Departmental Teaching Fellows Program
The Departmental Teaching Fellows Program celebrated its twelfth year in 2015-16. 25 Departmental Teaching Fellows (DTFs) were nominated by their departments to serve as peer teaching consultants within their departments. The DTFs are trained and mentored by the Bok Center to provide essential pedagogical training and support to TFs and to serve as a liaison between their departments and the Bok Center.
Collectively, the 2015-16 DTF cohort contributed thousands of hours towards the improvement of undergraduate teaching at the College as they led microteaching sessions, observed sections, went over mid-term feedback, held office hours for individual consultations, developed discipline-specific teaching resources, designed and facilitated pedagogy workshops on a range of topics, ran departmental teaching retreats, assisted with the Bok Center’s Fall Teaching Conference and Winter Teaching Week, and taught or co-led with faculty 14 discipline-specific pedagogy courses for first-time TFs in their respective departments.
Read more about the Departmental Teaching Fellows program here.
Bok Undergraduate Pedagogy Fellows Program
2015-16 marked the inaugural year for the Bok Undergraduate Pedagogy Fellows Program, which was created with the goal of improving the section experience for both undergraduates and graduate Teaching Fellows. Four undergraduates were chosen because of their own experience teaching and their thoughtful articulation of the factors that contribute to a valuable classroom learning experience. The four Fellows met weekly with Virginia Maurer, Senior Associate Director of the Bok Center, to read and discuss the literature on how learning works as well as for mentoring as they designed workshop about teaching.
The Pedagogy Fellows created and implemented an interactive workshop for graduate students about Harvard undergraduates, their expectations for sections and Teaching Fellows, and strategies to promote more productive relationships and interactions between students and teaching fellows. Over the course of the year, the Fellows' work expanded to include leading a variety of workshops for graduates students, participating in Bok Seminars alongside graduate Teaching Fellows, and conducting videotaped interviews with fellow undergraduates for the purpose of putting together clips for TF training. As it continues to grow and develop, the program has the potential to make an important difference in the teaching and learning experience for both graduate and undergraduate students.