Harvard has long prided itself on its ability to foster intellectual curiosity and excellence among its students. However, this ambitious educational undertaking inevitably requires an extensive faculty. Among this robust staff are teaching fellows. Both professors and undergraduates appreciate the instrumental role that these instructors—known by students as TFs—play in educating the student body, but their consistent work can often be overlooked or misunderstood.
Looking to understand student and instructor perspectives on this critical position and gather specifics thoughts on the topic, the Harvard Independent sat down with undergraduates and TFs to hear their thoughts on the benefits and drawbacks of this position.
Throughout their undergraduate careers, the majority of Harvard College students will take classes with TFs, typically via discussion sections or labs. Since Harvard offers classes with up to 800 students such as Gen-Ed 1200: “Justice” and Econ 10A: “Principle of Economics (Microeconomics),” the role a TF plays is critical in connecting undergraduates with not only leading course professionals but also their peers.
In discussion sections of typically 10 to 15 students, TFs act as a bridge between the respective section’s large lecture and individual understanding. They lead discourse and offer undergraduates the chance to voice their questions and reach conclusions from the wider class setting. “I have found the TFs to be extremely helpful in most questions regarding the topics of the class/courseworks. They are perfect for these types of questions because they are typically still students themselves so they remember what it is like to be an undergrad,” wrote Sofia Castore ’25.
The appreciation for the younger demographics of these fellows, many of whom are graduate students, stems from their personal experience at Harvard allowing them to offer both their academic wisdom and institutional empathy to undergraduates. “The younger age of the average TF compared to the professor feels better for me to relearn material from a younger and more adapted perspective,” Silas Nwaishienyi ’28 said.
Harvard also employs undergraduate TFs which allow students not only to learn from their peers as classmates but also as instructors. Undergraduates can become TFs through the Undergraduate Pedagogy Fellows program or by registering in a program at the Harvard Kennedy School.
“I really wish more courses had undergrad TFs,” undergraduate Econ 10A TF Jack Kelly ’26 said. “I think there is something really positive about having former students help teach a course since they know what it’s like to be a student in the course. I believe this is a helpful perspective to hear whether you need some help on a problem set or want some study advice for an upcoming exam,” he added.
The role of undergraduate TFs has had positive impacts on student experience, as students appreciate the empathy and excitement generated in their teaching. “Age and enthusiasm really add to the experience that I have had with TFs,” said Marie Schaefers ’26.
Beyond demographics, a central part of the undergraduate academic experience at the College is the interactions they have with the faculty in their classes. “Positives [of TFs] are their availability, approachability, and enthusiasm about the topic,” Castore continued. “I have also found that typically TFs will have slightly different niche topics of study than the professor, so this is great in exposing students to different options and fields.”
“Though a majority of my TFs were brand-new to teaching, all of them were good at demonstrating confidence and familiarity with the material they taught,” Nwaishienyi added. “This always made me feel adequately prepared.”
However, undergraduates at the College have also suggested that certain TFs may lack the experience necessary to reaffirm a student’s confidence in the material they are learning. “I’d say only a few of my TFs have made me confident to problem-solve alone, without other aids,” said Nwaishienyi, who is interested in studying a STEM-focused concentration. In his opinion, more time and guidance for TFs at the College may help eliminate this issue and thus bolster the quality of education.
Moreover, considering the complexities of this position, does such a high-achieving college like Harvard fully recognize the intricacies of this work and the necessary support needed for the role?
Personal reflections from TFs illustrate the extensive rewards yet also the responsibility inherent to this position. “My favorite thing about being a TF at Harvard is witnessing the intellectual growth of my students. Harvard students are fiercely smart and, when dedicated, are entirely capable of, within a short period of time, leading complex discussions on a wide range of topics,” said Andrew Deloucas, a PhD candidate in Assyriology and a TF for Gen-Ed 1001: “Stories From The End Of The World.” “There’s often a ‘light switch’ moment midway through the semester… It’s at that point being a TF becomes an enriching experience and I begin to learn alongside my students.”
Despite the positives of the job, Deloucas also recalled the difficulty and costs of being a TF alongside other commitments. “The training comes at a cost, often to the detriment of Ph.D. programs,” he said.
The expectations levied upon graduate students of upholding TF obligations, whilst taking classes and working on their dissertations, could present itself as both taxing and time-consuming. In his opinion, this disrupts the teaching experience for both students and TFs themselves. “This is a systemic challenge that requires defining the institutional role of a Ph.D. student, and that sometimes feels like a politically charged task, in addition to being an economic one,” Deloucas continued.
Though Harvard College voices its commitment to its staff and students, TFs often find the school is nonetheless struggling to fully support TFs in this area, contradicting the academic professionalism Harvard claims to uphold. “TFs are not part of a larger discussion regarding Harvard’s expectations for its undergraduate students,” Deloucas said. This lack of acknowledgment reflects an existing failure to fully listen to the thoughts of the TF body, despite their influential role in undergraduate education. Offering more openness and understanding to TFs could help eliminate the unsupportive environment TFs at the College sometimes experience.
Ultimately, recognition of the requirement for increased support for TFs is clear throughout both TF and student perspectives; TFs are still pursuing educational goals while teaching at Harvard.
“The other TFs I get to teach alongside are phenomenal and incredibly dedicated,” said Kelly. This exciting opportunity should be accompanied by more support to eliminate hurdles such as cost and work-life balance. Whether this be through mentoring clinics or support networks for TFs, further guidance and empathy could be largely beneficial from both the student and TF perspective. “Getting the right training program for instructors is critical for developing a longstanding, supportive relationship between student and institution,” Deloucas said.
Tilly Butterworth ’28 (mbutterworth@college.harvard.edu) writes News for the Harvard Independent.