This number is slightly higher than in previous years, according to Wilkinson because years, according to wilkinson because the excepted standers of teaching were raised this year. Previouslythe minimum score for TFs was 2.8. Because fewer and fewer were getting such low scores, the CUE decided to up the ante.

Wilknson atributes the increased quality of teaching of the pre-semestertraining that is now mandatory, and praises Harvard for this step.

"It sets Harvard apart from other research universities," he says. "We're on the cutting edge in terms of teaching."

Even if 37 seems high, numbers can be deceiving, and Almadjen says that because the system is not perfect, 37 is not necessarily significant.

"This happens only in CUE-d classes," he says. "It's not an excat science."

Besides the fact that not all classes fill out CUE evaluations, responses are counted only when at least seven evaluations are returned.

Teacher Tools

According to Aladjem, it is not usully laziness or negligence on the part of the TF leads to low CUE guide scores. Rather, he says, it is a need to "refocus and microadjust" teaching styles or it my merely the imperfection on the evluation system.

According toTodd, "the resources of the Bok center are exceptionally rich." Founded in 1976, the Bok Center's mission is " to improve Undergraduate education," according to James Wilkinson and it attempts to do so through a variety of ifferent methods.

The system quite flexiable. There is training that is appropriate for their strengths and where they need to improve."

When TFs comne to the Bok Center looking for help with their teaching, each case is dealt with separately, and there are many different options. TFs can have their teaching obsevered and then reviwed, attended seminars or use evaluation forms for more frequent feedback.

"We make an individual plan depending on the case and the reasons for the low grades," Aladjem says. "There is no right way to teach, we feel strongly. By the same token there is no right way to improve teaching."

The Bok Center also takes an active role in educating TFs before they ever step foot in za classroom. In 1995 the Faculty Council mandate requiring that TFs get some training went effect.While the departments are responsible for his training they often turn to the Bok Center for help.

According to Wilkinson, seminars onteaching held before each semester draw hundreds of TFs. Though the departments set minium standards, Wilkinson says they many TFs come to the Bok Center for additional resources.

In general though, the Bok Center has been succeful and this is much ancedotal support of this assertion," Aladjem says.

"Everything in our experience tells us oso and we develop relationship withthem for future so it's not one time thing," he says. "We try to be very respecful of everyone's teaching efforts."