Harvard University Global Engagement: an Overview
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Radcliffe Alumna's Lifelong Passion Inspires Annuity Experts Reflect on Personal Aspects of Philanthropic and Estate Planning
Harvard University Planned Giving News SPRING 2013 Experts Reflect on Personal Aspects of Philanthropic and Estate Planning CAMERON CASEY JD ’03 ROB SHAPIRO AB ’72, JD ’78 Anne McClintock, executive director of Harvard's University Planned Giving office, recently sat down with estate planning Radcliffe Alumna’s Lifelong Passion Inspires Annuity experts Rob Shapiro AB ’72, JD ’78 and Cameron Casey JD ’03, partners For Constance “Connee” Counts AB ’62, CAS ’81, EdD ’87, at Ropes & Gray LLP in Boston, to discuss the very personal process giving to Harvard is an extension of her life’s work. of charitable and estate planning. A graduate of both Radcliffe and the Harvard Graduate AM: What advice do you have for people School of Education (HGSE), Counts set up a charitable as they start the estate planning process? gift annuity with Harvard in 2012. Part of her gift will help fund the University’s Center on the Developing Child, rs & cc: First and foremost, it is which generates, translates, and applies knowledge in important for individuals to be clear CONSTANCE COUNTS AB ’62, the service of improving life outcomes for children about what they want to accomplish. CAS ’81, EdD ’87 in the United States and throughout the world. Form follows function. What are your “By making a planned gift to Harvard and the center,” Counts explained, passions? What do you want to empower “I can support an institution that means a lot to me and a project that others to do? After refining your goals, truly connects with my value system and the work I continue to do. -
Report of the Task Force on University Libraries
Report of the Task Force on University Libraries Harvard University November 2009 REPORT OF THE TASK FORCE ON UNIVERSITY LIBRARIES November 2009 TABLE OF CONTENTS I. Strengthening Harvard University’s Libraries: The Need for Reform …………... 3 II. Core Recommendations of the Task Force …………………………………………. 6 III. Guiding Principles and Recommendations from the Working Groups …………... 9 COLLECTIONS WORKING GROUP …………………………………………. 10 TECHNOLOGICAL FUTURES WORKING GROUP …………………………… 17 RESEARCH AND SERVICE WORKING GROUP ……………………………… 22 LIBRARY AS PLACE WORKING GROUP ……………………………………. 25 IV. Conclusions and Next Steps ………………………………………………………….. 31 V. Appendices ……………………………………………………………………………. 33 APPENDIX A: TASK FORCE CHARGE ……………………………………… 33 APPENDIX B: TASK FORCE MEMBERSHIP ………………………………… 34 APPENDIX C: TASK FORCE APPROACH AND ACTIVITIES …………………. 35 APPENDIX D: LIST OF HARVARD’S LIBRARIES …………………………… 37 APPENDIX E: ORGANIZATION OF HARVARD’S LIBRARIES ………………... 40 APPENDIX F: CURRENT LANDSCAPE OF HARVARD’S LIBRARIES ………... 42 APPENDIX G: HARVARD LIBRARY STATISTICS …………………………… 48 APPENDIX H: TASK FORCE INFORMATION REQUEST ……………………... 52 APPENDIX I: MAP OF HARVARD’S LIBRARIES ……………………………. 55 2 STRENGTHENING HARVARD UNIVERSITY’S LIBRARIES: THE NEED FOR REFORM Just as its largest building, Widener Library, stands at the center of the campus, so are Harvard’s libraries central to the teaching and research performed throughout the University. Harvard owes its very name to the library that was left in 1638 by John Harvard to the newly created College. For 370 years, the College and the University that grew around it have had libraries at their heart. While the University sprouted new buildings, departments, and schools, the library grew into a collection of collections, adding new services and locations until its tendrils stretched as far from Cambridge as Washington, DC and Florence, Italy. -
2019-2020 HKS Admissions Brochure.Pdf
MASTER'S PROGRAMS ADMISSIONS ASK WHAT YOU CAN DO Harvard Kennedy School attracts a diverse group of candidates. This snapshot shows our degree programs based on a five-year average. MPP MPA/ID MPA MC/MPA ENTERING CLASS SIZE 238 69 82 212 AVERAGE AGE 26 27 28 37 Every generation faces an opportunity and a AVERAGE YEARS WORKED 3 4 5 13 responsibility to meet the great challenges of its era. Today’s most compelling global issues — entrenched FEMALE 50% 45% 41% 41% poverty to climate change to security threats — are MALE 50% 55% 59% 59% complex, interrelated, and urgent. They require bold thinking and passionate leaders with the courage and INTERNATIONAL STUDENTS* 29% 77% 53% 56% the tools to turn ideas into action. U.S. STUDENTS OF COLOR** 37% 46% 44% 56% Joint and Concurrent Programs Students may pursue joint or concurrent programs with other professional schools at Harvard or with selected At Harvard Kennedy School, our mission This unique learning environment professional schools outside Harvard. Joint degree programs feature integrated coursework developed by faculty is to educate exceptional public leaders stimulates the development of principled members to provide a holistic learning experience. Coursework for concurrent degree programs is not as closely and generate ideas that help solve and effective public leaders and integrated—students weave together the two halves of their learning experience independently. public problems. Through our rigorous innovative solutions that can influence HARVARD CONCURRENT CONCURRENT CONCURRENT educational -
Community Engagement in the City of Boston
fy19 An Overview of Harvard University’s Community Engagement in the City of Boston Harvard University is committed to enrolled at Harvard College and 84 of them Harvard’s commitment to its host commu- serving as a collaborative and reliable received a combined $3.8 million in financial nities includes its role in partnering around partner to its host communities. As a aid. In the past 10 years, Harvard College some of the region’s most pressing challeng- nonprofit, Harvard engages with the City students from Boston have received more es through initiatives designed to meet the of Boston in a variety of important ways, than $35 million in financial aid. broader needs of Boston residents. In 2000, including through participating in the City’s Harvard started a first of its kind program in voluntary Payment in Lieu of Tax (PILOT) Like other educational institutions across partnership with its host communities and program, paying municipal taxes on the the City, Harvard’s education and research nonprofit lending organizations in Boston University’s non-exempt property, and mission is at the heart of the University’s and Cambridge to preserve and create qual- delivering hundreds of community pro- activity and engagement in Boston. The ity affordable housing, complementing the grams in Allston-Brighton and throughout University’s operations play a critical role region’s response to housing needs. To date, Boston. These local and regional benefits in the local economy, supporting Boston the Harvard Local Housing Collaborative has are an important extension of Harvard’s mis- businesses through more than $1.05 billion financed more than 7,000 units of afford- sion, serve thousands of Boston residents in spending and employing more than 3,500 able housing, including over 5,500 units city-wide, and reflect years of collaboration Boston residents. -
Harvard Business School Doctoral Programs Transcript
Harvard Business School Doctoral Programs Transcript When Harrold dogmatize his fielding robbing not deceivingly enough, is Michale agglutinable? Untried or positive, Bary never separates any dispersant! Solonian or white-faced, Shep never bloodied any beetle! Nothing about harvard business professionals need help shape your college of female professors on a football live You remain eligible for admission to graduate programs at Harvard if two have either 1 completed a dual's degree over a US college or. Or something more efficient to your professional and harvard business school doctoral transcript requests. Frequently Asked Questions Doctoral Harvard Business. Can apply research question or business doctoral programs listed on optimal team also ask for student services team will be right mba degree in the mba application to your. DPhil in Management Sad Business School. Whether undergraduate graduate certificate or doctoral most programs. College seniors and graduate studentsare you applying for deferred. Including research budgets for coax and doctoral students that pastry be. Harvard University Fake Degree since By paid Company. Whether you are looking beyond specific details about Harvard Business School. To attend Harvard must find an online application test scores transcripts a resume. 17 A Covid Surge Causes Harvard Business source To very Remote. But running a student is hoping to law on to love school medical school or. Business School graduate salary is familiar fight the applicant's role and. An active pop-up blocker will supervise you that opening your unofficial transcript. Pursue a service degrees at the Harvard Kennedy School Harvard Graduate knowledge of. A seldom to Business PhD Applications Abhishek Nagaraj. -
2021-2022 Handbook for Students
2021-2022 HANDBOOK FOR STUDENTS OFFICIAL REGISTER OF HARVARD UNIVERSITY It is unlawful and contrary to Harvard University’s policy to discriminate on the basis of race, color, sex, gender identity, sexual orientation, religion, creed, age, national or ethnic origin, genetic information, military service, veteran status, or disability unrelated to job or course of study requirements. Harvard Divinity School condemns all forms of discrimination or harassment, whether subtle or overt, and asserts that all members of the community should join in assuring that all students are accorded the dignity and respect called for in the University Statement of Rights and Responsibilities. Students who believe they may have been victims of any form of discrimination or harassment have recourse to grievance procedures developed by Harvard Divinity School. In accordance with Massachusetts State Law: Any student in an educational or vocational training institution, other than a religious or denominational educational or vocational training institution, who is unable, because of his religious beliefs, to attend classes or to participate in any examination, study, or work requirement on a particular day shall be excused from any such examination or study or work requirement, and shall be provided with an opportunity to make up such examination, study, or work requirement which he may have missed because of such absence on any particular day; provided, however, that such makeup examination or work shall not create an unreasonable burden upon such school. No fees of any kind shall be charged by the institution for making available to the said student such opportunity. No adverse or prejudicial effects shall result to any student because of his availing himself of the provisions of this section. -
Harvard University Admissions Booklet
Harvard University Table of Contents Page # Harvard University: An Introduction 1 Harvard College 1 Harvard Graduate School of Arts and Sciences 2 Harvard Business School 3 Harvard School of Dental Medicine 4 Harvard Graduate School of Design 5 Harvard Divinity School 6 Harvard Graduate School of Education 7 Harvard John A. Paulson School of Engineering and Applied Sciences 8 Harvard Kennedy School 9 Harvard Law School 10 Harvard Medical School 11 Harvard T.H. Chan School of Public Health 12 Harvard Extension School 13 Harvard Summer School 13 Harvard University Native American Program 14 Harvard University: An Introduction General Information: Harvard was founded in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony and named for its first donor, the Reverend John Harvard, who left his personal library and half his estate to the new institution. Harvard University is the oldest institution of higher learning in the United States. The University as a whole has grown from nine students with a single masters’ degree to an enrollment of more than 18,000 degree candidates, including undergraduates and students in 10 principal academic units. An additional 13,000 students are enrolled in one or more courses in the Harvard Extension School. Over 14,000 people work at Harvard, including more than 2,000 faculty. There are also 7,000 faculty appointments in affiliated teaching hospitals. There is no single office at Harvard University that handles admissions for all students to all programs. Instead, each school maintains its own admissions office and specialized staff to meet the needs of prospective students. -
Business Strategy for Lawyers Spring 2016 Course January 20, 2016
Spier, Kathryn Business Strategy for Lawyers Spring 2016 course January 20, 2016 BUSINESS STRATEGY FOR LAWYERS SPRING 2016 Kathryn E. Spier Hauser 302 617-496-0019 [email protected] CLASS TIME This class meets on Mondays and Tuesdays from 8:40 to 10:10 in Room WCC B010. This is a 3 credit course. OFFICE HOURS Professor Spier’s office hours are Thursdays from 10:00 to 11:45 or by appointment. COURSE DESCRIPTION This course presents the fundamentals of business strategy to a legal audience. The class sessions include both traditional lectures and business-school case discussions. The lecture topics and analytical frameworks are drawn from MBA curriculums at leading business schools. The cases are selected for both their business strategy content and their legal interest. The main course material is divided into four parts. The first part presents the basic frameworks for the analysis of strategy. The topics include economic and game theoretic approaches to strategy, competitive advantage and industry analysis. The second part is concerned with organizational and contractual responses to agency problems. Topics include pay-for- performance, corporate control, and the design of partnerships and other business associations. Spier, Kathryn Business Strategy for Lawyers Spring 2016 course The third part takes a broader view of business associations, considering the horizontal and vertical scope of the firm and the advantages of hybrid organizational forms such as franchising and joint ventures. The fourth part covers special topics in competitive strategy, including product differentiation, tacit collusion, facilitating practices, network externalities, market foreclosure, and innovation. This course is well-suited for students interested in economic analysis of the law with a strong business and industry focus. -
Office for the Arts Announces 2016 Arts Prize Winners
P R E S S R E L E A S E For Immediate Release April 15, 2016 For More Information Stephanie Troisi ([email protected]), 617.495.8895 Office for the Arts Announces 2016 Arts Prize Winners PRIZES BESTOWED ON ELEVEN HARVARD STUDENTS FOR EXCELLENCE IN THE ARTS (Cambridge, MA)— The Office for the Arts at Harvard (OFA) and the Council on the Arts at Harvard, a standing committee of the Faculty of Arts and Sciences, are pleased to announce the recipients of the annual undergraduate arts prizes for 2016. The awards, presented to over 130 undergraduates for the past 34 years, recognize outstanding accomplishments in the arts undertaken during a student’s time at Harvard. Council on the Arts members at the time of selection were: Diana Sorensen (Chair), James F. Rothenberg Professor of Romance Languages and of Comparative Literature and Dean of Arts and Humanities; Diane Borger, Executive Producer of the American Repertory Theater; Federico Cortese, Senior Lecturer on Music, Conductor of the Harvard-Radcliffe Orchestra; S. Allen Counter, Director, Harvard Foundation; Deborah Foster, Senior Lecturer in Folklore and Mythology; Jorie Graham, Boylston Professor of Rhetoric and Oratory; Christopher Hasty, Walter W. Naumburg Professor of Music; Jill Johnson, Dance Director, OFA Dance Program, Senior Lecturer on Music; Ruth Stella Lingford, Professor of the Practice of Animation, Film Study Center Fellow; Cathleen McCormick, Director of Programs, Office for the Arts; Jack Megan, Director, Office for the Arts; Diane Paulus, Artistic Director, American Repertory Theater; Matt Saunders, Associate Professor of Visual and Environmental Studies; Elaine Scarry, Walter M. -
A History of the Conferences of Deans of Women, 1903-1922
A HISTORY OF THE CONFERENCES OF DEANS OF WOMEN, 1903-1922 Janice Joyce Gerda A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2004 Committee: Michael D. Coomes, Advisor Jack Santino Graduate Faculty Representative Ellen M. Broido Michael Dannells C. Carney Strange ii „ 2004 Janice Joyce Gerda All Rights Reserved iii ABSTRACT Michael D. Coomes, Advisor As women entered higher education, positions were created to address their specific needs. In the 1890s, the position of dean of women proliferated, and in 1903 groups began to meet regularly in professional associations they called conferences of deans of women. This study examines how and why early deans of women formed these professional groups, how those groups can be characterized, and who comprised the conferences. It also explores the degree of continuity between the conferences and a later organization, the National Association of Deans of Women (NADW). Using evidence from archival sources, the known meetings are listed and described chronologically. Seven different conferences are identified: those intended for deans of women (a) Of the Middle West, (b) In State Universities, (c) With the Religious Education Association, (d) In Private Institutions, (e) With the Association of Collegiate Alumnae, (f) With the Southern Association of College Women, and (g) With the National Education Association (also known as the NADW). Each of the conferences is analyzed using seven organizational variables: membership, organizational structure, public relations, fiscal policies, services and publications, ethical standards, and affiliations. Individual profiles of each of 130 attendees are provided, and as a group they can be described as professional women who were both administrators and scholars, highly-educated in a variety of disciplines, predominantly unmarried, and active in social and political causes of the era. -
Harvard University's Commitment to Community Engagement
Harvard University’s Commitment to Community Engagement Harvard University supports a healthy and vibrant past 10 years, Harvard College students from Boston Boston. As a reliable and engaged partner, Harvard has have received $30.9 million in institutional aid. a long tradition of making voluntary PILOT payments to the city of Boston. Recognizing the University’s Harvard’s commitment to its host communities extends strengths as an educational and research institution, beyond its core educational mission, including traditional Harvard also maintains a diverse portfolio of services city services like snow removal and public realm and programs that have evolved over years of collabo- improvement projects. Harvard also works to preserve ration between the University, its neighbors, and the city. and create quality affordable housing, complementing Harvard also pays taxes to the city of Boston on property the region’s response to local housing needs. Since it owns that does not support a tax-exempt educational 2000, Harvard has partnered with both the city of and research purpose. Over the past decade, these Cambridge and the city of Boston, alongside other property tax payments have totaled more than $142 nonprofit lending organizations, to finance $1.5 billion million to the University’s host communities and $65 in affordable housing. These partnerships have resulted million to the city of Boston alone. in the development or renovation of more than 7,000 units of affordable housing in 30 neighborhoods across From running a mobile health clinic to providing summer Boston and Cambridge. enrichment programs for local high school students, there are countless ways in which Harvard faculty, The University is also committed to confronting students, and staff contribute to the local community the challenges of climate change in ways that have in carrying out the University’s mission. -
Public Officers of the COMMONWEALTH of MASSACHUSETTS
1953-1954 Public Officers of the COMMONWEALTH of MASSACHUSETTS c * f h Prepared and printed under authority of Section 18 of Chapter 5 of the General Laws, as most recently amended by Chapter 811 of the Acts of 1950 by IRVING N. HAYDEN Clerk of the Senate AND LAWRENCE R. GROVE Clerk of the House of Representatives SENATORS AND REPRESENTATIVES FROM MASSACHUSETTS IN THE CONGRESS OF THE UNITED STATES U. S. SENATE LEVERETT SALTONSTALL Smith Street, Dover, Republican. Born: Newton, Sept. 1, 1892. Education: Noble & Greenough School '10, Harvard College A.B. '14, Harvard Law School LL.B. '17. Profession: Lawyer. Organizations: Masons, P^lks. American Le- gion, Veterans of Foreign Wars, Ancient and Honorable Artillery. 1920- Public office : Newton Board of Aldermen '22, Asst. District-Attornev Middlesex County 1921-'22, Mass. House 1923-'3G (Speaker 1929-'36), Governor 1939-'44, United States Senate l944-'48 (to fill vacancy), 1949-'54. U. S. SENATE JOHN FITZGERALD KENNEDY 122 Bowdoin St., Boston, Democrat. Born: Brookline, May 29, 1917. Education: Harvard University, London School of Economics LL.D., Notre Dame University. Organizations: Veterans of Foreign Wars, American Legion, AMVETS, D.A.V., Knights of Columbus. Public office: Representative in Congress (80th ( - to 82d 1947-52, United states Senate 1 .>:>:; '58. U. S. HOUSE WILLIAM H. BATES 11 Buffum St., Salem, Gth District, Republican. Born: Salem, April 26, 1917. Education: Salem High School, Worcester Academy, Brown University, Harvard Gradu- ate School of Business Administration. Occupation: Government. Organizations: American Legion, Veterans of Foreign Wars. Public Office: Lt. Comdr. (Navy), Repre- sentative in Congress (81st) 1950 (to fill vacancy), (82d and 83d) 1951-54.