Word: tfs
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Dates: during 2000-2009
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Harvard students have a common understanding the ideal TFs. They’re well-versed on course material—this is particularly important as students’ lecture attendance decreases once semester doldrums sink in. We always trust that a stellar TF will fill in the gaps. A TF must also be a fair grader—of course, by “fair,” I mean “easy.” After the grade deflation push, this is the common conception of “fair.” Finally, TFs must administer section...
...rolls on and generally each student speaks up a couple times to garner the necessary participation points. Rarely does a section discussion have students sitting on the edge of their seats—let alone spark a heated debate. Yet, this negative environment is not the consequence of poor TFs; rather, it’s due to the students’ lack of interest and effort in section participation...
...Hazel Associate Professor of the Social Sciences Nalini Ambady asked undergraduate test subjects to fill out CUE Guide questionnaires for several teaching fellows based on 10-second video clips filmed during actual section meetings. To an astonishing degree of accuracy, the subjects’ scores matched those that the TFs actually got from their real students at the end of a semester. Apparently, it takes real students very little time—seconds, really—to form long-lasting and detailed judgments about their teachers. Psychologists argue that the same goes for us all: We make rapid judgments about...
Nevertheless, getting some stylistic guidance in classes other than Expos would be invaluable for Harvard students. And, with a little imagination, the curricular review could nudge Harvard professors and TFs in that direction. Perhaps instruction in how best to give stylistic feedback should be part of a TF training regime at the Derek Bok Center for Teaching and Learning. Maybe it should be organized by the HWP, or even by the departments themselves under centralized supervision. Figuring out the details will be complicated—but it is logistical challenge worth tackling. After all, knowing how to write well...
Sillery was a tough taskmaster. But I learned a great deal from her – even if I still selectively choose to ignore her advice and (foolishly) indulge my penchant for ponderous adverbs. Forcing Harvard professors and TFs to follow her example would not only result in more lucid papers for them to read, but would also help Harvard to produce better educated graduates...