Word: cues
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Matthew R. Greenfield ’08, a UC member who sits on the CUE, said that the report’s focus on real-world applicability marks a fundamental change in the rationale behind a Harvard education...
...people on the CUE are looking forward to the next stages of implementation,” he told The Crimson...
...fear of retribution in the process of improving teaching, and it does so in real time. Furthermore, it empowers teaching fellows to get ready-to-hand information during the semester regarding the strengths and weaknesses of their teaching. Never again should a TF be surprised by his or her CUE scores at the end of the semester, because evaluation will be an on-going practice. With the growing importance of teaching portfolios for TFs, the ability to avoid recording low scores will be of great pragmatic value in the competitive world of academia. This is only in addition...
...belief that the teaching hotline, rather than perpetuating sensitivity and distance, will institute a process of cultural change at Harvard. For too long, we have considered evaluation an event. This includes the semi-annual CUE evaluations but also extends to the intelligence reports submitted by committees and task forces on structural improvements that Harvard should implement. While these large undertakings are incredibly valuable, they largely aim at invoking change beyond the immediate future. It is time that we supplement the community event of evaluation with a regular community practice capable of addressing concerns and flaws at once. By making evaluation...
...everything in our power to make sure that undergrads are being prioritized at this school.” The UC’s position paper said that the hotline is an improvement over current ways students can provide feedback about their TFs—as compared to the CUE evaluations, which occur at a fixed date and are only processed after the semester is over. “Every year there are 30 TFs who score below a 3 in the CUE guide and are asked to get training,” Petersen said...