{"id":169334,"date":"2015-04-27T16:02:21","date_gmt":"2015-04-27T20:02:21","guid":{"rendered":"http:\/\/webadmin.news-harvard.go-vip.net\/gazette\/gazette\/?p=169334"},"modified":"2019-06-26T14:26:59","modified_gmt":"2019-06-26T18:26:59","slug":"reconnecting-on-education","status":"publish","type":"post","link":"https:\/\/news.harvard.edu\/gazette\/story\/2015\/04\/reconnecting-on-education\/","title":{"rendered":"Reconnecting on education"},"content":{"rendered":"\n\t
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The Harvard Graduate School of Education (HGSE) held a special Askwith Forum aimed at addressing the American educational crisis. The talk was hosted by Fernando Reimers (from left), director of HGSE\u2019s Global Education and International Education Policy Program, and featured professors Rosabeth Moss Kanter, William Clark, Diana Eck, and Howard Koh.<\/p>

Jon Chase\/Harvard Staff Photographer<\/p><\/figcaption><\/figure>\n\n\t

\n\t\t\t\n\t\t\tNation & World\t\t<\/a>\n\t\t\n\t\t

\n\t\tReconnecting on education\t<\/h1>\n\n\t\n\t\t\t<\/div>\n\t\t\n\t
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\n\t\t\t
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\n\t\tChristina Pazzanese\t<\/p>\n\t\t\t

\n\t\t\tHarvard Staff Writer\t\t<\/p>\n\t\t\t\t\t<\/address>\n\t\t<\/div>\n\n\t\t

\n\t\t\tField requires fresh strategies to prepare students for a complex global future, analysts say\t\t<\/h2>\n\t\t\n<\/header>\n\n\n\n
\n\n\n\t\t

It\u2019s no secret that the American educational system today lists under the weight of some massive, seemingly intractable burdens such as poor college preparation, modest achievement results compared with other nations, high dropout rates, significant teaching and performance disparities across racial and socioeconomic backgrounds, and a deficit of graduates equipped with the necessary skills for tomorrow\u2019s workforce.<\/p>\n

Experts say this crisis is caused by a profound disconnection, whether between different educational levels, between schools and communities, or between education and social institutions. Such disconnections can undermine the nation\u2019s competitiveness, increase social inequality, and diminish well-being and outcomes related to health, income, and even social engagement. It\u2019s an urgent situation, and analysts say fresh educational strategies are urgently needed to address it.<\/p>\n

To begin sketching out the task at hand, the Harvard Graduate School of Education<\/a> (HGSE) held a special Askwith Forum panel last Thursday hosted by Fernando Reimers, Ed.M. \u201984, Ed.D. \u201988, the Ford Foundation Professor of International Education and director of HGSE\u2019s Global Education and International Education Policy Program, to consider how to make education more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriate ones.<\/p>\n

The talk was part of a multi-day, think tank\u2013style gathering, \u201cEducation for the 21st Century,\u201d organized by the Advanced Leadership Initiative (ALI)<\/a> with faculty from across Harvard, along with national and global experts, educators, and students. Thursday\u2019s panel featured some of Harvard\u2019s top experts in the realms of leadership, strategy and infrastructure, sustainable development, religious pluralism, and public health education, who identified some of the biggest global challenges and offered ideas of what it will take to recalibrate how schools prepare students to face and confront them.<\/p>\n

Because the challenges are vast and multifaceted, and involve many stakeholders, education must adapt and enter into the \u201cproblem-solving era\u201d where active learning that relates to a student\u2019s community replaces old modes of \u201creceived wisdom,\u201d said Rosabeth Moss Kanter<\/a>, who holds the Ernest L. Arbuckle Professorship at Harvard Business School (HBS)<\/a> and is the ALI chair and director.<\/p>\n

\u201cWe need to have education be about solving real problems\u201d so that students \u201csee it leading to something; they\u2019ll feel a sense of efficacy and mastery, and we will be able to tap all this talent and idealism \u2026 to solve these big problems,\u201d said Kanter. \u201cAfter all, they\u2019re going to inherit the Earth; we should engage them now in making it a better place.\u201d<\/p>\n

Ensuring sustainability means identifying fundamental core assets like natural capital of air, land, and water; human capital of people\u2019s ability, health, and education; digital and hard infrastructures such as roads and bridges; and intangible capital of social connectedness, institutional trust, and knowledge that must be built up or retained so it is available to future generations, said William Clark, Harvey Brooks Professor of International Science, Public Policy, and Human Development at Harvard Kennedy School (HKS).<\/a><\/p>\n

Scholars today grapple with questions about \u201casset management\u201d: \u201cHow do we decide what to weigh and which trade-offs are best to make long term?\u201d he asked. To begin, students must learn how to question the status quo, think about how global connectivity produces side effects and unintended consequences that require expansive thinking, and abandon notions of rugged individualism or paralysis in the face of institutional power.<\/p>\n

The unprecedented migration of people from one part of the globe to another has prompted urgent questions in many countries, including the United States, about how people should deal with ethnic, racial, cultural, gender, and religious diversity, and the role that education should play.<\/p>\n

\u201cThe fact that students could go through a whole 12 years of education and not know if an imam <\/em>was a person, place, or thing is really one of the things that needs to change and has begun to change,\u201d said Harvard Divinity School<\/a> Professor Diana Eck, who studies religion in India and heads the Pluralism Project<\/a>, which looks at the religious impact of immigration in the United States. \u201cIt\u2019s important to have some knowledge of the religious traditions of the people with whom we share our planet.\u201d<\/p>\n

\u201cPluralism isn\u2019t just diversity. Diversity is a fact across society; pluralism is something we have to achieve,\u201d said Eck. \u201cHow do we live together in some positive way with difference? And unless we can solve that problem in various societies, we\u2019re in trouble.\u201d<\/p>\n

Given the broad, interdisciplinary nature of public health, as well as the personal and communal effects it has on human well-being, students can always find something to embrace, whether it\u2019s the move toward clean air and water, developing healthy eating habits, or wearing bike helmets.<\/p>\n

\u201cPublic health is much more than what a doctor does for you in a doctor\u2019s office,\u201d said Howard Koh<\/a>, professor of the practice of public health leadership and director of the Leading Change Studio at the Harvard T.H. Chan School of Public Health<\/a>. Koh served as assistant secretary for health in the U.S. Department of Health and Human Services from 2009 to 2014.<\/p>\n

Health and education have a direct relationship because public health is ever present. \u201cI like to say health starts where people live, labor, learn, pray, and play,\u201d he said.<\/p>\n

But changing American education to confront these difficulties will require a broad coalition and new approaches, the panelists said.<\/p>\n

Schools first need to figure out what matters and then help people to develop accompanying skills, said Reimers, who co-chairs the ALI with Kanter. \u201cThe instruments that we use to define success for our students and to give them feedback on success are so blunt and so imperfect,\u201d he said, that they don\u2019t tell people much about what will be necessary to help them lead a good life.<\/p>\n

Clark said the biggest challenge facing most countries is figuring out which institutional structures will be relevant and effective in the coming decades to assist communal decision-making. \u201cWe don\u2019t know how to shape common purpose,\u201d he said. If changes can\u2019t be made through existing institutions, creating new ones will require a rethinking of higher education and its role within the community.<\/p>\n

\u201cI\u2019m very struck \u2026 by how interested people seem to be in the pluralism, inclusion, diversity \u2014 how we build common purpose and one sense of community,\u201d said Kanter. \u201cI\u2019m very struck by that and also very encouraged because \u2026 we know this is what we need. More divisiveness and partisanship isn\u2019t going to get us anywhere on these problems.\u201d<\/p>\n\n\n<\/div>\n\n\t\t","protected":false},"excerpt":{"rendered":"

Panelists across Harvard gather to consider how education should and will affect tomorrow\u2019s global challenges. <\/p>\n","protected":false},"author":105622744,"featured_media":169383,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"gz_ga_pageviews":0,"gz_ga_lastupdated":"","document_color_palette":"crimson","author":"Christina Pazzanese","affiliation":"Harvard Staff Writer","_category_override":"","_yoast_wpseo_primary_category":"","_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1378],"tags":[4940,8168,10831,13214,15457,15753,15846,16124,17293,29961,35887],"gazette-formats":[],"series":[],"class_list":["post-169334","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-nation-world","tag-askwith-forum","tag-christina-pazzanese","tag-diana-eck","tag-fernando-reimers","tag-harvard-business-school","tag-harvard-graduate-school-of-education","tag-harvard-kennedy-school","tag-harvard-t-h-chan-school-of-public-health","tag-howard-koh","tag-rosabeth-moss-kanter","tag-william-clark"],"yoast_head":"\nReconnecting on education — Harvard Gazette<\/title>\n<meta name=\"description\" content=\"Panelists across Harvard gather to consider how education should and will affect tomorrow\u2019s global challenges.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/news.harvard.edu\/gazette\/story\/2015\/04\/reconnecting-on-education\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Reconnecting on education — Harvard Gazette\" \/>\n<meta property=\"og:description\" content=\"Panelists across Harvard gather to consider how education should and will affect tomorrow\u2019s global challenges.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/news.harvard.edu\/gazette\/story\/2015\/04\/reconnecting-on-education\/\" \/>\n<meta property=\"og:site_name\" content=\"Harvard Gazette\" \/>\n<meta property=\"article:published_time\" content=\"2015-04-27T20:02:21+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2019-06-26T18:26:59+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/news.harvard.edu\/gazette\/wp-content\/uploads\/2015\/04\/042315_global_ed_009_605.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"605\" \/>\n\t<meta property=\"og:image:height\" content=\"403\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"harvardgazette\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/news.harvard.edu\/gazette\/story\/2015\/04\/reconnecting-on-education\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/news.harvard.edu\/gazette\/story\/2015\/04\/reconnecting-on-education\/\"},\"author\":{\"name\":\"harvardgazette\",\"@id\":\"https:\/\/news.harvard.edu\/gazette\/#\/schema\/person\/78d028cf624923e92682268709ffbc4b\"},\"headline\":\"Reconnecting on education\",\"datePublished\":\"2015-04-27T20:02:21+00:00\",\"dateModified\":\"2019-06-26T18:26:59+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/news.harvard.edu\/gazette\/story\/2015\/04\/reconnecting-on-education\/\"},\"wordCount\":1148,\"publisher\":{\"@id\":\"https:\/\/news.harvard.edu\/gazette\/#organization\"},\"image\":{\"@id\":\"https:\/\/news.harvard.edu\/gazette\/story\/2015\/04\/reconnecting-on-education\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/news.harvard.edu\/wp-content\/uploads\/2015\/04\/042315_global_ed_009_605.jpg\",\"keywords\":[\"Askwith Forum\",\"Christina Pazzanese\",\"Diana Eck\",\"Fernando Reimers\",\"Harvard Business School\",\"Harvard Graduate School of Education\",\"Harvard Kennedy School\",\"Harvard T.H. 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clark\"],\"dateCreated\":\"2015-04-27T20:02:21Z\",\"datePublished\":\"2015-04-27T20:02:21Z\",\"dateModified\":\"2019-06-26T18:26:59Z\"}<\/script>","tracker_url":"https:\/\/cdn.parsely.com\/keys\/news.harvard.edu\/p.js"},"jetpack_featured_media_url":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2015\/04\/042315_global_ed_009_605.jpg","has_blocks":true,"block_data":{"0":{"blockName":"harvard-gazette\/article-header","attrs":{"blockColorPalette":"","coloredHeading":"","creditText":"Jon Chase\/Harvard Staff Photographer","displayDetails":"","displayTitle":"","categoryId":1378,"mediaAlt":"","mediaCaption":"The Harvard Graduate School of Education (HGSE) held a special Askwith Forum aimed at addressing the American educational crisis. The talk was hosted by Fernando Reimers (from left), director of HGSE\u2019s Global Education and International Education Policy Program, and featured professors Rosabeth Moss Kanter, William Clark, Diana Eck, and Howard Koh.","mediaId":169383,"mediaSize":"full","mediaType":"image","mediaUrl":"https:\/\/news.harvard.edu\/gazette\/wp-content\/uploads\/2015\/04\/042315_global_ed_009_605.jpg","poster":"","title":"Reconnecting on education","subheading":"Field requires fresh strategies to prepare students for a complex global future, analysts say","centeredImage":true,"className":"is-style-full-width-text-below","mediaHeight":403,"mediaWidth":605,"backgroundFixed":false,"backgroundTone":"light","coloredBackground":false,"displayOverlay":true,"fadeInText":false,"isAmbient":false,"mediaLength":"","mediaPosition":"","posterText":"","titleAbove":false,"useUncroppedImage":false,"lock":[],"metadata":[]},"innerBlocks":[],"innerHTML":"<figure class=\"wp-block-image\"><img alt=\"\" height=\"403\" loading=\"eager\" src=\"https:\/\/news.harvard.edu\/gazette\/wp-content\/uploads\/2015\/04\/042315_global_ed_009_605.jpg\" width=\"605\"\/><figcaption class=\"wp-element-caption\"><p class=\"wp-element-caption--caption\">The Harvard Graduate School of Education (HGSE) held a special Askwith Forum aimed at addressing the American educational crisis. The talk was hosted by Fernando Reimers (from left), director of HGSE\u2019s Global Education and International Education Policy Program, and featured professors Rosabeth Moss Kanter, William Clark, Diana Eck, and Howard Koh.<\/p><p class=\"wp-element-caption--credit\">Jon Chase\/Harvard Staff Photographer<\/p><\/figcaption><\/figure>\n","innerContent":["<figure class=\"wp-block-image\"><img alt=\"\" height=\"403\" loading=\"eager\" src=\"https:\/\/news.harvard.edu\/gazette\/wp-content\/uploads\/2015\/04\/042315_global_ed_009_605.jpg\" width=\"605\"\/><figcaption class=\"wp-element-caption\"><p class=\"wp-element-caption--caption\">The Harvard Graduate School of Education (HGSE) held a special Askwith Forum aimed at addressing the American educational crisis. The talk was hosted by Fernando Reimers (from left), director of HGSE\u2019s Global Education and International Education Policy Program, and featured professors Rosabeth Moss Kanter, William Clark, Diana Eck, and Howard Koh.<\/p><p class=\"wp-element-caption--credit\">Jon Chase\/Harvard Staff Photographer<\/p><\/figcaption><\/figure>\n"],"rendered":"<header\n\tclass=\"wp-block-harvard-gazette-article-header alignfull article-header is-style-full-width-text-below centered-image\"\n\tstyle=\" \"\n>\n\t<figure class=\"wp-block-image\"><img alt=\"\" height=\"403\" loading=\"eager\" src=\"https:\/\/news.harvard.edu\/gazette\/wp-content\/uploads\/2015\/04\/042315_global_ed_009_605.jpg\" width=\"605\"\/><figcaption class=\"wp-element-caption\"><p class=\"wp-element-caption--caption\">The Harvard Graduate School of Education (HGSE) held a special Askwith Forum aimed at addressing the American educational crisis. The talk was hosted by Fernando Reimers (from left), director of HGSE\u2019s Global Education and International Education Policy Program, and featured professors Rosabeth Moss Kanter, William Clark, Diana Eck, and Howard Koh.<\/p><p class=\"wp-element-caption--credit\">Jon Chase\/Harvard Staff Photographer<\/p><\/figcaption><\/figure>\n\n\t<div class=\"article-header__content\">\n\t\t\t<a\n\t\t\tclass=\"article-header__category\"\n\t\t\thref=\"https:\/\/news.harvard.edu\/gazette\/section\/nation-world\/\"\n\t\t>\n\t\t\tNation & World\t\t<\/a>\n\t\t\n\t\t<h1 class=\"article-header__title wp-block-heading \">\n\t\tReconnecting on education\t<\/h1>\n\n\t\n\t\t\t<\/div>\n\t\t\n\t<div class=\"article-header__meta\">\n\t\t<div class=\"wp-block-post-author\">\n\t\t\t<address class=\"wp-block-post-author__content\">\n\t\t\t\t\t<p class=\"author wp-block-post-author__name\">\n\t\tChristina Pazzanese\t<\/p>\n\t\t\t<p class=\"wp-block-post-author__byline\">\n\t\t\tHarvard Staff Writer\t\t<\/p>\n\t\t\t\t\t<\/address>\n\t\t<\/div>\n\n\t\t<time class=\"article-header__date\" datetime=\"2015-04-27\">\n\t\t\tApril 27, 2015\t\t<\/time>\n\n\t\t<span class=\"article-header__reading-time\">\n\t\t\t6 min read\t\t<\/span>\n\t<\/div>\n\n\t\n\t\t\t<h2 class=\"article-header__subheading wp-block-heading\">\n\t\t\tField requires fresh strategies to prepare students for a complex global future, analysts say\t\t<\/h2>\n\t\t\n<\/header>\n"},"2":{"blockName":"core\/group","attrs":{"templateLock":false,"metadata":{"name":"Article content"},"align":"wide","layout":{"type":"constrained","justifyContent":"center"},"tagName":"div","lock":[],"className":"","style":[],"backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","ariaLabel":"","anchor":""},"innerBlocks":[{"blockName":"core\/freeform","attrs":{"content":"","lock":[],"metadata":[]},"innerBlocks":[],"innerHTML":"\n\t\t<p>It\u2019s no secret that the American educational system today lists under the weight of some massive, seemingly intractable burdens such as poor college preparation, modest achievement results compared with other nations, high dropout rates, significant teaching and performance disparities across racial and socioeconomic backgrounds, and a deficit of graduates equipped with the necessary skills for tomorrow\u2019s workforce.<\/p>\n<p>Experts say this crisis is caused by a profound disconnection, whether between different educational levels, between schools and communities, or between education and social institutions. Such disconnections can undermine the nation\u2019s competitiveness, increase social inequality, and diminish well-being and outcomes related to health, income, and even social engagement. It\u2019s an urgent situation, and analysts say fresh educational strategies are urgently needed to address it.<\/p>\n<p>To begin sketching out the task at hand, the <a href=\"http:\/\/www.gse.harvard.edu\/\">Harvard Graduate School of Education<\/a> (HGSE) held a special Askwith Forum panel last Thursday hosted by Fernando Reimers, Ed.M. \u201984, Ed.D. \u201988, the Ford Foundation Professor of International Education and director of HGSE\u2019s Global Education and International Education Policy Program, to consider how to make education more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriate ones.<\/p>\n<p>The talk was part of a multi-day, think tank\u2013style gathering, \u201cEducation for the 21st Century,\u201d organized by the <a href=\"http:\/\/advancedleadership.harvard.edu\/\">Advanced Leadership Initiative (ALI)<\/a> with faculty from across Harvard, along with national and global experts, educators, and students. Thursday\u2019s panel featured some of Harvard\u2019s top experts in the realms of leadership, strategy and infrastructure, sustainable development, religious pluralism, and public health education, who identified some of the biggest global challenges and offered ideas of what it will take to recalibrate how schools prepare students to face and confront them.<\/p>\n<p>Because the challenges are vast and multifaceted, and involve many stakeholders, education must adapt and enter into the \u201cproblem-solving era\u201d where active learning that relates to a student\u2019s community replaces old modes of \u201creceived wisdom,\u201d said <a href=\"http:\/\/advancedleadership.harvard.edu\/people\/rosabeth-moss-kanter\">Rosabeth Moss Kanter<\/a>, who holds the Ernest L. Arbuckle Professorship at <a href=\"http:\/\/www.hbs.edu\">Harvard Business School (HBS)<\/a> and is the ALI chair and director.<\/p>\n<p>\u201cWe need to have education be about solving real problems\u201d so that students \u201csee it leading to something; they\u2019ll feel a sense of efficacy and mastery, and we will be able to tap all this talent and idealism \u2026 to solve these big problems,\u201d said Kanter. \u201cAfter all, they\u2019re going to inherit the Earth; we should engage them now in making it a better place.\u201d<\/p>\n<p>Ensuring sustainability means identifying fundamental core assets like natural capital of air, land, and water; human capital of people\u2019s ability, health, and education; digital and hard infrastructures such as roads and bridges; and intangible capital of social connectedness, institutional trust, and knowledge that must be built up or retained so it is available to future generations, said William Clark, Harvey Brooks Professor of International Science, Public Policy, and Human Development at <a href=\"http:\/\/www.hks.harvard.edu\/\">Harvard Kennedy School (HKS).<\/a><\/p>\n<p>Scholars today grapple with questions about \u201casset management\u201d: \u201cHow do we decide what to weigh and which trade-offs are best to make long term?\u201d he asked. To begin, students must learn how to question the status quo, think about how global connectivity produces side effects and unintended consequences that require expansive thinking, and abandon notions of rugged individualism or paralysis in the face of institutional power.<\/p>\n<p>The unprecedented migration of people from one part of the globe to another has prompted urgent questions in many countries, including the United States, about how people should deal with ethnic, racial, cultural, gender, and religious diversity, and the role that education should play.<\/p>\n<p>\u201cThe fact that students could go through a whole 12 years of education and not know if an <em>imam <\/em>was a person, place, or thing is really one of the things that needs to change and has begun to change,\u201d said <a href=\"http:\/\/hds.harvard.edu\/\">Harvard Divinity School<\/a> Professor Diana Eck, who studies religion in India and heads the <a href=\"http:\/\/www.pluralism.org\/\">Pluralism Project<\/a>, which looks at the religious impact of immigration in the United States. \u201cIt\u2019s important to have some knowledge of the religious traditions of the people with whom we share our planet.\u201d<\/p>\n<p>\u201cPluralism isn\u2019t just diversity. Diversity is a fact across society; pluralism is something we have to achieve,\u201d said Eck. \u201cHow do we live together in some positive way with difference? And unless we can solve that problem in various societies, we\u2019re in trouble.\u201d<\/p>\n<p>Given the broad, interdisciplinary nature of public health, as well as the personal and communal effects it has on human well-being, students can always find something to embrace, whether it\u2019s the move toward clean air and water, developing healthy eating habits, or wearing bike helmets.<\/p>\n<p>\u201cPublic health is much more than what a doctor does for you in a doctor\u2019s office,\u201d said <a href=\"http:\/\/www.hsph.harvard.edu\/howard-koh\/\">Howard Koh<\/a>, professor of the practice of public health leadership and director of the Leading Change Studio at the <a href=\"http:\/\/www.hsph.harvard.edu\/\">Harvard T.H. Chan School of Public Health<\/a>. Koh served as assistant secretary for health in the U.S. Department of Health and Human Services from 2009 to 2014.<\/p>\n<p>Health and education have a direct relationship because public health is ever present. \u201cI like to say health starts where people live, labor, learn, pray, and play,\u201d he said.<\/p>\n<p>But changing American education to confront these difficulties will require a broad coalition and new approaches, the panelists said.<\/p>\n<p>Schools first need to figure out what matters and then help people to develop accompanying skills, said Reimers, who co-chairs the ALI with Kanter. \u201cThe instruments that we use to define success for our students and to give them feedback on success are so blunt and so imperfect,\u201d he said, that they don\u2019t tell people much about what will be necessary to help them lead a good life.<\/p>\n<p>Clark said the biggest challenge facing most countries is figuring out which institutional structures will be relevant and effective in the coming decades to assist communal decision-making. \u201cWe don\u2019t know how to shape common purpose,\u201d he said. If changes can\u2019t be made through existing institutions, creating new ones will require a rethinking of higher education and its role within the community.<\/p>\n<p>\u201cI\u2019m very struck \u2026 by how interested people seem to be in the pluralism, inclusion, diversity \u2014 how we build common purpose and one sense of community,\u201d said Kanter. \u201cI\u2019m very struck by that and also very encouraged because \u2026 we know this is what we need. More divisiveness and partisanship isn\u2019t going to get us anywhere on these problems.\u201d<\/p>\n","innerContent":["\n\t\t<p>It\u2019s no secret that the American educational system today lists under the weight of some massive, seemingly intractable burdens such as poor college preparation, modest achievement results compared with other nations, high dropout rates, significant teaching and performance disparities across racial and socioeconomic backgrounds, and a deficit of graduates equipped with the necessary skills for tomorrow\u2019s workforce.<\/p>\n<p>Experts say this crisis is caused by a profound disconnection, whether between different educational levels, between schools and communities, or between education and social institutions. Such disconnections can undermine the nation\u2019s competitiveness, increase social inequality, and diminish well-being and outcomes related to health, income, and even social engagement. It\u2019s an urgent situation, and analysts say fresh educational strategies are urgently needed to address it.<\/p>\n<p>To begin sketching out the task at hand, the <a href=\"http:\/\/www.gse.harvard.edu\/\">Harvard Graduate School of Education<\/a> (HGSE) held a special Askwith Forum panel last Thursday hosted by Fernando Reimers, Ed.M. \u201984, Ed.D. \u201988, the Ford Foundation Professor of International Education and director of HGSE\u2019s Global Education and International Education Policy Program, to consider how to make education more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriate ones.<\/p>\n<p>The talk was part of a multi-day, think tank\u2013style gathering, \u201cEducation for the 21st Century,\u201d organized by the <a href=\"http:\/\/advancedleadership.harvard.edu\/\">Advanced Leadership Initiative (ALI)<\/a> with faculty from across Harvard, along with national and global experts, educators, and students. Thursday\u2019s panel featured some of Harvard\u2019s top experts in the realms of leadership, strategy and infrastructure, sustainable development, religious pluralism, and public health education, who identified some of the biggest global challenges and offered ideas of what it will take to recalibrate how schools prepare students to face and confront them.<\/p>\n<p>Because the challenges are vast and multifaceted, and involve many stakeholders, education must adapt and enter into the \u201cproblem-solving era\u201d where active learning that relates to a student\u2019s community replaces old modes of \u201creceived wisdom,\u201d said <a href=\"http:\/\/advancedleadership.harvard.edu\/people\/rosabeth-moss-kanter\">Rosabeth Moss Kanter<\/a>, who holds the Ernest L. Arbuckle Professorship at <a href=\"http:\/\/www.hbs.edu\">Harvard Business School (HBS)<\/a> and is the ALI chair and director.<\/p>\n<p>\u201cWe need to have education be about solving real problems\u201d so that students \u201csee it leading to something; they\u2019ll feel a sense of efficacy and mastery, and we will be able to tap all this talent and idealism \u2026 to solve these big problems,\u201d said Kanter. \u201cAfter all, they\u2019re going to inherit the Earth; we should engage them now in making it a better place.\u201d<\/p>\n<p>Ensuring sustainability means identifying fundamental core assets like natural capital of air, land, and water; human capital of people\u2019s ability, health, and education; digital and hard infrastructures such as roads and bridges; and intangible capital of social connectedness, institutional trust, and knowledge that must be built up or retained so it is available to future generations, said William Clark, Harvey Brooks Professor of International Science, Public Policy, and Human Development at <a href=\"http:\/\/www.hks.harvard.edu\/\">Harvard Kennedy School (HKS).<\/a><\/p>\n<p>Scholars today grapple with questions about \u201casset management\u201d: \u201cHow do we decide what to weigh and which trade-offs are best to make long term?\u201d he asked. To begin, students must learn how to question the status quo, think about how global connectivity produces side effects and unintended consequences that require expansive thinking, and abandon notions of rugged individualism or paralysis in the face of institutional power.<\/p>\n<p>The unprecedented migration of people from one part of the globe to another has prompted urgent questions in many countries, including the United States, about how people should deal with ethnic, racial, cultural, gender, and religious diversity, and the role that education should play.<\/p>\n<p>\u201cThe fact that students could go through a whole 12 years of education and not know if an <em>imam <\/em>was a person, place, or thing is really one of the things that needs to change and has begun to change,\u201d said <a href=\"http:\/\/hds.harvard.edu\/\">Harvard Divinity School<\/a> Professor Diana Eck, who studies religion in India and heads the <a href=\"http:\/\/www.pluralism.org\/\">Pluralism Project<\/a>, which looks at the religious impact of immigration in the United States. \u201cIt\u2019s important to have some knowledge of the religious traditions of the people with whom we share our planet.\u201d<\/p>\n<p>\u201cPluralism isn\u2019t just diversity. Diversity is a fact across society; pluralism is something we have to achieve,\u201d said Eck. \u201cHow do we live together in some positive way with difference? And unless we can solve that problem in various societies, we\u2019re in trouble.\u201d<\/p>\n<p>Given the broad, interdisciplinary nature of public health, as well as the personal and communal effects it has on human well-being, students can always find something to embrace, whether it\u2019s the move toward clean air and water, developing healthy eating habits, or wearing bike helmets.<\/p>\n<p>\u201cPublic health is much more than what a doctor does for you in a doctor\u2019s office,\u201d said <a href=\"http:\/\/www.hsph.harvard.edu\/howard-koh\/\">Howard Koh<\/a>, professor of the practice of public health leadership and director of the Leading Change Studio at the <a href=\"http:\/\/www.hsph.harvard.edu\/\">Harvard T.H. Chan School of Public Health<\/a>. Koh served as assistant secretary for health in the U.S. Department of Health and Human Services from 2009 to 2014.<\/p>\n<p>Health and education have a direct relationship because public health is ever present. \u201cI like to say health starts where people live, labor, learn, pray, and play,\u201d he said.<\/p>\n<p>But changing American education to confront these difficulties will require a broad coalition and new approaches, the panelists said.<\/p>\n<p>Schools first need to figure out what matters and then help people to develop accompanying skills, said Reimers, who co-chairs the ALI with Kanter. \u201cThe instruments that we use to define success for our students and to give them feedback on success are so blunt and so imperfect,\u201d he said, that they don\u2019t tell people much about what will be necessary to help them lead a good life.<\/p>\n<p>Clark said the biggest challenge facing most countries is figuring out which institutional structures will be relevant and effective in the coming decades to assist communal decision-making. \u201cWe don\u2019t know how to shape common purpose,\u201d he said. If changes can\u2019t be made through existing institutions, creating new ones will require a rethinking of higher education and its role within the community.<\/p>\n<p>\u201cI\u2019m very struck \u2026 by how interested people seem to be in the pluralism, inclusion, diversity \u2014 how we build common purpose and one sense of community,\u201d said Kanter. \u201cI\u2019m very struck by that and also very encouraged because \u2026 we know this is what we need. More divisiveness and partisanship isn\u2019t going to get us anywhere on these problems.\u201d<\/p>\n"],"rendered":"\n\t\t<p>It\u2019s no secret that the American educational system today lists under the weight of some massive, seemingly intractable burdens such as poor college preparation, modest achievement results compared with other nations, high dropout rates, significant teaching and performance disparities across racial and socioeconomic backgrounds, and a deficit of graduates equipped with the necessary skills for tomorrow\u2019s workforce.<\/p>\n<p>Experts say this crisis is caused by a profound disconnection, whether between different educational levels, between schools and communities, or between education and social institutions. Such disconnections can undermine the nation\u2019s competitiveness, increase social inequality, and diminish well-being and outcomes related to health, income, and even social engagement. It\u2019s an urgent situation, and analysts say fresh educational strategies are urgently needed to address it.<\/p>\n<p>To begin sketching out the task at hand, the <a href=\"http:\/\/www.gse.harvard.edu\/\">Harvard Graduate School of Education<\/a> (HGSE) held a special Askwith Forum panel last Thursday hosted by Fernando Reimers, Ed.M. \u201984, Ed.D. \u201988, the Ford Foundation Professor of International Education and director of HGSE\u2019s Global Education and International Education Policy Program, to consider how to make education more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriate ones.<\/p>\n<p>The talk was part of a multi-day, think tank\u2013style gathering, \u201cEducation for the 21st Century,\u201d organized by the <a href=\"http:\/\/advancedleadership.harvard.edu\/\">Advanced Leadership Initiative (ALI)<\/a> with faculty from across Harvard, along with national and global experts, educators, and students. Thursday\u2019s panel featured some of Harvard\u2019s top experts in the realms of leadership, strategy and infrastructure, sustainable development, religious pluralism, and public health education, who identified some of the biggest global challenges and offered ideas of what it will take to recalibrate how schools prepare students to face and confront them.<\/p>\n<p>Because the challenges are vast and multifaceted, and involve many stakeholders, education must adapt and enter into the \u201cproblem-solving era\u201d where active learning that relates to a student\u2019s community replaces old modes of \u201creceived wisdom,\u201d said <a href=\"http:\/\/advancedleadership.harvard.edu\/people\/rosabeth-moss-kanter\">Rosabeth Moss Kanter<\/a>, who holds the Ernest L. Arbuckle Professorship at <a href=\"http:\/\/www.hbs.edu\">Harvard Business School (HBS)<\/a> and is the ALI chair and director.<\/p>\n<p>\u201cWe need to have education be about solving real problems\u201d so that students \u201csee it leading to something; they\u2019ll feel a sense of efficacy and mastery, and we will be able to tap all this talent and idealism \u2026 to solve these big problems,\u201d said Kanter. \u201cAfter all, they\u2019re going to inherit the Earth; we should engage them now in making it a better place.\u201d<\/p>\n<p>Ensuring sustainability means identifying fundamental core assets like natural capital of air, land, and water; human capital of people\u2019s ability, health, and education; digital and hard infrastructures such as roads and bridges; and intangible capital of social connectedness, institutional trust, and knowledge that must be built up or retained so it is available to future generations, said William Clark, Harvey Brooks Professor of International Science, Public Policy, and Human Development at <a href=\"http:\/\/www.hks.harvard.edu\/\">Harvard Kennedy School (HKS).<\/a><\/p>\n<p>Scholars today grapple with questions about \u201casset management\u201d: \u201cHow do we decide what to weigh and which trade-offs are best to make long term?\u201d he asked. To begin, students must learn how to question the status quo, think about how global connectivity produces side effects and unintended consequences that require expansive thinking, and abandon notions of rugged individualism or paralysis in the face of institutional power.<\/p>\n<p>The unprecedented migration of people from one part of the globe to another has prompted urgent questions in many countries, including the United States, about how people should deal with ethnic, racial, cultural, gender, and religious diversity, and the role that education should play.<\/p>\n<p>\u201cThe fact that students could go through a whole 12 years of education and not know if an <em>imam <\/em>was a person, place, or thing is really one of the things that needs to change and has begun to change,\u201d said <a href=\"http:\/\/hds.harvard.edu\/\">Harvard Divinity School<\/a> Professor Diana Eck, who studies religion in India and heads the <a href=\"http:\/\/www.pluralism.org\/\">Pluralism Project<\/a>, which looks at the religious impact of immigration in the United States. \u201cIt\u2019s important to have some knowledge of the religious traditions of the people with whom we share our planet.\u201d<\/p>\n<p>\u201cPluralism isn\u2019t just diversity. Diversity is a fact across society; pluralism is something we have to achieve,\u201d said Eck. \u201cHow do we live together in some positive way with difference? And unless we can solve that problem in various societies, we\u2019re in trouble.\u201d<\/p>\n<p>Given the broad, interdisciplinary nature of public health, as well as the personal and communal effects it has on human well-being, students can always find something to embrace, whether it\u2019s the move toward clean air and water, developing healthy eating habits, or wearing bike helmets.<\/p>\n<p>\u201cPublic health is much more than what a doctor does for you in a doctor\u2019s office,\u201d said <a href=\"http:\/\/www.hsph.harvard.edu\/howard-koh\/\">Howard Koh<\/a>, professor of the practice of public health leadership and director of the Leading Change Studio at the <a href=\"http:\/\/www.hsph.harvard.edu\/\">Harvard T.H. Chan School of Public Health<\/a>. Koh served as assistant secretary for health in the U.S. Department of Health and Human Services from 2009 to 2014.<\/p>\n<p>Health and education have a direct relationship because public health is ever present. \u201cI like to say health starts where people live, labor, learn, pray, and play,\u201d he said.<\/p>\n<p>But changing American education to confront these difficulties will require a broad coalition and new approaches, the panelists said.<\/p>\n<p>Schools first need to figure out what matters and then help people to develop accompanying skills, said Reimers, who co-chairs the ALI with Kanter. \u201cThe instruments that we use to define success for our students and to give them feedback on success are so blunt and so imperfect,\u201d he said, that they don\u2019t tell people much about what will be necessary to help them lead a good life.<\/p>\n<p>Clark said the biggest challenge facing most countries is figuring out which institutional structures will be relevant and effective in the coming decades to assist communal decision-making. \u201cWe don\u2019t know how to shape common purpose,\u201d he said. If changes can\u2019t be made through existing institutions, creating new ones will require a rethinking of higher education and its role within the community.<\/p>\n<p>\u201cI\u2019m very struck \u2026 by how interested people seem to be in the pluralism, inclusion, diversity \u2014 how we build common purpose and one sense of community,\u201d said Kanter. \u201cI\u2019m very struck by that and also very encouraged because \u2026 we know this is what we need. More divisiveness and partisanship isn\u2019t going to get us anywhere on these problems.\u201d<\/p>\n"}],"innerHTML":"\n<div class=\"wp-block-group alignwide\">\n\n\n\n<\/div>\n","innerContent":["\n<div class=\"wp-block-group alignwide\">\n\n","\n\n<\/div>\n"],"rendered":"\n<div class=\"wp-block-group alignwide has-global-padding is-content-justification-center is-layout-constrained wp-block-group-is-layout-constrained\">\n\n\n\t\t<p>It\u2019s no secret that the American educational system today lists under the weight of some massive, seemingly intractable burdens such as poor college preparation, modest achievement results compared with other nations, high dropout rates, significant teaching and performance disparities across racial and socioeconomic backgrounds, and a deficit of graduates equipped with the necessary skills for tomorrow\u2019s workforce.<\/p>\n<p>Experts say this crisis is caused by a profound disconnection, whether between different educational levels, between schools and communities, or between education and social institutions. Such disconnections can undermine the nation\u2019s competitiveness, increase social inequality, and diminish well-being and outcomes related to health, income, and even social engagement. It\u2019s an urgent situation, and analysts say fresh educational strategies are urgently needed to address it.<\/p>\n<p>To begin sketching out the task at hand, the <a href=\"http:\/\/www.gse.harvard.edu\/\">Harvard Graduate School of Education<\/a> (HGSE) held a special Askwith Forum panel last Thursday hosted by Fernando Reimers, Ed.M. \u201984, Ed.D. \u201988, the Ford Foundation Professor of International Education and director of HGSE\u2019s Global Education and International Education Policy Program, to consider how to make education more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriate ones.<\/p>\n<p>The talk was part of a multi-day, think tank\u2013style gathering, \u201cEducation for the 21st Century,\u201d organized by the <a href=\"http:\/\/advancedleadership.harvard.edu\/\">Advanced Leadership Initiative (ALI)<\/a> with faculty from across Harvard, along with national and global experts, educators, and students. Thursday\u2019s panel featured some of Harvard\u2019s top experts in the realms of leadership, strategy and infrastructure, sustainable development, religious pluralism, and public health education, who identified some of the biggest global challenges and offered ideas of what it will take to recalibrate how schools prepare students to face and confront them.<\/p>\n<p>Because the challenges are vast and multifaceted, and involve many stakeholders, education must adapt and enter into the \u201cproblem-solving era\u201d where active learning that relates to a student\u2019s community replaces old modes of \u201creceived wisdom,\u201d said <a href=\"http:\/\/advancedleadership.harvard.edu\/people\/rosabeth-moss-kanter\">Rosabeth Moss Kanter<\/a>, who holds the Ernest L. Arbuckle Professorship at <a href=\"http:\/\/www.hbs.edu\">Harvard Business School (HBS)<\/a> and is the ALI chair and director.<\/p>\n<p>\u201cWe need to have education be about solving real problems\u201d so that students \u201csee it leading to something; they\u2019ll feel a sense of efficacy and mastery, and we will be able to tap all this talent and idealism \u2026 to solve these big problems,\u201d said Kanter. \u201cAfter all, they\u2019re going to inherit the Earth; we should engage them now in making it a better place.\u201d<\/p>\n<p>Ensuring sustainability means identifying fundamental core assets like natural capital of air, land, and water; human capital of people\u2019s ability, health, and education; digital and hard infrastructures such as roads and bridges; and intangible capital of social connectedness, institutional trust, and knowledge that must be built up or retained so it is available to future generations, said William Clark, Harvey Brooks Professor of International Science, Public Policy, and Human Development at <a href=\"http:\/\/www.hks.harvard.edu\/\">Harvard Kennedy School (HKS).<\/a><\/p>\n<p>Scholars today grapple with questions about \u201casset management\u201d: \u201cHow do we decide what to weigh and which trade-offs are best to make long term?\u201d he asked. To begin, students must learn how to question the status quo, think about how global connectivity produces side effects and unintended consequences that require expansive thinking, and abandon notions of rugged individualism or paralysis in the face of institutional power.<\/p>\n<p>The unprecedented migration of people from one part of the globe to another has prompted urgent questions in many countries, including the United States, about how people should deal with ethnic, racial, cultural, gender, and religious diversity, and the role that education should play.<\/p>\n<p>\u201cThe fact that students could go through a whole 12 years of education and not know if an <em>imam <\/em>was a person, place, or thing is really one of the things that needs to change and has begun to change,\u201d said <a href=\"http:\/\/hds.harvard.edu\/\">Harvard Divinity School<\/a> Professor Diana Eck, who studies religion in India and heads the <a href=\"http:\/\/www.pluralism.org\/\">Pluralism Project<\/a>, which looks at the religious impact of immigration in the United States. \u201cIt\u2019s important to have some knowledge of the religious traditions of the people with whom we share our planet.\u201d<\/p>\n<p>\u201cPluralism isn\u2019t just diversity. Diversity is a fact across society; pluralism is something we have to achieve,\u201d said Eck. \u201cHow do we live together in some positive way with difference? And unless we can solve that problem in various societies, we\u2019re in trouble.\u201d<\/p>\n<p>Given the broad, interdisciplinary nature of public health, as well as the personal and communal effects it has on human well-being, students can always find something to embrace, whether it\u2019s the move toward clean air and water, developing healthy eating habits, or wearing bike helmets.<\/p>\n<p>\u201cPublic health is much more than what a doctor does for you in a doctor\u2019s office,\u201d said <a href=\"http:\/\/www.hsph.harvard.edu\/howard-koh\/\">Howard Koh<\/a>, professor of the practice of public health leadership and director of the Leading Change Studio at the <a href=\"http:\/\/www.hsph.harvard.edu\/\">Harvard T.H. Chan School of Public Health<\/a>. Koh served as assistant secretary for health in the U.S. Department of Health and Human Services from 2009 to 2014.<\/p>\n<p>Health and education have a direct relationship because public health is ever present. \u201cI like to say health starts where people live, labor, learn, pray, and play,\u201d he said.<\/p>\n<p>But changing American education to confront these difficulties will require a broad coalition and new approaches, the panelists said.<\/p>\n<p>Schools first need to figure out what matters and then help people to develop accompanying skills, said Reimers, who co-chairs the ALI with Kanter. \u201cThe instruments that we use to define success for our students and to give them feedback on success are so blunt and so imperfect,\u201d he said, that they don\u2019t tell people much about what will be necessary to help them lead a good life.<\/p>\n<p>Clark said the biggest challenge facing most countries is figuring out which institutional structures will be relevant and effective in the coming decades to assist communal decision-making. \u201cWe don\u2019t know how to shape common purpose,\u201d he said. If changes can\u2019t be made through existing institutions, creating new ones will require a rethinking of higher education and its role within the community.<\/p>\n<p>\u201cI\u2019m very struck \u2026 by how interested people seem to be in the pluralism, inclusion, diversity \u2014 how we build common purpose and one sense of community,\u201d said Kanter. \u201cI\u2019m very struck by that and also very encouraged because \u2026 we know this is what we need. More divisiveness and partisanship isn\u2019t going to get us anywhere on these problems.\u201d<\/p>\n\n\n<\/div>\n"}},"jetpack-related-posts":[{"id":102791,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2012\/02\/confusion-play-and-postponing-certainty-eleanor-duckworth-harvard-thinks-big\/","url_meta":{"origin":169334,"position":0},"title":"Confusion, Play and Postponing Certainty – Eleanor Duckworth – Harvard Thinks Big","author":"harvardgazette","date":"February 16, 2012","format":false,"excerpt":"Eleanor Duckworth Professor of Education Harvard Graduate School of Education","rel":"","context":"In "Campus & Community"","block_context":{"text":"Campus & Community","link":"https:\/\/news.harvard.edu\/gazette\/section\/campus-community\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":139932,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2013\/05\/leadership-in-education-re-imagining-learning-one-harvard\/","url_meta":{"origin":169334,"position":1},"title":"Leadership in Education: Re-Imagining Learning | One Harvard","author":"harvardgazette","date":"May 28, 2013","format":false,"excerpt":"The Doctor of Education Leadership (Ed.L.D.) degree was created as an interdisciplinary effort that offers students access to a wide range of Harvard courses and faculty.","rel":"","context":"In "Campus & Community"","block_context":{"text":"Campus & Community","link":"https:\/\/news.harvard.edu\/gazette\/section\/campus-community\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":110717,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2012\/05\/degrees-of-success\/","url_meta":{"origin":169334,"position":2},"title":"Degrees of success","author":"harvardgazette","date":"May 24, 2012","format":false,"excerpt":"A breakdown of degrees awarded at Harvard's 361st Commencement.","rel":"","context":"In "Campus & Community"","block_context":{"text":"Campus & Community","link":"https:\/\/news.harvard.edu\/gazette\/section\/campus-community\/"},"img":{"alt_text":"","src":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2012\/05\/052212_bacc_sm_236_605.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2012\/05\/052212_bacc_sm_236_605.jpg?resize=350%2C200 1x, https:\/\/news.harvard.edu\/wp-content\/uploads\/2012\/05\/052212_bacc_sm_236_605.jpg?resize=525%2C300 1.5x"},"classes":[]},{"id":305858,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2020\/05\/harvard-awards-8174-degrees-certificates-over-2019-20-academic-year\/","url_meta":{"origin":169334,"position":3},"title":"Harvard awards 8,227 degrees and certificates","author":"harvardgazette","date":"May 28, 2020","format":false,"excerpt":"Harvard University awarded a total of 8,174 degrees and certificates over the 2019\u201320 academic year.","rel":"","context":"In "Campus & Community"","block_context":{"text":"Campus & Community","link":"https:\/\/news.harvard.edu\/gazette\/section\/campus-community\/"},"img":{"alt_text":"Harvard flags.","src":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2020\/05\/052418_ComPM_KS_2030.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2020\/05\/052418_ComPM_KS_2030.jpg?resize=350%2C200 1x, https:\/\/news.harvard.edu\/wp-content\/uploads\/2020\/05\/052418_ComPM_KS_2030.jpg?resize=525%2C300 1.5x, https:\/\/news.harvard.edu\/wp-content\/uploads\/2020\/05\/052418_ComPM_KS_2030.jpg?resize=700%2C400 2x"},"classes":[]},{"id":385629,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2024\/05\/harvard-awards-9262-degrees\/","url_meta":{"origin":169334,"position":4},"title":"Harvard awards 9,262 degrees","author":"William Cannon","date":"May 22, 2024","format":false,"excerpt":"Totals reflect the 2023-24 academic year","rel":"","context":"In "Campus & Community"","block_context":{"text":"Campus & Community","link":"https:\/\/news.harvard.edu\/gazette\/section\/campus-community\/"},"img":{"alt_text":"","src":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2024\/05\/052124BACC_JC_197-1.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2024\/05\/052124BACC_JC_197-1.jpg?resize=350%2C200 1x, https:\/\/news.harvard.edu\/wp-content\/uploads\/2024\/05\/052124BACC_JC_197-1.jpg?resize=525%2C300 1.5x, https:\/\/news.harvard.edu\/wp-content\/uploads\/2024\/05\/052124BACC_JC_197-1.jpg?resize=700%2C400 2x"},"classes":[]},{"id":184088,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2016\/05\/7738-degrees-certificates-awarded-at-harvards-365th-commencement\/","url_meta":{"origin":169334,"position":5},"title":"7,738 degrees, certificates awarded at Harvard’s 365th Commencement","author":"harvardgazette","date":"May 26, 2016","format":false,"excerpt":"Today the University awarded a total of 7,727 degrees and 11 certificates. A breakdown of degrees and programs is listed below. Harvard College granted a total of 1,661 degrees. Degrees from the Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS) were awarded by Harvard College and the\u2026","rel":"","context":"In "Campus & Community"","block_context":{"text":"Campus & Community","link":"https:\/\/news.harvard.edu\/gazette\/section\/campus-community\/"},"img":{"alt_text":"","src":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2016\/05\/052416_bacc_sm_605.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2016\/05\/052416_bacc_sm_605.jpg?resize=350%2C200 1x, https:\/\/news.harvard.edu\/wp-content\/uploads\/2016\/05\/052416_bacc_sm_605.jpg?resize=525%2C300 1.5x"},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/posts\/169334","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/users\/105622744"}],"replies":[{"embeddable":true,"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/comments?post=169334"}],"version-history":[{"count":2,"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/posts\/169334\/revisions"}],"predecessor-version":[{"id":279626,"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/posts\/169334\/revisions\/279626"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/media\/169383"}],"wp:attachment":[{"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/media?parent=169334"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/categories?post=169334"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/tags?post=169334"},{"taxonomy":"format","embeddable":true,"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/gazette-formats?post=169334"},{"taxonomy":"series","embeddable":true,"href":"https:\/\/news.harvard.edu\/gazette\/wp-json\/wp\/v2\/series?post=169334"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}