In the three years since its inception, the volunteer Green Team at the Harvard Graduate School of Education — 15 students, faculty, and staff — has made significant strides. Beyond the Larsen classroom project, the Green Team has:Launched a recycling program that includes clearly labeled and conveniently located recycling bins throughout the campus. Additional efforts focus on improving recycling in the café, common areas, and offices.Started a sustainable food-service program, using materials that are compostable as well as reusable. One highlight: The exclusive use of organic coffee.Diverted more than 200 gallons of food scraps and paperware to composting bins during Commencement 2010.Overseen sustainable facility improvements. The installation of low-flow restroom fixtures saved 800,000 gallons of water last year (2009). The conversion of the Longfellow Hall boiler from oil to natural gas reduced the campus carbon footprint. (The conversion was a coordinated effort with the adjacent Radcliffe campus and University Operations Services.) The School won a Harvard University Green Carpet Team Award for this project.Installed solar panels on the roof of the Gutman Library. This is the School’s first renewable energy project, and will help reduce the School’s annual electricity use.Started Green Team campaigns. Included are an annual freecycle event; zero-waste events; composting programs; and a “Green Your Scene” campaign — public service announcements to encourage students, faculty, and staff to make environmentally conscious decisions.Recorded the highest percent participation in the Sustainability Pledge administered by Harvard’s Office for Sustainability.— Harvard Graduate School of Education
Read Full Story The ASLA Awards for 2010 selected two GSD student projects for Honor Awards, and an additional student project received the Award of Excellence. GSD Alumni were also widely recognized for projects spanning the globe, and GSD Alum Edward L. Daugherty BLA ’50, MLA ’51 was awarded the ASLA Medal—the highest honor the ASLA can bestow upon a landscape architect whose lifetime achievements and contributions to the profession have had a unique and lasting impact on the welfare of the public and the environment.Each year, the ASLA Awards honor the best in landscape architecture and provide a glimpse into the future of the profession. Award recipients receive featured coverage in Landscape Architecture magazine and in many other design and construction industry and general interest media.Honor Award RecipientsEcology as IndustryGyoung Tak Park, MLA ’10, Haein Lee, MLA ’10, Soomin Shin, MLA ’11Faculty Advisors: Pierre Belanger, Nina-Marie ListerDesigning the Ecology of DemocracyEmily Bonifaci, MLA ’10, Alexis Canter, MLA ’10, Jenelle Clark, MLA ’10, Ilana Cohen, MLA ’10, Casey Elmer, MLA ’11, Julie Gawendo, MLA ’10, Matthew Girard, MLA ’10, Eamonn Hutton, MLA ’10, Diane Lipovsky, MLA ’10, Nilay Mistry, MLAUD ’10, Izabela Riano, MLA ’10, Kerry Rutz, MLA ’11Faculty Advisor: Gary HilderbrandAward of Excellence RecipientTactical Operations in the Informal CityAndrew Christopher tenBrink, MLA ’10Faculty Advisor: Christian Werthmann
It’s tough to know everything. Harvard faculty members are authorities in their fields, and are adept at teaching and communicating with students and the public. But not all faculty members benefit from an innate business sense.That’s why the University established the Office of Technology Development (OTD) five years ago, overhauling how Harvard handles transferring technology from the laboratory to industry and, ultimately, to the public.Headed by Isaac Kohlberg, senior associate provost and chief technology development officer, OTD employs a staff of professionals who advise faculty members and promote ties to industry to ensure that the fruits of Harvard’s research don’t just languish in the lab and grace the pages of academic journals, but flow to the public.OTD has special teams dedicated to business development, intellectual property protection, and transactions. It secures patent protection on new inventions by the faculty. It structures and negotiates licensing agreements with industrial partners, and helps to make connections with venture capital firms that fund start-ups. It works to generate new sources of research support from industry, and it negotiates industry-sponsored research agreements, like the chemical giant BASF’s collaboration with the School of Engineering and Applied Sciences (SEAS).Since 2006, Harvard faculty members have participated in starting 39 companies. The number of new inventions reported by faculty members has risen from 180 in 2006 to 301 in 2010. Hundreds of patents have been issued in that period, and 134 licenses have been negotiated with companies covering new technologies invented at Harvard.David Weitz, the Mallinckrodt Professor of Physics and of Applied Physics, has created dozens of inventions, many of which were patented by OTD. His ideas have given rise to four start-up companies. He said OTD’s help has been key to those successful ventures, providing industry contacts and introductions, structuring and negotiating agreements, and lending a receptive ear for ideas.“OTD, you can’t ask for anyone better. They’re just fantastic,” Weitz said. “They’re doing a huge service.”Andrew Myers, the Amory Houghton Professor of Chemistry and Chemical Biology, echoed Weitz’s praise, saying OTD has helped him at all stages of the translation process.“The staff of the Office of Technology Development at Harvard has been enormously helpful to my laboratory at all stages of the process, leading from the patenting of new technologies through the identification of interested business partners to commercialization,” Myers said. “Isaac Kohlberg has assembled an extremely talented and hard-working team that makes each step of the process easy, interesting, and even enjoyable.”OTD also has a special Technology Accelerator Fund to help faculty members develop ideas beyond the point where traditional academic research funding ends. The fund provides support until a promising idea reaches the point at which a company is willing to invest in further development efforts.Junying Yuan, professor of cell biology at Harvard Medical School, said Accelerator Fund resources helped her advance her search for small molecules that interfere with cell death pathways revealed by research in her lab. These natural processes of cellular death are believed to play a role in some diseases, including the neurodegenerative ailments studied by Yuan.In addition to gaining support for continued development, Yuan said OTD has been very helpful in helping with licensing her lab’s discoveries.Kohlberg said the Accelerator Fund is an expression of OTD’s commitment to fulfill Harvard’s public service mission and ensure that promising discoveries don’t languish due to the development gap.Lawrence G. Miller, partner and founder of Mediphase Venture Partners, a Newton-based venture capital firm, has financed two start-ups based on Harvard advances. The first, Tetraphase Pharmaceuticals, grew out of advances from Myers’ lab. The second, Mednetworks, is based on the work of Professor Nicholas Christakis on social networks and health.“My experience [with OTD] has been quite good. They’re responsive, attentive, and the terms negotiated were reasonable for both sides,???? Miller said.At SEAS, Weitz heads a collaboration called the BASF Advanced Research Initiative at Harvard. In the research program, negotiated between BASF and OTD in 2007, the company provides up to $20 million in funding over five years to support Harvard researchers in the applied sciences, engineering, and chemical and systems biology. BASF is working on a dozen research projects with Harvard scientists and Harvard has filed a first set of patents from the work, according to Jens Rieger, a visiting scientist and BASF senior vice president of polymer research.“What’s special about Harvard is its broad-based mix of disciplines such as chemistry, physics, biology, and medicine, and its outstanding, world-renowned scientists,” Rieger said. “This is what we think will deliver not just any solution, but something unexpected, something completely new.”
The National Institute of Statistical Sciences (NISS) has presented the 2011 Jerome Sacks Award for Cross-Disciplinary Research to Emery N. Brown of MIT and Harvard. The annual award, named in honor of Jerome (Jerry) Sacks, the founding director of NISS, was established in 2000 to recognize “sustained, high-quality cross-disciplinary research involving the statistical sciences.”Brown is the Warren M. Zapol Professor of Anesthesia at Harvard Medical School and Harvard-affiliated Massachusetts General Hospital. His research focuses on the development of signal processing algorithms to characterize how the patterns of electrical discharges from neurons in the brain represent information from the outside world. Brown will receive $1,000.
Harvard’s ambitious new initiative to spark innovative teaching and learning kicked off with a daylong conference on Friday that drew together authorities and scholars from the University and beyond to debate, discuss, and share ideas in the field.The inaugural conference was part of the Harvard Initiative for Learning & Teaching (HILT), a University-wide presidential initiative launched through a $40 million gift from Rita E. and Gustave M. Hauser, aimed at catalyzing innovation in higher learning.“What we hope to ask and answer with HILT is how can we fully embrace all the possibilities before us as teachers and learners, how can we make constant discovery and renewal a part of every teacher’s life, and, as we experiment, how can we best evaluate what is successful and then sustain and scale it?” said Harvard President Drew Faust during opening remarks for the conference at the Northwest Science Building.Other early initiative-supported projects include developing a consortium of staff from across Harvard that will provide instructional and technological support, as well as an infrastructure for capturing and archiving video for teaching and other purposes, in collaboration with Harvard’s Academic Technology Group.The initiative also has established the 2012-13 Hauser Fund Grants program that issues awards between $5,000 and $50,000 for innovative proposals in teaching and learning. Currently, 255 letters of intent, submitted from faculty, staff, and students at every Harvard School, are being considered for final proposals.A professor of psychology from Washington University in St. Louis surprised some attendees of a morning session. Less studying and more testing enhances learning, suggested memory expert Roddy Roediger during a discussion on the science of learning. Roediger showed the audience how students who were frequently tested on a subject on the first day of an experiment in his lab performed better on the same tests two days later, compared with those who studied more but had fewer tests on the first day.“What you really need to practice to be able to retrieve something two days later … [is] retrieving it.”For Steven Pinker, Harvard’s Johnstone Family Professor of Psychology, teaching students to write well is a fundamental charge of a good university. But, he lamented, “we are not succeeding.” To write effectively, an author must remember that he or she likely knows much more about a particular subject than readers do, said Pinker. Placing yourself in the shoes of your audience, he argued, “might be the most important cognitive process in the crafting of clear prose.”“You should never underestimate the power of trying to do big, collective things as an organization,” said Youngme Moon (second from left), senior associate dean at Harvard Business School. Moon was joined in an afternoon panel by Harvard Provost Alan Garber (far left), Harvard Corporation member Lawrence S. Bacow, and Michael Sandel, the Anne T. and Robert M. Bass Professor of Government. Photo by Stephanie Mitchell/Harvard Staff PhotographerA series of interactive afternoon sessions gave a group of Harvard professors the chance to show their colleagues and contemporaries what goes on in their own classrooms.Proving that the lecture format remains an effective teaching tool, Tom Kelly delivered a lively talk based on his popular General Education course, “First Nights,” in which he explores the performance premieres of five seminal works through a cultural, musical, and historical lens.Waving his hands emphatically to the beat of accompanying audio and video clips, Kelly, Harvard’s Morton B. Knafel Professor of Music, carefully deconstructed Igor Stravinsky’s “The Rite of Spring.” Kelly’s presentation style, which during class often involves running to a piano to play an important chord or passage, offers students a new way of listening, and hopefully fosters in them a love for the subject matter.I want them to know “how lucky they are to be alive on a planet like this that has music on it,” he said.Eric Mazur was in his seventh year of teaching when he realized “my students were not learning; they were simple regurgitating back to me what I delivered to them, and then promptly forgetting it a few months later.” Effective teaching requires the assimilation or “sense-making” of that information, he said. And for that, the students themselves hold the key. In his classes, Mazur, the Balkanski Professor of Physics and Applied Physics, uses his popular and effective peer-instruction method, in which he asks questions of students and then has them try to convince each other of their own reasoning during class.“It is absolutely essential,” Mazur said, “that we engage them.”But developing sustainable methods of teaching and learning also requires an infrastructure and a culture of innovation, said Youngme Moon, Donald K. David Professor of Business Administration and senior associate dean at Harvard Business School (HBS), during an afternoon panel that included Harvard Provost Alan Garber. She pointed to the School’s new experiential learning program as an example of innovative pedagogy. In January, 900 HBS students took field trips to a dozen locations around the world as part of the School’s Field Immersion Experiences for Leadership Development, a new supplement to its traditional curriculum.“You should never underestimate the power of trying to do big, collective things as an organization,” said Moon, adding, “the transformative nature of the [new HBS program] is palpable.”The symposium’s attendees ranged from the deans of Harvard Schools and distinguished professors to staff, students, and participants from beyond the Harvard community who were eager to develop and share their thoughts on innovative teaching and learning.“Getting all these great minds together from all across the University is a great thing,” said Harvard senior Senan Ebrahim, a neurobiology concentrator and former Undergraduate Council president, who helped to create a video for the conference that captured student perspectives on teaching and learning. “The opportunity for these experts to share what they do and explore how it can be applied to different disciplines is amazing.”Michael D. Smith, dean of the Faculty of Arts and Sciences and a longtime proponent of innovative pedagogy and excellence in undergraduate teaching, was impressed by the symposium. “This has been tremendous. … I think the culture is already changing on campus, and this is an example of it,” Smith said.The conference showed that the University is “on the cutting edge of great change in learning and teaching,” said Rita E. Hauser, who attended the symposium with her husband, Gustave M. Hauser. “Harvard 50 years from now will be very different from Harvard today; it’s inevitable.”The event also featured a resource fair with representatives from the University’s teaching and learning centers, related interfaculty initiatives, academic technology resources, museums, and libraries.
Read Full Story Harvard’s Institute of Politics (IOP) has announced its spring resident and visiting fellows. Resident fellows lead weekly study groups during an academic semester; visiting fellows join the institute for a shorter period and meet with students and faculty.IOP spring resident fellows include: Charlie Cook, political analyst, editor and publisher, “The Cook Political Report” and columnist, National Journal magazine; Amb. Karen Hughes, worldwide vice chair, Burson-Marsteller and under secretary of state for public diplomacy and public affairs (2005-07) and counselor to President George W. Bush (2001-02); Steve Kerrigan, Presidential Inaugural Committee chief executive officer and co-chair (2013) and chief of staff (2009) and CEO, 2012 Democratic National Convention Committee; John Murray, former deputy chief of staff to U.S. House of Representatives Majority Leader Eric Cantor and founder and president of the YG Action Fund Super PAC and the YG Network; Gov. Bev Perdue, former governor (2009-13) and lieutenant governor (2001-09) of North Carolina; and Keith Richburg, China correspondent, Beijing, China Bureau (2009-13), bureau chief, New York Bureau (2007-09) and foreign editor (2005-07) for The Washington Post. IOP spring visiting fellows (and fellowship months) include: Gov. Jon Huntsman (April), former presidential candidate, governor of Utah (2005-09) and U.S. ambassador to China (2009-11) and Singapore (1992-93) and John King (several weeks throughout spring semester), CNN’s chief national correspondent. Sen. Tim Wirth (April), United Nations Foundation president, undersecretary of state for global affairs (1993-98) and U.S. senator (1987-93) and U.S. representative (1975-87) from the state of Colorado, will serve as a joint visiting fellow with the IOP and Harvard Kennedy School’s Belfer Center for Science and International Affairs.
A little less than a year ago, 15-year-old Malala Yousafzai lay in a Pakistan hospital struggling to survive after being shot in the head by Taliban insurgents — simply for trying to get an education. Last Friday, the demure teen, wearing a plain white gown with a rose-colored scarf covering her head, stood before a crowd of nearly 1,000 at Harvard’s Sanders Theatre receiving one standing ovation after another throughout the evening.“We are here to find a solution and it’s simple: education, education, education,” Yousafzai, now 16, told the audience as she made a plea for peace, education, and equality in her country and around the world.“A war can never be ended by a war,” Yousafzai said. “You can only fight wars with education.“Instead of sending guns, send pens,” she said. “Instead of sending tanks, send books. Instead of sending soldiers, send teachers.”Yousafzai was in Cambridge to receive the 2013 Peter J. Gomes Humanitarian Award from the Harvard Foundation, which each year honors an individual whose work promotes equality, racial harmony, and peace. Previous recipients have included Elie Wiesel, Desmond Tutu, and Kofi Annan.“This impressive young woman has touched many throughout the world,” S. Allen Counter, director of the Harvard Foundation and Harvard Medical School (HMS) clinical professor of neurology at Massachusetts General Hospital, said as he presented the award. He called Yousafzai “a refreshing new voice on the world stage.”Yousafzai’s voice was nearly silenced after she drew the ire of Taliban insurgents who, in 2007, made a push for control of the Swat Valley of northern Pakistan where she lived.Police and government officials were gunned down and schools were bombed. Young girls such as Yousafzai lived in fear for their lives every day they attended school.“They used to slaughter two to three innocent people every night,” Yousafzai said.“We had to hide our books under our shawls to pretend we weren’t students … they were afraid of the power of education,” she said.Eventually, a cease-fire was reached, but Yousafzai’s family was never out of danger; their outspoken anti-Taliban views, coupled with a blog Yousafzai wrote for BBC Urdu about life under Taliban oppression, made all of them targets. On Oct. 9, 2012, gunmen shot Yousafzai in the head as she rode home from school on a bus. The attack garnered worldwide attention.While in a coma, Yousafzai was flown to a hospital in Birmingham, England. When she recovered, her commitment and voice were stronger than ever. Pakistan’s former President Asif Ali Zardari honored her courage by announcing the formation of a $10 million education fund in her name.“They found we did not keep silent. We raised our voices for the rights of education,” Yousafzai said. “When no one speaks, then even one voice becomes powerful.”The benefits of education for girls in developing nations has been underscored by a World Bank study that showed improvements to economic productivity and decreases in child mortality rates when girls are allowed to go to school, said Paula Johnson, HMS professor of medicine and executive director of the Connors Center for Women’s Health and Gender Biology at Brigham and Women’s Hospital, who also spoke at the award ceremony.“Education and health are totally intertwined,” Johnson said. “Malala, our work at Harvard is inspired by you.”Malala Yousafzai, who was joined by Harvard President Drew Faust in front of Massachusetts Hall, addressed a group gathered in Harvard Yard prior to attending the awards ceremony at Sanders Theatre. Stephanie Mitchell/Harvard Staff PhotographerJohnson’s remarks echoed those of Harvard President Drew Faust, who praised Yousafzai’s efforts at a meeting in Harvard Yard before the ceremony.“We educate women because it is smart. We educate women because it changes the world,” Faust said.Yousafzai was accompanied to the Harvard Foundation ceremony by her father, Ziauddin Yousafzai, who also received a standing ovation, and by one of the neurosurgeons who saved her life, M. Junaid Khan, a colonel in the Pakistani military. HMS Dean Jeffrey S. Flier recognized Khan with an award of appreciation for the pivotal role he had played in Yousafzai’s care.“It is because of your expertise as a medical doctor and surgeon that Malala is able to continue to share her vision of equal opportunity in education with the world and, today, with all of us here at Harvard University,” Flier said. “We are all the richer for the work each of you has done and continues to do.”Yousafzai said she has a dream of a “bright future” for children in “suffering countries,” such as Syria, Pakistan, and Afghanistan. In many places, she said, children have “no access to food and clean water, and they are starving for education.”Yousafzai said she will continue to call for equal educational rights for “every boy and every girl.”“We are going to be the future,” she told the theater packed with college students. “Let us make today’s dreams tomorrow’s realities.”
World War I, whose guns opened fire just over a century ago, is often called the first modern large-scale war, when traditional fighting tactics gave way to the murderous innovations of industrial weaponry, including poison gas, tanks, long-range artillery, and armed aircraft. But Harvard President Drew Faust on Monday offered a different narrative.Instead, she said, it was a conflict a half century earlier and an ocean away, the American Civil War, that first pitted the infantry charge and other traditional tactics against rapidly modernizing weaponry. It was the Civil War, whose increasingly sophisticated gunfire and artillery sent men desperately digging into the earth for shelter, that pioneered trench warfare, she said. It was the Civil War, and General William Tecumseh Sherman’s March to the Sea, that expanded the fight beyond battlefields to civilians supporting the war. It was the Civil War — still the bloodiest in U.S. history — whose 750,000 dead showed the world the carnage that modern weapons could produce, and prompted governments to honor and bury the fallen in national cemeteries.In England, Faust delivered the prestigious Sir Robert Rede Lecture at the University of Cambridge’s historic Senate House. The hourlong speech drew a crowd of roughly 150 people — including more than a dozen Harvard alumni studying or teaching at Cambridge — to the neoclassical stone building completed in 1730 as a formal ceremonial venue.In an introduction, Cambridge Vice-Chancellor Sir Leszek Borysiewicz praised the “historic connection and active links” between Harvard and Cambridge’s Emmanuel College, where Faust is an honorary fellow. One historic connection between the institutions was on display at the post-lecture reception: a 17th century registration book bearing the only known signature of a 1624 Emmanuel College matriculant named John Harvard.John Harvard’s signature. Photo courtesy of University of CambridgeThe talk, the university’s oldest named lecture, was endowed in 1524 by Rede’s estate. Previous Rede lecturers have included English biologist and early evolution supporter Thomas Henry Huxley in 1883, Irish President Mary Robinson in 1996, Chinese Premier Wen Jiabao in 2009, and Nobel Prize-winning scientist and National Cancer Institute Director Harold Varmus in 2011.Faust, the Lincoln Professor of History, is an authority on the Civil War. Her 2008 book, “This Republic of Suffering,” examined the society-wide impact of the war’s dead and was a Pulitzer Prize and National Book Award finalist.In her talk, titled “Two Wars and the Long Twentieth Century: The United States 1861-65; Britain, 1914-18,” Faust drew parallels between the impact of the American Civil War on the United States and World War I on the United Kingdom. Each took a similar toll in lives: 750,000 in the Civil War versus 722,785 British in World War I. Each drew the populace into an all-out effort that prompted new ideas of citizenship and freedoms, for American blacks after the Civil War, and in expanded suffrage in Britain after World War I.Ideology played a role in both conflicts, Faust said, with nationalism and patriotism spurring enlistment. Further, when that failed to produce the needed numbers, each country embraced conscription for the first time.The American Civil War, Faust said, kicked off what could be looked at as “the long 20th Century,” inaugurating an era of strife marked not just by innovations in the tools of war, but also in newly massive “citizen” armies and advances in communications, media, and transportation.With all that firepower in play, those massive citizen armies produced massive numbers of dead. But those dead continued to change society even after their burials. Their sacrifices were honored in both nations, where national military cemeteries were created. In the United States, a major effort was undertaken to locate those buried on the battlefields, identify them, and rebury them properly. British cemeteries from World War I mingled those from different strata of England’s class-conscious society, holding firm to the principle that in death all are equal. The sacrifice of the ordinary soldier and the unknown dead was further honored by the burial of a single unidentified British soldier among the royalty in Westminster Abbey.The understanding and acceptance of the widespread sacrifice demanded by each conflict — including by women, who manned factories and farms — gave power to movements to further democratize each society afterward. The 15th Amendment to the U.S. Constitution guaranteed voting rights to black men after the Civil War. In Britain after World War I, new laws tripled the number of voters, including women for the first time.“I believe that the characteristics of modernity gripped us well before 1914, as the American Civil War introduced us to a new conception of carnage that human beings could and would inflict upon one another,” Faust said. “Humans had in one sense become cogs in the machinery of an increasingly industrialized warfare. Yet they were at the same time newly citizens and selves with bodies and names that had rights in life and in death.”Faust reflected on the human capacity to ignore or forget even devastation described by witnesses as unforgettable. Europe’s military leaders missed any lessons the Civil War might have taught, despite evidence that the conflict represented a new, deadlier kind of strife.“After Gettysburg, there should not have had to be the first day of the Somme,” Faust said, referring to the bloodiest day in British Army history, which left some 60,000 dead, wounded, or missing.Despite the assurances of remembrance that came after World War I, World War II followed short years later. Henry James, whose brother was injured in the Civil War and who moved to London and lived long enough to witness the early years of World War I, echoed the disillusionment of many when he wrote that, “Reality is a world … capable of this.”Viewed in hindsight, the wars offer parallels and contradictions that remain challenges today, Faust said.“We still live amidst these contradictions and these ironies; we still struggle with the challenges to belief and meaning that these wars represented; we still seek to understand what it might have been like to be one of those who fought or those who died,” Faust said. “These wars have in profound ways defined us and our age.”
Government dietary guidelines recommend that people eat fish twice a week. And we know that fish are full of omega-3 fatty acids—which can benefit both heart and brain. But is it safe to eat fish every day? “For most individuals it’s fine to eat fish every day,” says Eric Rimm, professor of epidemiology and nutrition, in an August 30 article on Today.com, adding that “it’s certainly better to eat fish every day than to eat beef every day.”While it might be safe to eat fish every day, Rimm says it’s still not clear if there is any added health benefits to that level of consumption. “Most of the science isn’t looking at daily consumption,” he explains. “But many, many studies have shown that those who have it a couple of times a week have a lower rate of fatal heart attacks compared to those who don’t eat any.”There are some exceptions, Rimm cautions. For example, pregnant woman and children should avoid larger fish with longer lifespans—like swordfish and tuna—because those can have higher levels of toxins, such as mercury. There are also environmental considerations. Read Full Story
The Harvard Graduate School of Education is pleased to announce that 20 Harvard College seniors have been selected as the first cohort of Harvard Teachers Fellows (HTF) — an innovative program designed to create pathways for Harvard College undergraduates to enter a teaching career.“I am absolutely delighted to welcome these 20 fellows to the HGSE community. As Harvard undergraduates, these students could choose any career path imaginable. They have chosen teaching, and, to me, there is no higher calling,” said Dean James Ryan. “I am both deeply thankful for their commitment to this work and incredibly excited to have them all as part of our inaugural class. I have no doubt that they, alongside Harvard Teacher Fellows Program alumni for years to come, will have a powerful impact on the lives of students. And I hope that their example inspires others at Harvard, across the Ivy League, and beyond to follow in their footsteps and to choose teaching as a career.”The program, designed by HGSE faculty experts in teaching and learning, was created in response to the growing interest in education among Harvard undergraduates. It was also designed to respond to the need for more well-prepared teachers by drawing Harvard undergraduates into the teaching profession. Read Full Story