CRSEG: 021
Extracts from the Draft Harvard and Yale Report
Below are extracts from the draft report on the Curriculum Reform visit to
Harvard and Yale universities which relate to the areas which are being
considered by the Student Experience group and have separated, where
possible to show how they relate to the three areas of focus of the different
sub groups although many of the examples are of relevance to two or more
groups.
Modes of Delivery





1
A senior member of faculty in life sciences told us that his area had already
started restructuring specific courses into broader ones prior to the beginning
of implementation for curricular review because they earlier accepted that
there is a “mountain of facts” that is too big for any curriculum fully to impart.
He stated that staff now planned early years courses around the
fundamental concepts that students needed to know. He said that they
aimed to ensure that students received a rigorous introduction to, and
an integrated view of, the life sciences in the 21st century that also
equipped them with the ability to find out things that they had not
actually been taught.
This approach has resulted in very large courses which were managed by
using the best teachers, including the most senior faculty, careful
timetabling and block teaching.1. These existing courses are to be put
forward to the University as models for new general education courses arising
from the curriculum reform.2
The group leading the implementation of new general courses is encouraging
faculty to start from the position of what a student needs to learn as
opposed to what a faculty member wishes to teach and is encouraging
the joint teaching of courses by several faculty members to move away
from a dependence on a single member and also to lessen the overall
teaching load on the individual.
With some very rare exceptions, all faculty are involved in undergraduate
teaching. Teaching was becoming more and more important in faculty
review and student course evaluation data was made publicly available.3
The Freshman Seminar Programme4 had been a key component in bringing
1st year students into contact with the most senior faculty (3 Nobel winners
are amongst the teachers). We were told that faculty have now become very
enthused about participating and are actively creating new programmes,
The timetable included not only rooms for formal lectures, tutorials and seminars but also the booking
of accommodation for informal meetings between students and peer facilitators.
2
When asked about the evaluation of impact of these courses, the interviewee stated that they would be
looking at, for example, present and subsequent performance of students and their future course
choices. He further commented: “the retention of knowledge is interesting, but most important is
learning the ability of application.”
3
There were, we were told, varying degrees of staff receptivity to this. We were also told that the
results of such evaluations were considered as part of the tenure award process.
4
The FSPs cover a wide range of areas (examples range from Patchwork Quilt Making to Stem Cell
Biology) and have no entrance requirements. Students have to apply to be allocated a place (there are
only c12 places on each) and assessment is by means of a simple pass/fail award.
CRSEG: 021

seeing them as a means to spread passion for their subject areas.5 The
number of options offered has doubled in the last 5 years (from c60 to c130).
The programme is believed to encourage experimental teaching and new
approaches to subjects. Yale had a similar provision and experience.
As at Harvard, students are drawn from a wide and varied background with
considerable differences of skills and attainment at entry. Yale offers, for
example, no less than 5 freshman courses in physics for students of differing
abilities and experience.
Skills Development






In relation to justifying breadth subjects to students, faculty at Harvard felt that
students were “a little bewildered” by the review of general education.
However, it was felt that a good approach was to sell the benefits of
undertaking the courses and their connections to concentration study (i.e. the
carrot) rather than simply stating that students must do so (the stick).
The Bok Centre for Teaching and Learning at Harvard had a particular
interest in making the new general education courses coming out of the
curricular review as useful and enjoyable as possible. Faculty buy-in
and good advising is also highly important in this regard.
In assisting course development, the Bok Centre started by asking academics
what were the top three things that they wanted students to have achieved at
the end of their course. The Centre then worked back from that point in
assisting with the enhancement of pedagogical provision.
We were told that students see their employability as a vitally important
outcome of their time at Harvard, it being seen as their “ticket to the world.”
Harvard’s careers service sees its goals as to help the students “become as
employable and as marketable as they want to be.” They assist students
throughout their time at the University and for as long as they are needed
thereafter.6
Ways were sought to integrate generic skills into depth courses e.g. at Yale
writing skills could be delivered through instruction in scientific writing.
There are additional support programmes for example in communication and
numeracy skills, though Yale reported that it was often the better students
who availed themselves of such support rather than those who most needed
it.
Student Support Framework

5
Advising was a frequent feature of our discussions at Harvard where there
appeared to be a particular push to engage more faculty (as distinct from
administrative) staff in the process. There was a recognition that “even here,
We were told that faculty were attracted to the FSP both by inducement (the contribution would be
netted off other teaching expectations upon them) and also by a desire to teach more broadly beyond
their own specific field of study.
6
Students are assisted not only to find postgraduate employment but also summer employment,
placement opportunities, internships etc. Careers staff also commented that the significant number of
Harvard graduates across the world presented itself as a highly useful network in arranging
placements/internships etc. c15-20% of clients each year are alumni.
CRSEG: 021






students get lost and confused” and needed help to understand the choices
available to them. Though the students we met did not themselves always
appear to acknowledge or agree with the statement7, we were told by staff
that there are a number of different sources of advising
Harvard is using “TeamSpot” software to facilitate group working amongst
students.8 It is also developing the use of ‘Facebook’ to help students find,
say, who is working in the same area as them and thereby to encourage the
formation of self study and support groups. This supports the use of resident
student tutors in halls of residence in the evening, the house system being the
centre of Harvard’s academic and pastoral advising and the principal hub of
student life.
Advising was also of crucial importance at Yale and was the means of
maximising student engagement in/benefit from their experience as an
undergraduate. A systematic review of the advising needs of students at
different stages of their university experience had been undertaken and had
resulted in improvements such as the designation of a special “Freshman
Dean.”
The students we met all listed access to faculty (including senior) as one of
the principal benefits of attendance at Harvard.
Yale prided itself on a culture of care and kindness amongst all students and
faculty. We were told that there was a shared commitment of all to UG
education and a supportive culture which encouraged student progression.
Student life, i.e. the homogeneity of the student body through ‘house culture’,
and regular social interaction with other students and resident faculty are
crucial parts of the academic experience in both Universities.
Both universities emphasise the importance of all groupings working together
as part of the student experience – for example undergraduate students
should have regular contact with graduate students and both junior and senior
faculty. This can be achieved through laboratory work, joint seminars etc.9
Students described advising as both “granular” and a “field of diamonds.” An interviewee listed 6
different forms of advising: Freshman Deans, Resident Deans, Proctors, Peer Advisors, Resident
Tutors and Freshman Advisors.
8
This enables the identification of non-contributors and an analysis of the level of input of each team
member.
9
This includes, but is not limited to, the teaching of UG students by PG students.
7