As with research, developing as a teacher involves learning, practicing, and reflecting on your process. GSAS PhD students who are interested in demonstrating their commitment to developing as teachers in higher education may pursue one of the Bok Center’s two teaching certificates. Our Certificates are designed to provide an opportunity for PhD students to structure their teaching development in community with peers.
The Bok Teaching Certificate
GSAS PhD students may pursue a Bok Teaching Certificate through a variety of different avenues, depending on the pedagogical training offered in their respective departments and their own interests. Participants can join the Certificate program at any time, but we recommend that you begin early in your teaching, so that you have a chance to reflect on your teaching progress over time.
To complete the Certificate, participants must fulfill requirements in three areas:
Please plan ahead to make the most of each component of the Certificate. Completing the Bok Teaching Certificate typically takes at least 2 semesters and requires you to record a section while you are teaching at Harvard. Requirements may be completed in any order, and there is no deadline for completion. Certificates are awarded on a rolling basis.
Take three seminars that cover a range of topics in pedagogy and classroom practice:
1. 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
- At least one Bok Seminar tagged as CORE. Starting in Spring 2022, seminars that fulfill this requirement will be marked as *CORE on the Bok Seminars page. (See previous seminars that fulfill this requirement.)
2. Take ANY two additional Bok Seminars.
Bok Seminars are organized into categories based on target audience and topic: Foundations, Methods & Classroom Practice, Equity & Inclusion, Communication & Language, and Professional Development (for experienced TFs). Candidates should be intentional in assembling meaningful electives that will allow them to tell a coherent story about their progress through the Certificate.
Complete a video consultation. Watching a video of your class with an experienced consultant will allow you to put yourself in the shoes of your students. What do you notice about your class when you take on the role of student or observer? What are other ways of approaching the course material or strategies to engage students? Use these questions in conjunction with your teaching goals to guide your conversation with your consultant.
The video recording and consultation must be of a course or section you are teaching at Harvard. Having your section videotaped as part of a departmental pedagogy class fulfills this requirement. Please plan ahead to ensure you can meet this requirement.
- A teaching statement similar to one which might be included in a Teaching Portfolio.
An original syllabus for a course you might propose to teach, whether at Harvard or at another university.
A reflective piece of approximately 1000 words which integrates what you have 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 takeaways 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.
Frequently Asked Questions
1. Who is eligible to pursue the Bok Teaching Certificate?
Our certificates are limited to GSAS PhD students and others at similar career stages engaged in the teaching of Harvard College undergraduates.
2. Can I pursue the Bok Teaching Certificate if I’m a postdoctoral fellow?
If you are engaged in teaching undergraduates in Harvard College as a Teaching Fellow or Teaching Assistant, you may apply for the Bok Teaching Certificate. If you are teaching in Harvard College as a head instructor, preceptor, or lecturer, please refer to our resources for Harvard faculty.
3. Can I pursue both the Bok Teaching Certificate and the Bok Certificate in Teaching Language and Culture?
Participants should choose the certificate program most relevant to their disciplines and their goals for university teaching. If you would like to talk more about which program is the best fit for you and your goals, contact us at firstname.lastname@example.org.
Starting in Spring 2022, Bok Seminars that fulfill this requirement will be marked as *CORE on the Bok Seminars page. We offer at least one seminar that fulfills this requirement each term. Previous Bok Seminars that count toward the core requirement include:
- Foundations of Teaching in STEM
- Foundations of Teaching in the Humanities and Social Sciences
- Preparing to Teaching: A Seminar for New TFs
- How Am I Doing? Using Feedback to Improve Your Teaching
- Problems and P-Sets: Creating and Teaching Questions in STEM
- Tools and Techniques for Leading Classroom Discussions
- Classroom Communication Skills for International TFs
- Course Design: From Transparency to Transfer
5. Does attending the Fall Teaching Conference or Winter Teaching Week count toward the Bok Teaching Certificate?
Teaching Certificate Recipients
Raymond De Luca, Slavic Languages and Literatures
Valentina Frasisti, Romance Languages and Literatures
Zhouyang Ma, Inner Asian and Altaic Studies
Christian Struck, Germanic Languages and Literatures
Xiomara Feliberty-Casiano, Romance Languages and Literatures
Luca Politi, Romance Languages and Literatures
Kylie Sago, Romance Languages and Literatures
Madeleine Wolf, Romance Languages and Literatures
Emily Epperson, Romance Languages and Literatures
Juan Godoy Peñas, Romance Languages and Literatures
Aleksandra Kudryashova, Germanic Languages and Literatures
Claudia Quevedo-Webb, Romance Languages and Literatures
Josefa Velasco, Romance Languages and Literatures
Emma Zitzow-Childs, Romance Languages and Literatures
Korleki Akiti, Molecular and Cellular Biology
Lucy Ballard, Religion
Isabel Bird, History of Art and Architecture
Dana Boebinger, Speech and Hearing Bioscience and Technology
Elizabeth Bondi, Computer Science
William Borchert, Population Health Sciences
Bay ByrneSim, History of Art and Architecture
Allison Cekala, Art, Film, and Visual Studies
Hannah Cory, Population Health Sciences
Aniket De, History
Samuel Diener, English
Anna Gage, Population Health Sciences
Sophia Gatzionis, English
Jonathan Gómez, Music
Jonathan Haefner, Physics
Kelsey Hanson Woodruff, Religion
Charles Law, Astronomy
Sophia Mao, English
Nozomi Nakajima, Education
Lydia Pazienza, Chemistry and Chemical Biology
Jewel Pereyra, American Studies
Evelyn Powell, Earth and Planetary Sciences
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!
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.