecture and Urban Planning
Kari Taylor-Burt, Organismic and Evolutionary Biology
Inês Torres, Near Eastern Languages and Civilizations
Nicholas Utzig, English
Jingyi Zhang, Music

Korleki Akiti, Molecular and Cellular Biology
Hannah Cory, Population Health Sciences
Aniket De, History
Charles Law, Astronomy
Sophia Mao, English
Nozomi Nakajima, Education
Elisabeth Stelson, Population Health Sciences
Nico Wagner, Molecular and Cellular Biology
Clarisse Wells, South Asian Studies
Jeff Williams, Music
Carly Yingst, English
Fangsheng Zhu, Sociology

Check out our TF resource site!

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.