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Teaching Fellow Handbook Teaching Fellow Handbook Harvard University Faculty of Arts and Sciences DEPARTMENT OF HISTORY 2007 - 2008 H arVard U ni V ersity H istory D epartment Contents General Information 3 Academic Calendar 2007-2008 4 Introduction 4 History Department Contacts 5 Hiring and Compensation Section Teaching 8 Introduction to Section Teaching 8 Laura Lisy-Wagner on teaching the first section 10 Ten Ideas to Start Section Discussions 11 Adam Beaver on teaching large introductory courses 14 Carrie Endries on teaching outside your area of expertise 16 Rebecca Goetz on being the Head Teaching Fellow 21 Katherine A. Grandjean on primary source based discussions Tutorial Teaching 23 Introduction to Tutorial Teaching 23 John Gagné on the pleasures and challenges of teaching small classes 25 Dan Wewers on teaching skills of historical analysis (History 97) 26 Adam Beaver on teaching Research Seminars 30 Bradley Zakarin on advising a Senior Thesis Teaching Outside the History Department 32 Rick Bell on teaching in the Core 33 Sean Pollock on teaching in History and Literature 35 Judy Kertész on teaching in the Summer School Teaching Students Key Academic Skills: Writing And Speaking 37 Lauren Brandt on teaching writing to first-year students 38 Professor Jill Lepore on helping students to write 40 Laura Serna on “writing to learn,” the role of writing in section 42 Emily O’Brien, Harvard Writing Project, on responding to and grading student writing 43 Michelle Morris on responding to student writing 45 Rebekah Maggor, Bok Center Research Fellow, on class participation Teaching, Professional Development, and the Job Market Getting Feedback and Gaining Skills 49 Bok Center Programs 50 “Watching Yourself on Videotape” 51 Sonia Lee on being videotaped 52 Professor Mark Kishlansky on making sense of CUE evaluations 53 Mara Mills on CUE evaluations 55 Lauren E. Brown on delivering the guest lecture Edited by Sara L. Schwebel and 57 Heather Smith on writing letters of recommendation for students Adam Beaver. Layout and design Strategies to Prepare for the Job Market by Edward Lee. Published by the 61 Professor Hue-Tam Ho Tai: Advice from the Department Department of History and the 63 Teaching-Related Questions asked of Academic Job Candidates Derek Bok Center for Teaching 64 The Teaching Portfolio and Learning. Copyright (c) 2007 66 Obtaining Letters of Recommendation from Students by the President and Fellows of Harvard College. Table of Contents 2 T ea C hin G fe LL O W H and B oo K 2007-2008 Academic Calendar 2007-2008 Bok Center Fall Teaching Conference September 11 - 12 (sessions for new and experienced teachers) Tutorial Retreat September 14 First day of classes September 17 Study cards due September 21 (Freshmen: 24) Columbus Day (University holiday) October 8 Veteran’s Day (University holiday) November 12 Suggested time for videotaping section (Bok Center) Early October Suggested time for conducting “early evaluations” Mid October Thanksgiving Recess November 22 - 25 Fall Term Senior Thesis Writers Conference December 4 - December 8 Winter Recess December 19 - January 1 Reading Period January 2 - January 13 Tutorial Reports due January 25 Martin Luther King Day (University holiday) January 29 Final Exams January 14 - January 23 Suggested time to review CUE evaluations Early February Bok Center Winter Teaching Conference January 29 (tentative) (sessions for new and experienced teachers) First Day of Classes January 30 Study cards due February 6 Presidents’ Day (University holiday) February 118 Suggested time for videotaping section (Bok Center) Early March Suggested time for conducting “early evaluations” Mid March History senior theses due March 20 Spring Recess March 22 - March 30 Senior thesis reading reports due April 7 (tentative) Spring Term Spring Reading Period May 3 - 14 Final Exams May 15 - 23 Tutorial Reports due May 30 Memorial Day May 26 Suggested time to review CUE evaluations Early June Commencement June 5 General Information H arVard U ni V ersity H istory D epartment Introduction You have in your hands (or are viewing online) the I want to thank all those who contributed essays and third edition of the History Department’s very own hand- ideas to this project, and thank especially Sara Schwebel, a book for Teaching Fellows. The Graduate School of Arts and former PhD candidate in the History of American Civili- Sciences has for some time published an annual handbook, zation program, for her hard and good work in designing full of useful advice for Teaching Fellows whether neophyte this handbook, as well as soliciting and editing the contri- or veteran. But inevitably its advice must be general and butions. Thanks also to the Derek Bok Center for Teach- generic. This departmental publication is designed to offer ing and Learning, which helped fund the development and advice and information focused on the particular needs of printing of this book, and to Edward Lee for the layout and graduate students teaching in history courses, from tutorials design. to departmental and core curriculum offerings. The contri- As this is a work in progress, which will be revised butions are for the most part written by experienced gradu- over the years, I invite all readers and users to send sugges- ate student teachers themselves. They offer a rich array of tions for future editions to Adam Beaver and to volunteer to practical advice, insight won from experience, and inspira- pen their own thoughts on the topics we address, or any we tional and cautionary tales. I believe that our faculty as well have failed to discuss. as grad student Teaching Fellows will find this a useful refer- ence to learn about our tutorial program, as well as a source James Kloppenberg, of guidance in teaching our undergraduate students. History Department Chair A New Resource for History Teaching Fellows and Tutors… The History Department it proud to introduce a new website, “Teaching History @ Harvard,” full of practical resourc- es to help you make the most of your experience as a TF or Tutor. The site collects all the information you need—from where to book classrooms to how to assemble a dynamite Teaching Portfolio—into a single, user-friendly interface. Check out the site at http://isites.harvard.edu/icb/icb.do?keyword=k12844 or browse over through the “Teaching” page of the “graduate” section of the Department’s website. Contacts for History Department TFs and Tutors Tutorial Office, main number 617-495-2157 Director of Undergraduate Studies, Sven Beckert 617-495-0697 [email protected] Assistant DUS, Adam Beaver 617-495-9147 [email protected] Coordinator of Undergraduate Studies & TF Coordinator, Caron Yee 617-496-1626 [email protected] Staff Assistant, Laura Johnson 617-495-2157 [email protected] Director of Graduate Studies, Hue-Tam Ho Tai 617-495-5456 [email protected] Coordinator of Graduate Studies, Gail Rock 617-496-6916 [email protected] Financial Administrator, Cory Paulsen 617-496-4058 [email protected] Lead Teaching Fellow, Kate Grandjean [email protected] Bok Center Assoc. Director, Terry Aladjem (History/Social Studies/Government) 617-495-4869 [email protected] Bok Center Assoc. Director, Virginia Maurer (International TFs) 617-495-4869 [email protected] General Information T ea C hin G fe LL O W H and B oo K 2007-2008 Compensation and Hiring Caron Yee, Coordinator of Undergraduate Studies Application and Assignment ceeding the limit; 2) confirmation that the TF is mak- ing satisfactory academic process; 3) confirmation that Applications for teaching positions in History additional teaching will not impede the TF’s progress lectures, cores, tutorials, and research seminars are ac- toward the degree and; 4) the TF’s expected graduation cepted in late March through early April for the following date. academic year. The application form and instructions, as well as the list of courses with teaching positions, can Priority List for Assignment of Teaching Staff be found online through the My.History portal. The due The following general guidelines are used in as- date and application details signing teaching staff, although there are occasional ex- fas.harvard.edu/~history/my/ are ordinarily announced ceptions: via the “history-grad” mail- 1. GSAS History G3s and G4s. ing list and through affiliate graduate program adminis- 2. GSAS G3s and G4s of affiliate departments or degree trators. Late applications will not be accepted. programs when appropriate. A faculty committee makes teaching fellow as- 3. GSAS students who have not yet exceeded their career signments based on each course instructor’s staffing teaching limit of 16/5. preference, and the TF coordinator sends official offer 4. GSAS students who have exceeded their career teach- letters. Ordinarily, guaranteed sections are staffed before ing limit of 16/5 and recent GSAS History PhD recipi- the end of the spring term. However, there are some sec- ents. tions that are dependent on undergraduate enrollment, 5. Graduate student applicants from other Harvard fac- and cannot be finalized until study cards have been sub- ulties. mitted during the term the course is offered 6. Applicants without Harvard affiliation. Teaching Eligibility Graduate students are required to have passed their general exams and to maintain satisfactory prog- Teaching Positions Available ress in order to be eligible to teach. In many cases, other funding can limit teaching eligibility; it is the responsi- Sections in Lecture, Core, and Tutorial Courses bility of the graduate student to adhere to the rules and The History department uses the following guide- regulations of the award s/he receives. lines in appointing sections. Exceptions are made only Also note that Teaching Fellows cannot exceed by approval of the Department Chair. more than 4/5 per term or 6/5 annually. In addition, • Each history lecture section averages 18 undergradu- no graduate student may hold a teaching fellowship for ates.
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