Teaching

How much teaching is required?
As an EPS graduate student, you are required to teach two sections. Typically, you can begin teaching in your G2 year. For more details, see Teaching Requirements.

How does teaching affect my funding?
For the first two sections you teach, you will not see any change in your paycheck. After the first two sections, teaching may provide additional funding.

What kinds of classes and I teach?
EPS graduate students can be teaching fellows (TFs) for classes offered by EPS, SEAS, GENED, or other departments with prior approval from the department.

What are the different teaching roles and TF expectations?
Most teaching assignments are 0.25 FTE (approximately 10-15 hours per week). You may be asked to teach a lab or section, attend lectures, and write and grade exams, papers, and assignments. You are also epected to help plan, attend, and lead any field trip associated with your course.

What training is required?
All EPS graduate students teaching for the first time are required to attend a seminar (including a microteaching session) offered by the EPS preceptors. If TFs cannot attend the EPS first-time TF training, they should get in touch with the preceptors.

Which trainings are optional?
All EPS graduate students are encouraged to attend the EPS G1 Teaching Workshops in the spring of their G1 year. There are numerous additional opportunities for TFs to prepare, practice, and learn best teaching practices through seminars, workshops, and certificates offered by the EPS preceptors and Harvard’s Derek Bok Center for Teaching and Learning.

How do I become a TF?
All Tf appointments are made with the approval of the graduate students, their advisor, and the course head for the class. You should start thinking about TF assignments a few months before the semester you’d like to teach.

How am I evaluated as a TF?
All teaching faculty and staff at Harvard are evaluated by students at the end of the semester. These scores are reported in the Q Guide. Additionally, EPS TFs and TFs teaching in EPS courses have access to mid-semester surveys that allow them to understand their strengths and weaknesses and make improvements. See Evaluation and Recognition for more information.

I enjoy teaching and mentoring. How can I get more experience?
If you have some teaching experience and want to delve deeper into pedagogy and learning, you can consider apply for the Pedagogy Fellows Program. The Pedagogy Fellow is hired through the Harvard’s Derek Bok Center for Teaching and Learning and works within EPS to help the preceptors with seminars, workshops, and teaching evaluations.

What are preceptors? What do they do?
The EPS preceptors help the EPS faculty and administrators with many aspects of the TF hiring, training, and evaluation process. We also help TFs plan field trips and put together equipment for the labs and demos.

Summary:

EPS graduate students should meet bot the financial and teaching requirements listed below prior to graduation. These requirements may be met by teaching a minimum of two sections.

• Financial Requirement: Each EPS graduate student must teach at least two sections as a TF. Graduate students will not see a change in their paycheck during the first two sections they teach. Beginning with the third section, they may receive additional pay for teaching.
  
• Teaching Requirement: Each EPS graduate student must teach at least two courses (either one section each of two different courses or two sections of the same course in two different years).

Additionally, graduate students must participate in teaching training.

Training Requirements: Before teaching in EPS, graduate students must attend and participate in either:

• First-time TF Training Seminar offered in EPS
  
• Recommended workshops offered by the Bok Center.

From the EPS Graduate Student Handbook:

All PhD students are required to serve as teaching fellows for at least two sections during their time at Harvard. The two sections should be for two different courses or for the same course in two different years. This requirement ensures that all students have at least some exposure to classroom or laboratory interactions with undergraduates, as teaching will likely be an important aspect of any future career. First-year students may not teach in their first term, but may serve as teaching fellows in the second term when the course material is useful for their own professional training (generally not General Education or introductory classes). Many students teach more than the minimum requirement. In some cases, this additional teaching provides necessary financial support for their research if research grants or fellowships are not available. However, to ensure that teaching does not prohibit satisfactory progress, students are required to petition the GSC if they wish to teach more than two sections in a single academic year.

If a student has received an outside fellowship that permits additional support, he or she may keep the stipend from teaching in addition to the fellowship—even if it is while teaching the two required sections.

Students are required to consult with their faculty advisor regarding when and which courses they should teach, in order to maximize the benefit to their education and training and make sure teaching does not interfere with their dissertation work. Students are also required to attend teacher training such as an EPS micro-teaching workshop or a Bok Center Teaching Conference (offered at the start of each term) prior to teaching their first class. Students for whom English is their second language may want also to contact the Bok Center to discuss which resources (available year-round) would help them become effective teachers.

Students should obtain their faculty advisor’s approval before undertaking outside work.  

TF/TA Responsibilities

Most teaching assignments are 0.25 FTE, with the expectation that you will spend an average of about 10-15 hours per week on teaching-related activities, though the actual workload will likely vary from week to week. The specific responsibilities vary by course. FAS guidelines require Teaching Fellows in FAS courses to attend the lectures of the courses in which they are employed, unless the nature of their work has nothing to do with the content of the lectures (staff employed solely for lab work in chemistry courses, for example). TFs/TAs may be asked to teach a lab or section, lead review sessions, and write and grade exams, papers, and assignments. They are also expected to help plan, attend, and lead any field trip associated with the course.

TFs and TAs should meet with the course head before the semester begins and discuss specific responsibilities. Teaching staff should meet regularly with the course head throughout the semester to coordinate teaching and communicate any issues that arise with the workload. If a TF/TA finds that they are routinely exceeding 15 hours per week with their teaching responsibilities, they should consult with the course head, department preceptors, and Aimee Smith to discuss adjustments to their workload.

All TF appointments are made with the approval of the TF/TA, their advisor, and the course head for the class. In order to prevent interruptions or delays in payment, it is important that teaching appointments are processed as early as possible. Graduate students interested in a particular course should talk to the course head a few months in advance.

Keep in mind that you are required to teach during at least two semesters while in EPS. Talk with your advisor early on to determine when would be the best time for you to teach so that you will be able to keep up with your research. When you are ready to teach, you need to have approval from your advisor in addition to the course head for the class you’ll be teaching. 

All teaching assignments are dependent on final course enrollment, which is determined at the Course Registration Deadline, about one week after the first day of classes. After the registration deadline, TF/TA positions may be eliminated if enrollment is lower than expected or added if enrollment is higher than expected. TFs/TAs whose positions are eliminated after the semester begins may be compensated for time worked. 

Ready to be a TF/TA?

1. Let Aimee Smith and Emily Bowman know which course you’d like to teach.
   
2. Get approval from your advisor.
   
3. Get approval from the course head.
   
4. Fill our the EPS TF/TA Application Form sent to you either by Aimee Smith or Emily Bowman.
   
5. Receive confirmation of your appointment from Kathleen McCloskey.

TF Training Summary

Training opportunities are available in both EPS (from the preceptos) and the Harvard University Derek Bok Center for Teaching and Learning. The First-time TF Training Seminar is required for all TFs before teaching their first section. Other trainings are strongly encouraged, as noted below. For graduate students going into academia or interested in general teaching, it is important to keep track of teaching and training professional development. The Teaching Certificate offered by the Bok Center is also an excellent opportunity to receive more extensive training.

TF Training within EPS

1. EPS First-time Tf Training Seminar: All EPS graduate students teaching for the first time are required to attend a three-hour seminar offered by the EPS preceptors just prior to the term in which they will be teaching. If TFs cannot attend the EPS First-Time TF training, they may attend selected sessions of the Bok Center Fall Teaching Conference or Winter Teaching Week. The training must include the opportunity for microteaching and feedback. Topics covered during the seminar include introducing your first section, basic teaching tools, lesson planning, and providing feedback.  
   
2. G1 TF Training Workshops: All EPS graduate students are encouraged to attend the EPS G1 Teaching Workshops in the spring of their G1 year. The series of two one-hour workshops during spring term introduce G1s to the requirements and types of courses and students they will work with as TFs.
   
3. Additional EPS Teaching Workshops: All TFs and TAs are invited to occasional one-hour workshops that may be offered in both the fall and spring terms. These workshops discuss effective strategies for EPS and EPS-related courses. Topics may include encouraging academic integrity and experienced TFs or faculty sharing teaching experience.
   
4. EPS TF Lunch: At the beginning of each term, the EPS preceptors host a lunch for all TFs and TAs in EPS and EPS-related courses. At this informal gathering, TFs/TAs are encouraged to share concerns and ask questions of each other and the preceptors, who provide a description of logistical support that will take place during the term and a list of helpful resources. TFs/TAs are reminded of policies concerning Title IX, FERPA, AEO, the Honor Code, etc…

TF Trainings from the Bok Center

In addition to the training provided by the preceptors within EPS, TFs/TAs are encouraged to participate in training provided by the Bok Center for Teaching and Learning (detailed on their website).

1. The Bok Center Fall Teaching Conference and Winter Teaching Week: The Bok Center holds a Fall Teaching Conference and Winter Teaching Week each year. These pre-semester conferences offer new teaching fellows a chance to prepare for the semester, as well as for more experienced teachers and scholars to continue to develop their skills and to explore areas of interest in teaching and learning.
   
2. Bok Seminars: Bok Seminars offer graduate students the opportunity to explore an area of interest in teaching and learning over multiple sessions. Seminars vary in length and intensity based on their focus areas and goals.
   
3. Professional Communication Program for International Teachers and Scholars: As a professional development resource for international graduate students, teachers and scholars, the Bok Center offers programming and individual consultations on speaking and presentation skills (including English language proficiency); teaching and learning in Harvard classrooms; and intercultural communication.
   
4. Teaching Certificate: Students who wish to take a full menu of seminars, seek feedback on their teaching, and develop a teaching portfolio are eligible to receive a Teaching Certificate from the Bok Center. Requirements include completing seminars, practice teaching, creating a teaching portfolio, and reflecting on teaching.
   
5. Additional Workshops: The Bok Center’s staff and fellows routinely offer workshops on an array of topics, ranging from how to plan for the first day of section to how to assemble a teaching portfolio for the job market. Workshops are advertised on the Bok Center website or may be requested for a particular group.

1. EPS Preceptors: The preceptors, Esther James and Chloe Anderson, are here to help with all things teaching-related, including finding and securing a TF appointment, TF training, mid-semester surveys and observations, working with your course head, developing demos and activities, planning field trips, tracking down supplies, and much more.
   
2. Graduate Program Coordinator: Aimee Smith is your main contact for questions about requirements for your graduate degree, including teaching requirements.
   
3. Payroll: Aimee Smith and Kathleen McCloskey can answer any payroll questions.
   
4. Senior Administrative Coordinator: Maryorie Grande can provide information on room scheduling/access, keys, and supplies.
   
5. Course Head: The faculty member teaching your course.
   
6. Resident Deans: Each undergraduate student has an assigned resident dean who serves as a point of contact for academic or behavioral issues.
   
7. Disability Access Office: Any students requesting accommodations are required to go through the DAO and provide the teaching staff with documentation. This website has information on the expectations for teaching staff regarding disabilities and accommodations and contact information if you have questions.
   
8. FAS Registrar: Visit the Teaching section of the Registrar’s website for information on enrollment, sectioning, grading, and exam policies.
   
9. Academic Technology Group (ATG): ATG offers training on Canvas and other teaching-related technology. See the website for Canvas Office Hours and information on wikis and other tools.
   
10. Education Support Services: Recording, multimedia technology, and media production services for FAS. Contact ESS with concerns and projectors and computer systems in classrooms.
    
11. Science Center Maintenance Requests: If you have custodial or maintenance requests for the Science Center, fill out a work order on this website.
    
12. RoomBook: The RoomBook tool allows you to request classroom reservations for you sections, study sessions, and make-up exams.
    
13. Derek Bok Center for Teaching and Learning: The Bok Center provides numerous options for teaching training and evaluation for graduate students, including lunchtime workshops, multi-day events at the beginning of the semester, and courses. You can also get help with your professional communication and teaching portfolios. Finally, they provide opportunities for microteaching, surveys, and observations. Students interested in teaching should consider the Teaching Certificate program.
    
14. Harvard College Writing Program: The Writing Program is a useful resource for TFs in how to assign, teach, and grade writing. Students can schedule one-on-one tutorials and attend drop-in help sessions.
    
15. Office of Academic Integrity and Student Conduct: The Office of Academic Integrity and Student Conduct (OAISC) consists of the Harvard College Administrative Board and the Honor Council. The Ad Board deals with academic records, petitions, and social misconduct. The Honor Council deals with concerns about academic integrity. Their websites have details on policies and reporting.
    
16. Counseling and Mental Health Services: At CAMHS, students can receive comprehensive outpatient care for a variety of concerns, including anxiety, depression, stress, crisis management, transitional issues, grief, and eating, sexual, or relationship concerns.
    
17. Center for Wellness and Health Promotion: The Center for Wellness and Health Promotion offers programs for students, faculty, and staff designed to support wellbeing, including managing stress.
    

Evaluation and observation provide opportunities for you to see both your strengths and make improvements to your teaching. All teaching faculty and staff at Harvard are evaluated by students at the end of the semester. These scores are reported in the Q Guide. Additionally, EPS TFs and TFs teaching in EPS courses have access to mid-semester surveys that allow them to understand their strengths and weaknesses and make improvements before the end of the semester.

Teaching Evaluation, Observation, and Feedback:

Before the semester

Microteaching
As part of the G1 and First-Time TF training offered by the EPS preceptors, TFs/TAs have the opportunity to plan and present a 5-minute mini lesson and receive feedback. 

During the semester

Mid-semester surveys
Mid-semester surveys are carried out for all TFs/TAs teaching for the first or second time in EPS sections or labs. TFs/TAs that do not teach a lab or section may choose to have a survey emailed to their students. Those TFs/TAs teaching their third+ section have the option to have a survey administered to their students. The surveys are specifically geared toward section or lab, but with prior arrangement, instructors may also request surveys providing feedback on lecture. TFs/TAs may choose to add course-specific questions to the surveys.

The EPS preceptors will email the TF/TA and provide a few options for when the survey will be administered during section or lab. On the scheduled day, one of the preceptors emails a survey link to the students and may visit the lab or section for the first five minutes to announce the survey and encourage the students to complete the survey on lab computers or their own laptops or cell phones. Having the preceptor “administer” the survey in class encourages the students to fill it out at that moment and be honest in their responses. The results of the survey are anonymous. Results of the surveys are provided to the TF/TA and allow them to understand their strengths and weaknesses and make improvements before the end of the semester. As necessary, the preceptors meet with the TF/TA to discuss improvement strategies, goals, and additional training and practicing opportunities.

In-class or video observations
Observations by preceptors are required for all 1st time TFs and strongly recommended for all 2nd time TFs. Multiple observation options are available:

1. In-class: The preceptor or Bok Center representative will attend a section (typically the same one as the section survey) and observe the TF/TA.
   
2. In-class recording: For lab courses that cannot be held in a different location, the TF can arrange for the Bok Center staff to professionally record the TF teaching on location.
   
3. Recorded at Bok Center: The TF schedules the recording room at the Bok Center and holds section there while being professionally taped by Bok Center Staff.

Following the observation, the TF/TA will meet with either an EPS preceptor or a consultant from the Bok Center to discuss their notes and observations. TFs/TAs may keep video recordings for their teaching portfolios.

End of the semester

Student evaluations (Q scores)
At the end of the semester, all of the students in your courses will be asked to evaluate the course, course head, and TF/TA for each class they have completed. These scores are reported shortly after the end of the semester in the Harvard Q Guide. You should receive an email when your scores are available. TFs with scores 4.5 or above (out of 5) are eligible for the teaching awards given by the Bok Center (see Recognition). Student evaluations may be useful to include in your teaching portfolio when applying for jobs.

Debrief with preceptors
This is a very informal opportunity for you to talk with the preceptor(s) about your experience. We request that you meet with the preceptors to share general information about the course (electronic copies of the syllabus and schedule, textbook and software information, equipment used, etc…) that will benefit future TFs. The preceptors will email you towards the end of the semester you teach to set up this meeting. If you’d like, you can also set up a meeting to talk about how to look at your evaluations and glean the most important “takeaways” for your future teaching.

TF survey
The preceptors use your feedback to prepare future TFs for the same course, as well as take note of issues with the expected versus actual number of hours worked, etc… Contact the preceptors if you’d like to take the survey.

EPS Graduate Student Teaching Award
The EPS Graduate Student Teaching Award is given annually to EPS TFs who exhibit excellence in teaching. Typically, there are two award recipients each academic year (usually one each for fall and spring terms). All EPS students who served as a TF for an FAS course, as well as other FAS students teaching an EPS course, are eligible. Each recipient receives an “Outstanding EPS Teaching Fellow” certificate, an engraved Estwing rock hammer, and $500. Nominations, provided by course heads, are reviewed during the summer and fall of the following year, and awardees are announced at the EPS Holiday Party in December. 

Certificate of Distinction in Teaching
TFs receiving a score of 4.5 or more (out of 5) with 5 or more responses on their Q scores at the end of the semester are awarded the Harvard University Certificate of Distinction in Teaching Award by the Bok Center. Certificate recipients are honored at a reception each semester.

Derek C. Bok Award for Excellence in Graduate Student Teaching of Undergraduates
Each academic year, five TFs from the University are selected by GSAS from a list of TFs nominated by their departments. Recipients of this award each receive a $1000 prize. TFs must have a Q score of 4.5+ to be nominated. Faculty nominations are due in March, and the awards are given out at a Bok Center reception in April.