2011-2012 HGSE admissions viewbook
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Transcript of 2011-2012 HGSE admissions viewbook
Admissions Office
111 Longfellow Hall
13 Appian Way
Cambridge, MA 02138
Phone: 617–495–3414
Fax: 617–496–3577
E-mail: [email protected]
www.gse.harvard.edu/admissions
Financial Aid Office
061 Longfellow Hall
13 Appian Way
Cambridge, MA 02138
Phone: 617–495–3416
Fax: 617–496–0840
E-mail: [email protected]
www.gse.harvard.edu/financialaid
the worldimpactthe world
COVER 1A: USE 3 PHOTOS IDENTIFIED FROM TWO OLDER VIEBOOKS
Harvard Graduate ScHool of education
Message from the Dean 2
Passion for Practice 4
ProMise that Transforms Policy 6
PoTenTial realized Through research 8
learning at the nexus 10
extraordinary Faculty 12
living the Harvard University advantage 16
an exceptional location 18
after Harvard 20
academic ProGramS
Master of education (ed.M.)
Arts in Education 24
Education Policy and Management 26
Higher Education 28
Human Development and Psychology 30
International Education Policy 32
Language and Literacy 34
Learning and Teaching 36
Mind, Brain, and Education 38
Prevention Science and Practice/Certificate of Advanced Study (C.A.S.) in Counseling 40
School Leadership 42
Special Studies 44
Teacher Education 46
Technology, Innovation, and Education 48
Doctor of education leadership (ed.l.D.) 50
Doctor of education (ed.D.) 52
detailS and numberS
applying for admission 56
Harvard Graduate school of education — at a Glance 57
impactthe world
Will you be a hero to children beginning their adventures through life?
Will you be the wisdom that brings calm to teenage years?
Will you inspire a college dream that revolutionizes the way we think?
Will you be the first to recognize a leader of humankind?
Will you be a movement that demands justice and social equality?
Will you be a ray of hope for a forgotten community?
Will you be the science that revolutionizes the way we learn?
Will you be the spark that illuminates a mind?
Will you be the PaSSion that rejects the status quo?
Will you be the PromiSe that transforms education across the globe?
Will you be the pursuit of Potential waiting to be realized?
How will your future unfold? How will you impact the world?
2
2
To Our Prospective Applicants,
Education is the foundation of a just society.
Global competitiveness, scientific discoveries,
and engaged active citizenship all rest on this
foundation. Our Ed.D., Ed.M., and doctorate
in education leadership (Ed.L.D.) programs
are designed to prepare and inspire a new
generation of education leaders. HGSE
graduates are practice-based researchers
and research-based practitioners who are
committed to improving the lives of learners.
Education is the civil rights issue of our time —
join us in this meaningful work.
Dean Kathleen McCartney
To prepare
leaders in
education and
to generate
knowledge to
improve student
opportunity,
achievement,
and success.
The Harvard Graduate School of Education regularly creates
history as one of the world’s leading institutions in education
practice, policy, and research. Its achievements include:
■■ Pioneering the first Master of Arts in Teaching program in the United States in 1920
■■ Establishing such innovative programs throughout the 1950s and 1960s as the Laboratory of Human Development, the Administrative Career Program, and Project Zero, founded in 1967 to improve education in the arts
■■ Initiating several unique programs in the 1980s and 1990s, including the nationally renowned MidCareer Math and Science Program
■■ Creating the Doctoral Program in Education Leadership (Ed.L.D.) in 2009 — the only program of its kind in the nation — in collaboration with faculty from the Harvard Business School and the Harvard Kennedy School
studying the relationship between social
inequality and educational opportunity
led associate Professor John Diamond
to a four-year study of distributed
leadership in an urban school. He
hopes that thinking of leadership as a
contextual, distributed activity rather
than a singular, individual quality will
help future school leaders be more
effective. a sociologist of education,
Diamond continues active research on
leadership, change, race, and opportunity
in urban and suburban schools.
3
for practiceMark Hecker started as a teacher in Washington, D.C.; eventually, he
became an award-winning social worker. As he worked with teens,
he discovered that many struggled to read and that there were few
literacy programs for them. He arrived at the Harvard Graduate School
of Education with a goal: learn how to build a nonprofit organization to
improve teen literacy.
At HGSE, Hecker found teachers, other students, and connections to
people outside the school who were already working on the problem. He
soaked it all up. By the time he spoke to his fellow graduates at the HGSE
convocation in June 2009, he had a simple message: “Get to work.”
Hecker followed his own advice. He returned to D.C. to found Reach, Inc.,
a nonprofit that gives struggling teen readers an opportunity to tutor
in high-need elementary schools. “This is a unique model where the
teenagers are accountable for real outcomes that aren’t all about them.
They are social beings, so when we make it about other people, then you
have a chance at making an actual change.”
Hecker reflects on starting Reach, Inc., “I’m happy with how things are
going, but there’s still a long way to go.”
mark Hecker, ed.m.’09 / executive director, reach, inc.
passion
A school of education that consistently ranks among the nation’s best.
A university that is among the best in the world. A historic city recognized
as a global center of education and innovation. A faculty of world-renowned
scholars, teachers, researchers, policymakers, and leaders in their fields.
since 1920, those with a passion to impact the world as educators have found
an almost unlimited breadth and depth of opportunities at the Harvard
Graduate school of education. Whether you are a recent college graduate,
an experienced educator eager to make a bigger impact in your field, or a
successful professional seeking a change of career, here you will receive an
education that does nothing less than open the doors of your mind. So you
may translate your passion into practice and achievement. So you may develop
the knowledge, skills, confidence, and commitment you need to be an inspiring
teacher, counselor, educator, and leader. So you may impact the lives of learners
in any corner of the globe, whether it is in a refugee camp in sub-Saharan
Africa, within a high school classroom in Boston, across a school district in
Atlanta, or at one of California’s college and universities.
4
a political theorist and philosopher of education,
associate Professor Meira levinson draws on insights
from a variety of disciplines, as well as from her years
of teaching experience. Widely published on such
subjects as civic achievement, political theory, and
multicultural education, her work delves deeply into how
race, ethnicity, immigration status, and class unjustly
affect individuals’ civic and political engagement.
for practicepassion
At HGSE, you’ll belong to a
community of practitioners
whose passion for education
extends far beyond campus
and deep into communities
across the nation and around
the world. HGSE develops and
delivers programs and
publications that connect the
innovative research of our
faculty with practitioners and
policymakers in the field,
including:
■■ Programs in Professional education (PPe), including The Principals’ Center, provides
numerous opportunities
for educators to expand
their skills. Faculty-led
programs are delivered on-
site and online for teachers,
principals, administrators,
and policymakers. Each year,
PPE offers 30-40 professional
education opportunities for
preK–12, higher education,
and international educators
and administrators.
■■ WiDe World, an innovative
professional development
program, builds on more than
30 years of leading research
to offer interactive, online
experiences that teach and
model effective education
practices for educators all
over the world.
■■ The Harvard education Publishing Group seeks
to contribute to the greater
understanding of educational
issues of central importance
to society, as well as serve
as a forum for different
perspectives within education.
It publishes the Harvard
Educational Review, Harvard
Education Letter (newsletter
on preK–12 research and
practice), and books through
the Harvard Education Press.
5
that transformspromisesenior lecturer Judith Mclaughlin, director of the
Higher education Program, has been finding different
ways to impact the world as an expert on higher
education leadership. as chair of the Massachusetts
Public education nominating Council, she identifies
potential trustees for the state’s universities. For 20
years, she has chaired the annual Harvard seminar for
new Presidents, which helps prepare first-time college
presidents for the challenges of their position.
6
Perhaps your passion for education also extends beyond the classroom.
Maybe your dream is to help the world fully realize the transformative
promise of education. By analyzing the consequences of federal, state, and
local policies on student learning and educational equity. By inspiring,
transforming, and implementing policy within different socioeconomic
and cultural contexts. This is the place. After all, HGSE has long been
at the forefront in negotiating the challenges posed by the rapidly
changing landscape of modern education. By connecting theory,
research, and practice in order to create more effective policy.
By contributing to national and global conversations on the future of
education. By collaborating with leaders across Harvard University,
and around the globe, to seek innovative, multidisciplinary solutions to
educational problems. We may be a community defined by an uncommon
diversity of intellectual, professional, cultural, and ethnic backgrounds
and perspectives, but what brings us together is a single, shared belief
that education is the most powerful force toward a just society.
7
“I’ve wanted to be a developmental psychologist since middle school. I am interested
in how people think, how they make sense of things, and how they make decisions.
While doing my dissertation on upward mobility in African-American women, I
realized we can actually help kids and families through research. At HGSE, I found
a thrilling interdisciplinary context to do my work and highly engaged students
who come to the classroom with experience in the world and a drive to take what
they’re learning back into the world to improve it. Ethnic and economic gaps in
achievement are not just things to wring our hands about. Our health as a nation
is dependent on our ability to fully educate every child in the U.S. You cannot be
innovative if you’re not educated. Education is the issue of our time.”
Professor Nancy Hill sees HGSE students as problem-solvers, motivated in class, in
the lab, and in the world. She brings practicum students into her lab to interview
parents and develop solutions for families trying to create upward mobility for their
children. Her research focuses on variations in the parenting and family socialization
practices across ethnic, socioeconomic status, and neighborhood contexts.
nancy Hill / Professor of education / Suzanne murray Professor, radcliffe institute
that transformspromise
being realizedpotential“You don’t find a program like MBE at most education schools, but the reality is that
biology can really help you create a more effective environment for learners, which
may be why we attract students and visiting scholars from across the nation, as
well as from universities in China, Japan, Argentina, the Netherlands, England, and
Germany,” says Fischer, who has spent a lifetime studying human development and
behavior. “For example, about 25 percent of our students and faculty in the MBE
Program have an interest in learning disabilities, such as dyslexia and attention
deficit hyperactivity disorder (ADHD). Well, to understand biology is to understand
that kids with dyslexia have a lot of specific talents. This allows you, in turn, to figure
out how best to create effective learning strategies to help them focus on the talents
they have.”
The author of several defining books and numerous groundbreaking scientific
articles in the field, Fischer heads an active group of collaborators at the Ed School’s
Dynamic Development Laboratory that draws on a variety of fields ranging from
psychology, pedagogy, and neuroscience, to philosophy, anthropology, linguistics,
and computer science to study development and change in such diverse areas
of school-related skills as reading, arithmetic, and social interaction. If you’re
interested in research that impacts the world of education in profound ways, he’s
the kind of teacher and researcher you’re likely to collaborate with at the Ed School.
Kurt fischer/ charles bigelow Professor of Human development & Psychology/ director, mind, brain, and education (mbe) Program/ director, dynamic development laboratory
Professor Kurt Fischer leads an
active group of collaborators in the
Dynamic Development laboratory
working to explore, understand,
and explain the order behind
variations in people’s behavior.
Explore fundamental questions about early childhood learning and
development. Study youth negotiation programming in Latin America.
Help identify effective leadership practices toward large-scale organizational
change within urban school districts in the United States. if your quest
is to help create the kind of new, breakthrough knowledge that enables
humanity to better realize its own potential, this is where you want to be.
Few institutions offer you as many opportunities to inform, influence, and
impact the world of education by conducting relevant and usable research in
human development, cognition, and curriculum to understand and strengthen
teaching and learning processes. Fewer still offer you access to so many
distinguished leaders in diverse fields, ranging from education, neuroscience,
molecular biology, genetics, medicine, and public health, to psychology,
sociology, economics, public policy, law, business, and communications.
And none can unlock opportunities to develop your potential better than
Harvard University and its affiliated institutions and organizations.
8
being realizedpotential
Coming from diverse professional and
academic backgrounds, our students find
numerous opportunities to collaborate in
meaningful research with their peers, their
professors, and the larger community of
educators. Examples of current research
programs and initiatives at HGSE include:
■■ The Center for education Policy research (CePr) works with university-based researchers and policymakers to bring student achievement data to bear in evaluating policies and drawing implications for reform. CEPR engages stakeholders in the field in a collaborative way to ensure that research questions are addressing real, high-priority challenges for education leaders.
■■ The Center on the Developing Child (CDC) is a multidisciplinary initiative that draws upon the breadth of intellectual resources across Harvard University’s schools and affiliated hospitals to leverage science to enhance child well-being through innovations in policy and practice. CDC views healthy child development as the foundation of economic prosperity, strong communities, and a just society.
■■ Project Zero enhances learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels. This research group creates communities of reflective, independent learners to enhance deep understanding within disciplines and to promote critical and creative thinking.
■■ The Harvard Family research Project strives to increase the effectiveness of public and private organizations and communities as they promote child development, student achievement, healthy family functioning, and community development. Their work addresses the interests of policymakers, practitioners, researchers, evaluators, philanthropists, teachers, administrators, and concerned individuals.
■■ The Collaborative on academic Careers in Higher education (CoaCHe) is a consortium of colleges and universities committed to making the academic workplace more attractive and equitable for early-career faculty — the cohort most critical to the long-term future of their institutions.
9
neXUs
learning at the nexus
The next generation of practitioners, counselors, thinkers, researchers, and policymakers. The next generation of educators who
impact the world. HGSE graduates leaders capable of meeting the complex educational challenges of a world increasingly characterized
by unprecedented social, economic, cultural, ethnic, and technological change. A primary reason for this is our ability to influence
the world’s approach to the study of education through flexible curricular and programmatic offerings that serve as national models,
and, above all, by constantly reflecting upon, and making innovative changes to, our own approach to education. We lead the way by
integrating practice, policy, and research in distinctive, powerful, and multidisciplinary ways across our curriculum, so we may equip our
graduates to transform the lives of learners in the new century.
at HGse, we believe that working at the nexus of practice, policy, and research is the most powerful way to improve education.
This means that irrespective of your programs or fields of interest, or of the work and life experiences you bring with you to the Ed School,
you will receive an education here that is guided in fundamental ways by cutting-edge research and deeply informed by a rich variety of
interdisciplinary perspectives, current educational policies, contemporary pedagogical challenges, and educational philosophies.
You will live, learn, and collaborate within a community where practice-based researchers, research-based policymakers, and
research-based practitioners routinely interact in innovative ways: to strengthen current teaching and learning practices by
drawing on the latest research into human cognition; to link change leadership and management with improvement of instructional
practice; and to improve student access to educational opportunities by analyzing the consequences of current education policies.
On the ground floor of Larsen Hall, the Jeanne
Chall Reading Lab has become the nexus for the
Language and Literacy Program at HGSE. Master’s
and doctoral students gather here to collaborate,
prepare for practica, and conduct research.
The lab houses children’s books and magazines,
literacy assessments, instructional programs, and
reference resources on the research and practice of
reading instruction. Researchers also have access
to technology, such as video-capturing and editing
equipment, and students looking for professional
development resources will find reading and
writing instruction footage. Lecturer Pamela Mason,
director of the Language and Literacy Program
and the Jeanne Chall Reading Lab, declares, “Our
program is grounded in the belief that language
and literacy skills are essential to every aspect
of an individual’s life and that literate individuals
contribute positively to our social, cultural, and
economic well-being. Our work focuses on the
many factors that influence the development of
language and literacy skills across the life span,
with particular emphasis on improving instruction,
research, and policy nationally and internationally.”
10
Director of HGse’s
Prevention science and
Practice Program, Mandy
savitz-romer has a passion
for helping her students link
research to practice in the
field of school counseling.
a lecturer on education, she
brings extensive experience
as a former urban counselor,
director of enrichment
programs in Boston Public
schools, and current
researcher on a variety of
educational issues.
Working at the nexus
Our vision at HGSE is simple: to leverage partnerships with education
stakeholders — from across disciplines and from around the globe — in
profound and productive ways to ensure that every child may reach her or his
potential as a learner. As a student at the Ed School, you will find working at
the nexus of education practice, policy, and research to be an increasing part of
our effort to achieve this goal. Examples of current projects and initiatives that
exemplify our community’s commitment to working at the nexus include:
Practice-Based Research
■■ Conducting longitudinal studies of language and literacy skills among low-income children, including the vocabulary of first- and second-language learners
■■ Investigating the development of flexibility in mathematical problem solving
■■ Exploring the relationships between the economy and education, teacher labor markets, determinants of children’s achievement, and strategies for making schools more effective
Research-Based Policy Work
■■ Evaluating the politics of preK–12 education policy in the United States and the effectiveness of reform strategies in improving student achievement
■■ Studying the impact of federal policies on child development and health
■■ Informing policy changes to restructure the field of teaching, as well as teacher retention and compensation
Research-Based Practice
■■ Seeking to help schools and districts use student assessment data to improve learning and teaching
■■ Creating and assessing learning environments based on modeling and visualization, online teacher professional development, wireless mobile devices, and multiuser virtual environments
■■ Incorporating the use of multiple intelligences theory to achieve more personalized curriculum, instruction, and pedagogy
11
inspiration isn’t hard to find at HGSe.
You’ll find it in almost every professor you interact with, both within our own community and across the
university. After all, our faculty includes nationally renowned authorities on every aspect, and in every field,
of education. Imagine being able to learn and collaborate with such luminaries as Howard Gardner, whose
multiple intelligences theory has transformed educational thinking around the world; Vanessa Fong, an
anthropologist whose work is helping shed light on the long-term impact of China’s one-child policy; Jack
Shonkoff, a medical doctor who attracts interest from lawmakers across the nation for his work on the effects
of early stimulation on babies and infants; Thomas Kane, an economist whose research into the effectiveness
of test scores as a measure of student achievement leads him to testify before the House-Senate conference
committee charged with reconsidering the No Child Left Behind act; Sara Lawrence-Lightfoot, a sociologist
who explores parent-teacher conferences as the stage for a complex playing-out of major societal and cultural
issues which shape the socialization and learning of children in our society … the list goes on and on.
teachers and mentors, colleagues and friends
Few institutions offer you as much opportunity to interact with distinguished, nationally recognized authorities
in their fields than HGSE. As a student here, you’ll get to know them as inspiring teachers, as colleagues
eager for you to collaborate with them on their own research programs and policy initiatives, and as mentors
who encourage and guide you as you prepare to impact the world.
For more on our extraordinary faculty, visit: www.gse.harvard.edu/faculty_research.
extraordinary faculty
12
Professor of Practice Thomas Hehir
testified before the U.S. House Committee
on Education and Labor on legislation
designed to expand and replicate
successful charter schools to serve
additional students, particularly those
from low-income backgrounds and those
currently enrolled in schools with low
graduation rates or in need of improvement.
“The transition from high school to college is among the most important factors determining
positive outcomes for individuals and their families, and whether it’s examining the effects
of financial aid programs on this transition or the impact of postsecondary remediation
on degree completion, HGSE allows me to straddle multiple worlds, from education and
economics to government and policy,” explains Professor Bridget Terry Long. “Here, I’m
surrounded by an extraordinary community of students and faculty passionate about
addressing the same issues of inequality that I am, and who believe in finding solutions
through strong, heavily-applied, cutting-edge research that works in collaboration with
schools, districts, nonprofits, and other stakeholders.”
As an economist specializing in education, Long exemplifies the extraordinary ability of
HGSE faculty to infuse interdisciplinary insight, innovation, and inspiration into their work
both within and beyond the classroom. Not surprisingly — from being recognized as a
“Rising Star” in the Academy by Black Issues in Higher Education to being selected by The
Chronicle of Higher Education as one of 11 scholars in a feature titled “New Voices: A Look
at the New Generation of Higher-Education Thinkers” — Long’s contribution toward better
understanding issues related to college access and choice has not gone unnoticed either
by her students or by her peers.
bridget terry long/ Professor of education and economics
13
Professor of education Hirokazu Yoshikawa is a developmental and
community psychologist whose current work examines how public policies,
parental employment, and transnational contexts influence very young children’s
development in Chinese, Mexican, Dominican, and african american
families. in addition to teaching and mentoring students at the ed school, he regularly advises government agencies,
foundations, and educational and nongovernmental organizations in the
United states and abroad.
An advocate of public-
policy changes to
restructure education,
Katherine Boles spent
25 years as a classroom
teacher. “We have an
amazing opportunity right
now. Everyone my age is
retiring. The potential of
shifting teaching so these
younger people come
into something that they
are willing to stay in for
longer is there,” Boles
says. “Policymakers
need to realize and take
seriously the truth that
the most important
resource in education is a
high-quality teacher.”
Katherine C. Boles
Senior Lecturer on
Education
Director, Learning and
Teaching Program
1414
Felipe Barrera-osorio, Assistant Professor. International education policy, quantitative research methods.
Joseph Blatt, Senior Lecturer. Educational media, technology and schools, science education.
Katherine Boles, Senior Lecturer. Professional development for educators, teacher careers.
Christopher Dede, Professor. Technology in education, science education.
David Deming, Assistant Professor. Educational equity, economics of education, quantitative research methods.
John Diamond, Associate Professor. Sociology of education, educational equity, urban schooling.
eleanor Duckworth, Professor. Cognitive development, curriculum development, alternative schooling.
Catherine elgin, Professor. Philosophy of education, language, science, and art.
richard elmore, Professor. Effects of education policy on schools and classrooms.
ronald Ferguson, Senior Lecturer. Education policy, achievement gap.
Kurt Fischer, Professor. Cognitive development, the brain and education.
Vanessa Fong, Associate Professor. China’s one-child policy, ethnography, immigration and education.
Howard Gardner, Professor. Cognitive development, intelligence, neuroscience.
Hunter Gehlbach, Assistant Professor. Adolescence, cognitive development, social perspective-taking.
Tina Grotzer, Associate Professor. Cognition and instruction, science education, curriculum development.
Paul Harris, Professor. Early childhood development, cognitive development, emotional development.
Thomas Hehir, Professor of Practice. School leadership, learning disorders, special education.
Monica Higgins, Professor. Leadership development and organizational change.
Heather Hill, Associate Professor. Measurement of instruction, mathematics instruction, education policy.
nancy Hill, Professor. Parenting and socialization practices, family dynamics and student performance.
andrew Ho, Assistant Professor. Educational assessment and measurement.
ilona Holland, Lecturer. Curriculum development, technology in education, evaluation.
James Honan, Senior Lecturer. Higher education administration, financial management, professional development for educators.
Vicki Jacobs, Lecturer. Teacher education, teaching of English.
Deborah Jewell-sherman, Senior Lecturer. Urban superintendency, school principalship.
susan Moore Johnson, Professor. Effects of education policy on schools, teacher career, teacher quality.
stephanie Jones, Assistant Professor. Evaluation of school-based interventions, poverty and children, social-emotional learning and development.
Matthew Jukes, Associate Professor. Health and education in developing countries.
Thomas Kane, Professor. Education policy, program evaluation, economics of education.
robert Kegan, Professor. Adult education, adult development, leadership.
James Kim, Assistant Professor. Education policy, evaluation, middle school literacy.
Josephine Kim, Lecturer. At-risk youth, counseling and clinical psychology, immigration.
Daniel Koretz, Professor. Educational assessment as a tool of education policy.
sara lawrence-lightfoot, Professor. Sociology of education, culture and schools.
Holly lem, Lecturer. At-risk children and adolescents, counseling, child development.
nonie lesaux, Associate Professor. Reading development, bilingual education, learning disorders.
Meira levinson, Associate Professor. Civic education, curriculum development, multicultural education, political theory.
richard light, Professor. Assessment, higher education curriculum, policy analysis and evaluation.
Bridget Terry long, Professor. Economics of higher education, higher education policy.
Vivian shuh Ming louie, Associate Professor. Immigrants and education, culture and identity.
Gigi luk, Assistant Professor. Language development, bilingual education, cognitive neuroscience.
Karen Mapp, Lecturer. Educational leadership, school and community partnerships.
Pamela Mason, Lecturer. Reading comprehension, literacy learning for diverse student populations, school literacy programs.
Katherine Masyn, Assistant Professor. Quantitative research methods.
Kathleen McCartney, Professor and Dean. Public policy and child development, parenting and day care, poverty and children.
eileen McGowan, Lecturer. Mentoring relationships in educational settings.
Judith Block Mclaughlin, Senior Lecturer. Higher education leadership and governance.
Jal Mehta, Assistant Professor. Education policy and politics, accountability, education reform.
Katherine Merseth, Senior Lecturer. Teacher education, professional development for educators, math education.
Mark Moore, Professor. Public management and leadership, community mobilization.
richard Murnane, Professor. Teacher labor markets, education and the economy, quantitative research methods.
Thomas Payzant, Professor of Practice. Urban education, achievement gap, systemic school reform.
Fernando reimers, Professor. Reform of education policy and practice in developing countries.
Julie reuben, Professor. History of American education.
s. Paul reville, Senior Lecturer. School reform, state education policy analysis and evaluation, educational equity and standards.
Melinda savitz-romer, Lecturer. School counseling, college access and retention for urban students.
robert schwartz, Professor of Practice. Education policy, politics of school structure and governance, school reform.
steven seidel, Lecturer. Arts in education, assessment, curriculum development.
robert selman, Professor. Adolescence, child development, at-risk youth.
Jack shonkoff, Professor. Intersection of science, policy, and practice related to the developing child.
Judith singer, Professor. Quantitative research methods.
Catherine snow, Professor. Bilingual education, cognitive development, early childhood development, language development.
Jon star, Associate Professor. Math education, teacher education, cognitive development.
lee Teitel, Lecturer. School structure and governance, school leadership, professional development for educators.
Jennifer Thomson, Assistant Professor. Language development, learning disorders, neuroscience, reading development.
shari Tishman, Lecturer. Arts in education, learning in museums, curriculum development.
Terrence Tivnan, Lecturer. Quantitative research methods.
Paola Uccelli, Assistant Professor. Language and literacy development, reading comprehension, English language learners.
natasha Warikoo, Assistant Professor. Immigration, race, youth cultures.
Mark Warren, Associate Professor. Diversity, educational equity, politics of school structure and governance.
richard Weissbourd, Lecturer. At-risk youth, family issues, moral development.
Martin West, Assistant Professor. Education policy and politics, education reform.
John Willett, Professor. Quantitative research methods.
Martha stone Wiske, Lecturer. Teaching and curriculum, technology in education.
Hirokazu Yoshikawa, Professor. Public policy and child development, immigration and education, communities and schools.
Jacqueline Zeller, Lecturer. Prevention and intervention, resiliency in children, professional development of teachers and counselors.
Faculty www.gse.harvard.edu/directory/faculty
a Sampling of current collaborationsA flexible curriculum and a friendly,
collegial learning environment ensure
that both students and faculty at
HGSE find many opportunities to
collaborate — in both formal and
informal ways — with colleagues
within and beyond Harvard University.
In addition to opportunities to cross-
register for courses offered by other
schools, students may also take
advantage of numerous formally
established projects, centers, and
other initiatives, including:
■■ The Public education
leadership Project, a
collaboration with the Harvard
Business School that strives
to identify effective leadership
and management practices
to support large-scale
organizational change in urban
school districts that strengthens
teaching and learning.
■■ The achievement Gap initiative,
a collaboration with the Harvard
Kennedy School that brings
together scholars, nationwide,
to produce and disseminate
research aimed at improving
performance for all children while
narrowing racial, ethnic, and
socioeconomic achievement gaps.
■■ The strategic education
research Partnership, a
coalition of school districts,
universities, and local
communities that develops,
tests, and mobilizes effective
programs and practices to
address problems of student
achievement.
15
Professor Robert Kegan
believes that educational
leaders will need to change
themselves in order to bring
about the school- and district-
level changes necessary to
prepare K–12 students for the
global knowledge economy.
“It’s going to require something
more than uploading new
skills, just as students need
more than mere training,” he
says. “It’s going to require
that everyone in a school
system — children and adults,
as well — be supported to
keep growing and developing.”
This assessment is based
on over 30 years of teaching,
researching, writing, and
consulting about adult learning
and development.
Robert Kegan
William and Miriam Meehan
Professor in Adult Learning
and Professional Development
living the Harvard university advantagea life of the mind
As a student at HGSE, you’ll live and learn at Harvard University’s
headquarters for education enterprise. But what does it really mean
to be a student at a university that has long understood the central
role of education in creating vibrant economies, caring communities,
and productive, ethical, and global citizens? It means being part of a
community like no other. From world-class programs and facilities to
the world’s largest library system, from a premier faculty conducting
cutting-edge research to an alumni network that includes leaders from
every field and in every walk of life, here you will connect to people,
ideas, possibilities, and a rich tapestry of viewpoints, interests,
backgrounds, experiences, and creative talents that truly transform
your life. Everywhere, every day, you will discover a fierce sense of
urgency about the life of the mind. A curiosity about the world.
A desire to get at the root of complex ideas, to discover new interests,
to develop new talents. And, above all, a deep commitment to making
an impact on the world in profound ways.
a Student life experience of endless Possibilities
While academics always take priority, HGSE encourages students to fully
participate in the social life of the university. Interact with visiting
speakers who include educators, politicians, authors, scientists, and
artists of national and international repute. Recent guests have included
His Holiness the Dalai Lama; Bill Gates, Microsoft chairman and co-chair
of the Gates Foundation; Arne Duncan, U.S. Secretary of Education;
Supreme Court Justice Ruth Bader Ginsburg; Yo-Yo Ma, Silk Road Project
founder/artistic director and acclaimed cellist; Eric Carle, award-
winning children’s author and illustrator; and Wendy Kopp, chief
executive officer and founder of Teach For America. Volunteer for
community service initiatives organized by the Office of Student
Affairs. Attend a Harvard-Yale football game. As an Ed School student,
you will find an abundance of extracurricular opportunities and an
experience alive with unlimited possibilities when it comes to having
fun; developing intellectual, cultural, and professional interests; and
forging lifelong friendships with some of the smartest and brightest
minds in the world.
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Harvard university facts■■ Established: 1636
■■ Motto: Veritas (Latin for “Truth”)
■■ Faculty: Approximately 2,100
faculty members and more than
10,000 academic appointments
in affiliated teaching hospitals
■■ Schools and colleges: 10
principal academic units and
the Radcliffe Institute for
Advanced Study
■■ Library collection:
Approximately 16
million volumes
living the Harvard university advantage
an amazing adventure
As you’d expect from a school ranked among the best in the field, graduate study at HGSE is
exceptionally rigorous. Our master’s program combines traditional coursework, field placements,
project-based learning activities, case discussion, onsite school consultations, cohort
activities, and job placement services into a single year of excitement and intensity. But talk to
our graduates and they’ll tell you that the academic experience we offer is also a life-defining
adventure — one that will not only transform your future as an educator, but also empower you to
impact your field, and the world around you, in meaningful and lasting ways.
the World is Your classroom
Intense debates. Illuminating discussions. The fascinating perspectives of classmates from an
uncommon array of work settings, professional fields, and cultural backgrounds. Revolutionary
insights into every aspect, every dimension of the world of education — from student
assessment to the achievement gap, from urban education to the projected, nationwide
teacher shortages. One-on-one conversations with faculty who are as passionate about
teaching and mentoring you as they are about their own research and publications. You’ll find
your classes at HGSE to be highly engaging, friendly, and supportive environments that give
you the knowledge and the confidence you need to channel your passion for education in ways
that result in creative solutions to real and critical problems.
beyond campus
But that’s not all. Your HGSE education is also likely to extend far beyond the classroom
and our campus. You may analyze retention rates for a local afterschool science program for
girls, for example. Or help shape education policy at the mayor’s office in Boston. Or work
with artists and writers from the television show Sesame Street, originally developed in
collaboration with our faculty and students. Or teach middle schoolers within economically
disadvantaged, rural communities across the nation. While internships are not a requirement,
more than 50 percent of our students find internships before they graduate. From the
resources, databases, and connections provided by the Ed School’s Field Experience
Program (FEP), to the large number of opportunities to be found across Harvard University, to
the extensive possibilities offered by Boston’s schools, colleges, public agencies, museums,
private corporations, and nonprofit organizations, our students discover many exciting ways
to put their theoretical knowledge to the test, to develop a comprehensive set of practical
skills and qualifications, to forge invaluable career networks and professional relationships,
and to begin to impact the world even before they graduate.
From creating an original
curriculum for a school-wide
counseling program targeted
at low-income first-generation
students to assisting high
school seniors in preparing
college admission applications,
sara Kratzok, ed.M.’10, made a
significant impact at the Prospect
Hill academy Charter school, a
nationally recognized public
school in somerville, Mass.
ed.D. student anjali
adukia’s research
in development
economics is geared
toward providing
children in rural india
with increased access
to education. as part
of her fieldwork, she
conducted interviews
at more than 100
primary schools.
after inspiring troubled new
York City teens to remain in
school and teaching in Thailand
as a Fulbright scholar,
Chike aguh, ed.M.’10, became
an education and Policy
Management student upon
realizing that “our education
system needs a radical
reinvention if all students are
to compete on the global
economic stage.” Chike gained
invaluable experience as an
intern at the Massachusetts
executive office of education
that focuses on improving
student achievement, closing
persistent achievement gaps,
and creating a 21st century
public education system. 17
Radiating intellectual vitality and
exuberance, the city of Cambridge is
an ideal location for the extraordinary
community of thinkers, doers, and
dreamers you will meet as an HGSE
student. You’ll be surrounded by people
who value education (70 percent of
Cambridge residents 25 or older have a
bachelor’s degree or higher). Whether
you are interested in history, art, music,
theater, or science, opportunities to
partake in all are within reach — either
by walking (this is a tremendous place
to walk) or by rail, bus, subway, or boat.
The Harvard Square area, for example,
is rated among the highest in the U.S.
for density of bookstores per square
mile. The Square is also brimming
with restaurants, coffee and tea shops,
sidewalk cafes, and other places to
continue stimulating conversations.
The opportunities for recreation and
fun are numerous — from running
along the Charles River, to enjoying
street performers, musicians, and wine
tastings; to attending such events as
the famous Cambridge Science Festival,
featuring lectures, debates, exhibitions,
concerts, plays, and workshops.
An Extraordinary Community
an exceptional location
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In addition to everything from the telephone to the sewing machine, paper
money to the public library, Boston is also the birthplace of American public
education. The city’s tradition of innovation and education continues to this
day. The Boston Public Schools — the nation’s oldest public school system —
earned the prestigious Broad Prize for its innovative reform efforts to increase
student achievement. And Boston and its surrounding communities are home
to more than 60 acclaimed colleges and universities.
Boston, the seat of American history, is located just across the Charles River and is known as
one of the most livable cities in the country. You’ll benefit from vibrant and diverse
neighborhoods, exceptional medical facilities, and dynamic business districts, parks,
community centers, and libraries. Boston hosts more than 12 million visitors from all over the
world, drawn by the area’s educational institutions, history, arts, culture, and national sports
teams. Greater Boston is home to Red Sox baseball, New England Patriots football, Celtics
basketball, and Bruins hockey. The Boston Marathon, held each April, is the world’s oldest
annual marathon and attracts approximately 20,000 runners from around the world.
A City of Opportunity
What to do in boston?
As a student at HGSE, you’ll discover ample
opportunity to take in all that the Cambridge/
Boston area has to offer. Here are a few places to
visit, once you’re settled in:
■■ Freedom Trail: one of the nation’s first
walking tours; provides an introduction to
Colonial and Revolutionary Boston
■■ Fenway Park: home of the Boston Red Sox
and the oldest ballpark in the Major League
■■ Faneuil Hall Marketplace: adjacent to
the historic Faneuil Hall, these converted
18th century warehouses house
boutiques, eateries, pushcart vendors,
and street performers
■■ Museums: The Museum of Fine Arts,
Isabella Stewart Gardner Museum,
Children’s Museum, Museum of Science,
Museum of African American History,
Museum of Natural History, and Peabody
Essex Museum
■■ Boston Common: the starting point for the
Freedom Trail and one of the nation’s oldest
parks; serves as anchor for the Emerald
Necklace, a system of parks that wind
through such Boston neighborhoods as the
charming Back Bay
■■ Harbor islands: swim, boat, tour the 34
islands, hike, fish, and bird-watch at this
national park
■■ Theater District: Opera House, Colonial
Theatre, Wilbur Theatre, Shubert Theatre,
and the Citi Performing Arts Center.
Outside the district: The Huntington, The
American Repertory Theatre, The Lyric
Stage, The Calderwood Pavilion, and the
Emerson Majestic Theatre
■■ Chinatown: The third largest Chinese
neighborhood in the nation; famous for its
many excellent restaurants
■■ Cambridge Multicultural arts Center: experience world diversity through the
visual and performing arts in programs
presented to the community
■■ Black Heritage Trail: a walking tour
through the largest area of pre-Civil War
black-owned buildings in the nation
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How far Will You Go after HGSe?
How will your future unfold? That depends on you, your dreams
about tomorrow, and how you seek to impact the lives of
others around you. As a graduate of the Ed School, you will
quickly discover that the scale and scope of your professional
achievements are limited only by your imagination. From the
theoretical knowledge and practical skills necessary to inspire
learners at all levels; to the comprehensive understanding
needed to bring about deep, systemic changes to contemporary
learning and teaching strategies; to the essentials of leadership
education, our students find everything they need to pioneer
their own pathway to transforming the world.
every day, in every Walk of life, You’ll find
our Graduates making a difference.
Pushing the frontiers of the world of education. Innovating,
inspiring, and improving student opportunity, achievement,
and success. Preparing communities to face the educational
challenges of tomorrow. You’ll find them making a difference
in classrooms and boardrooms; in small community schools;
at the largest schools, colleges, and universities in the world;
in afterschool programs; within community organizations; in
high-tech companies; within international organizations;
and in the hallways of Congress. In fact, over 25,000 HGSE
graduates continue to make an impact in the world — as
national and international educational leaders, practitioners,
researchers, and policymakers.
after Harvard
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mary Helen immordino-Yang, ed.m.’98, ed.d.’05, applied to HGSE’s Mind, Brain, and
Education Program when she realized,
while teaching seventh graders, that what
really fascinated her was the relationship
between language and cognition in her
students. And the first few weeks of classes
were enough to convince her to pursue
her doctoral studies here as well. But
Immordino-Yang never imagined that her
research into how social emotions shape
and reflect brain development across
cultures would have the power to impact
education globally. Or that she would, 10
years later, receive the first “Transforming
Education through Neuroscience” award
from the Learning and the Brain Conference
and the International Mind, Brain, and
Education Society. Today, Immordino-
Yang works as an assistant professor at
the University of Southern California,
building upon the work she began at the
Ed School. “I definitely use my qualitative
and quantitative skills from HGSE,” she
says, “as well as the constructivist,
contextualized approach to understanding
neurological, socio-emotional, and
psychological dimensions of learning.”
It was discovering China’s
tremendous need for quality
early childhood education
on a 2001 visit that led
Morgan Huang to his goal of
creating an effective early
education program there.
After his undergraduate
studies, Morgan arrived at
the Ed School, where he
found, “the methods and
materials to formulate the
foundation of my education
philosophy.” His search
for “angel investors” for
the Morgan Rothschild
Academy — the Chinese/
English preschool in
Shanghai established and
managed by him — began
shortly thereafter. “I came to
HGSE to prepare to achieve
my dream of establishing my
own school,” says Huang. “I
left with a treasure that I will
never exhaust.”
Morgan Huang Ed.M.’04
molly Shaw, ed.m.’08, came to HGSE after serving as a fundraiser for her alma mater, Davidson College. She planned to study higher education administration, yet found herself drawn more and more to higher education policy. She realized that colleges and universities must work closely with the K–12 systems that feed them. After HGSE, she landed what she describes as her dream job as the Planning Director of the Charlotte Teachers Institute, a K–16 partnership among the Charlotte public school system, UNC Charlotte, and Davidson College. Public school teachers turn to the institute for professional development opportunities.
“I am thrilled to blend my interests in education with my commitment to three outstanding institutions and the greater Charlotte community. HGSE helped me identify my passion for educational policy.”
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HGSE enjoys a global reputation for transforming
students and educators into leaders, so they may, in turn,
transform education the world over. Not surprisingly, our
graduates are in high demand within organizations both
in the public and the private sector.
■■ More than 3,700 employers, including schools,
nonprofits, government agencies, consulting firms,
social service providers, and media developers,
actively pursue our students every year.
■■ Through on-campus events and job fairs, approximately
200 companies regularly visit our campus to interest
students in, and inform them about, opportunities
in such fields as technology, government, media,
healthcare, education, and consulting.
In addition to HGSE’s relationships with research centers,
private and public organizations and institutions, and
school districts around the world, one of the most
valuable benefits we offer is access to our global alumni
network of leaders and educators. The Crimson
Compass — an online career advising service available
to our students and alumni — connects you to more
than 17,000 Harvard graduates from across the nation
and around the world committed to helping one another
explore professional interests and career alternatives.
Why education?Why do our programs attract students from every professional and academic background? Because few fields
offer you more meaningful opportunities to shape minds and transform people’s lives than education. And
few schools empower you to make a more powerful, more immediate impact on the world than HGSE. Recent
HGSE graduates have launched meaningful and rewarding careers in a variety of fields, including academia,
adult education, art, business, counseling, curriculum development, educational technology, higher
education administration, human services, international development/relations, preK–12 teaching, preK–12
administration, media, nonprofit administration, public relations/communications, and research/evaluation.
education licensureConsider these facts. Currently, only about 70 percent of U.S. students graduate from high school. Given the
challenges in attracting, supporting, and retaining high quality educators, in addition to the changing student
demographics in this decade alone, U.S. schools will need to hire over 2 million new education professionals.
As a community committed to improving the human condition by confronting and resolving the educational
challenges facing us today, HGSE offers students a variety of programs, resources, and services to assist them
in becoming licensed educators in the state of Massachusetts, as well as in other states across the nation.
HGSE students may pursue licensure in the following programs:
■■ teacher education (Teaching & Curriculum or MidCareer Math and Science): Middle/High School Teacher
■■ language and literacy: Reading Specialist
■■ Prevention Science and Practice: School Guidance Counselor/School Adjustment Counselor
■■ School leadership: Principal
For answers to your licensure questions, please visit: www.gse.harvard.edu/licensure.
career PlanningThrough faculty mentoring, collaborative research projects, practical teaching experiences,
internships, student cohort group activities, and alumni connections, our students think about,
and plan for, successful careers through every stage of their education here. Further, through the
comprehensive array of orientations, workshops, information sessions, job postings, and small
group advising offered by our Career Services Office, they are able to build individual career
strategies to fully realize their leadership potential.
The Career Services Office organizes a number of events throughout the academic year, including:
■■ Career Days: Scheduled during spring break and hosted by alumni in their places of employment in such major cities as New York City and Washington, D.C., Career Days provides students an opportunity to connect and converse with industry leaders within a variety of education organizations — nonprofits, for-profits, media, policy, research, and international
■■ PreK–12 schools expo: An on-campus event where visiting public, charter, and private schools engage with students and alumni directly, in a more informal setting than offered by information sessions and scheduled interviews
■■ social impact expo: An on-campus event during which visiting nonprofit, media, international, consulting, and policy firms interact with students and alumni in an informal setting
■■ MerC education Career Fair: HGSE’s Career Services Office, as a member of the Massachusetts Educational Recruitment Consortium, enables our students and alumni to take advantage of this off-campus event — held during public school spring break — which brings together a nationwide selection of public, charter, and private school systems with licensed and license-eligible job seekers in a range of educational fields
■■ internship expo: Scheduled during orientation week, this event offers students and employers a convenient way to meet and find mutually beneficial internship opportunities for the upcoming academic year
■■ Associated Early Care and Education
■■ Boston Arts Academy
■■ Brookline/Greater Boston Community Center for the Arts
■■ Buckingham, Browne, and Nichols School
■■ Charlestown Working Theater
■■ Citizen Schools
■■ Community Charter School of Cambridge
■■ DeCordova Museum and Sculpture Park
■■ Education Development Center, Inc.
■■ Eduventures
■■ Facing History and Ourselves
■■ Gabrieli Lab, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology
■■ Graham and Parks Alternative School
■■ Harvard University■■ Harvard Business School
■■ Harvard Family Research Project
■■ Harvard Green Campus Initiative
■■ Harvard University Art Museums (HUAM)
■■ Harvard University Bridge to Learning and Literacy Program
■■ Harvard University Lab for Developmental Studies
■■ Harvard University, Center for Workplace Development
■■ Harvard University, Office of Work/Life Resources
■■ HGSE Development and Alumni Relations Office
■■ HGSE Office of Student Affairs
■■ HGSE Project Zero
■■ HGSE WIDE World
■■ Jobs for the Future
■■ King Open Extended Day School
■■ Match Charter Public School
■■ Monument High School (Boston Public Schools)
■■ Museum of Fine Arts
■■ Primary Source
■■ Progressive Asset Management
■■ Project for School Innovation
■■ RedKey Education, LLC
■■ Science Club for Girls
■■ Step Into Art, Inc.
■■ Teachers21
■■ The Steppingstone Foundation
■■ Tom Snyder Productions
■■ Tufts University
■■ WGBH
■■ Young Audiences of Massachusetts
entrepreneurDeborah Bial, ed.M.’96, ed.D.’04
Deborah Bial is founder of the Posse Foundation, which has provided more than $265 million in scholarships to more than 2,600 promising high school students in seven major urban areas.
At the Ed School, Bial used a $1.9 million grant from the Andrew W. Mellon Foundation to fund her doctoral dissertation work and to co-develop the Bial Dale Adaptability Index, which predicts college achievement for students who might not score well on standardized tests. Bial also received a $500,000 MacArthur Genius Grant in 2007.
economistemiliana Vegas, ed.M.’96, ed.D.’01
When Emiliana Vegas, a senior education economist for The World Bank’s Human Development Department, was asked to advise top Chilean government officials after a student protest, she turned to her Ed School colleagues for help.
“Improving teachers is a key lever for improving student outcomes,” she says. “We developed a way to look at education quality assurance systems and how government systems are arranged to ensure quality, to make sure that all standards are met and that all kids are learning.”
What will your impact be?What will your impact be?
a Sampling of recent internship Sites
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Teacher leader Jason Kamras, ed.M.’00
Doubling time for math instruction is just one of the changes Kamras made at the Washington, D.C. middle school where he taught. The result? A dramatic improvement of his students’ performance on the math portion of the Standard 9, a biannual achievement test given in the D.C. public schools.
In 2005, Kamras was named the 55th National Teacher of the Year. Today, he serves as director of human capital strategy for teachers in the D.C. public schools.
Community organizerGeoffrey Canada, ed.M.’75
For Geoffrey Canada, president and chief executive officer of the Harlem Children’s Zone (HCZ), reforming education in his community has been informed both by HGSE and his own troubled upbringing in a South Bronx tenement.
The New York Times Magazine called HCZ “one of the most ambitious social experiments of our time.” Canada has earned a lengthy list of awards and honors that speak to the success of the program and the improved lives of the children who share his disadvantaged beginnings.
What will your impact be?What will your impact be?
The Harvard Graduate School of Education offers degree programs that not only place you at
the nexus of practice, policy, and research as a student, but also prepare you to impact the
world as educators and leaders — however you choose to improve education and the world.
master of education (ed.m.)
These yearlong programs offer uncommon theoretical, practical, and professional
experiences, culminating in a degree that will open doors to numerous opportunities within
the field of education and beyond.
■■ Arts in Education
■■ Education Policy and Management
■■ Higher Education
■■ Human Development and Psychology
■■ International Education Policy
■■ Language and Literacy
■■ Learning and Teaching
■■ Mind, Brain, and Education
■■ Prevention Science and Practice/C.A.S.
■■ School Leadership
■■ Special Studies
■■ Teacher Education
■■ Technology, Innovation, and Education
doctor of education leadership (ed.l.d.)
In 2009, HGSE launched this innovative practice-based degree aimed at developing
leaders who will transform the American preK–12 education system.
doctor of education (ed.d.)
In addition, HGSE offers a rigorous research-based program to prepare scholars and
leaders to have broad impact in policy and practice. Students focus their studies on one
of five concentrations:
■■ Culture, Communities, and Education
■■ Education Policy, Leadership, and Instructional Practice
■■ Higher Education
■■ Human Development and Education
■■ Quantitative Policy Analysis in Education
Harvard Graduate School of education Programs
DescriptionStudents in the yearlong Arts in Education (AIE) Program explore the multiple
roles for the arts in education — from nurturing the creativity of individuals to
the creation of healthy schools, communities, and a more civil society.
Through the study of arts learning and the challenges of implementing arts
education broadly, students expand and deepen their understanding of this
evolving field. AIE embraces all serious efforts to support the arts and artistic
learning, both in and out of schools.
Why HGse?Learning at the intersection of practice, policy, and research, you will draw on
the finest thinking from all three of these aspects of arts education, gaining
insights that only a school with the reach and reputation of the Harvard
Graduate School of Education can offer. And, from collaborating with nationally
renowned faculty members to interacting with visiting national and
international artists, researchers, and educators, you’ll find inspiration,
opportunities, and connections that will help you have an impact on the
practices and possibilities — even the purposes — for the arts in schools,
communities, and other learning environments.
internship sites for recent aie students include:■■ Museum of Fine Arts, Boston
■■ VSA Massachusetts (state organization on arts and disability), Boston
■■ Young Audiences of Massachusetts, Somerville, Mass.
■■ ZUMIx Community Music Center, Boston
Why Harvard?Tapping into the extraordinary resources of Harvard University, you will be
able to select courses not only from the Ed School, but also from the Harvard
Business School, Harvard Kennedy School, Harvard Graduate School of Design,
and Harvard Law School. In the Boston area, you will have access to renowned
arts organizations, innovative preK–12 schools, and government and nonprofit
agencies for internships and career opportunities. And, both in and beyond the
Boston area, you will have access to our close-knit network of alumni.
Whether your goal is to advance your career in the field or to change career
direction, AIE program faculty and the Ed School’s Career Services Office will
work with you to find your place among the recent students who have built
successful careers across the nation and around the globe — as arts
education program coordinator at Americans for the Arts in Washington, D.C.;
education curator at the Dallas Museum of Art; project officer at the
Singapore Ministry of Education; and executive director of Inside Out
Community Arts in Los Angeles, for example.
Frequently asked QuestionsWhat is the program’s class profile?
Your classmates will bring a rich variety of experiences to the AIE cohort. Many come to the program as accomplished playwrights, musicians, dancers, actors, and other artists, as well as teachers and administrators, whose bond is a passion for improving arts education. Some are seasoned practitioners in education who want to incorporate the arts into their practice. Others use their AIE experience to prepare for new careers as program directors, outreach managers, administrators, teachers, or other active contributors to arts education.
What do graduates of this program do?
AIE graduates go on to influence the world in broad and varied ways — through museum education, research, teaching, administration, arts program development, and in other ways that are as diverse as the arts themselves.
recent aie graduates serve in such positions as:
■■ Arts education specialist, National Endowment for the Arts, Washington, D.C.
■■ English teacher, alternative public high school program, Minneapolis, Minn.
■■ Director of programming, in-school nonprofit arts education organization, Los Angeles
■■ Director of research and evaluation, nonprofit school organization, San Francisco
■■ Assistant professor of arts education, education school, Toronto
■■ Curriculum planning officer, Ministry of Education, Singapore
■■ Education specialist, Museum of the Royal Baths, Warsaw, Poland
■■ Visual arts teacher, International School of Ulaanbaatar, Mongolia
■■ Theater arts teacher, public high school, Harlem, N.Y.
■■ Art professor, University of Massachusetts, Amherst, Mass.
■■ Staff director, municipal public arts program, Boston
■■ Curator of education, university art museum, Durham, N.C.
For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Natalie Van Kleef
e-mail: [email protected]
faculty director: Steve Seidel
Program coordinator: Scott Ruescher
mailing address:
Arts in Education Program
Harvard Graduate School of Education
13 Appian Way, 300 Longfellow Hall
Cambridge, MA 02138
Web address: www.gse.harvard.edu/aie
arts in education (ed.m.)
This year at HGSE has been life-changing. I’ve taught in the Bronx;
created and implemented a curriculum on Cuban music; participated
in developing an arts education program for New York City’s public
schools with renowned cellist Yo-Yo Ma; and, through Harvard’s Office
for the Arts, explored my own research interest in how to make the
arts more central within university curricula. Eric Oberstein
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Exactly why does a professional saxophone and drum player who
has worked as assistant producer on Grammy Award-winning artist
Arturo O’ Farrill’s Risa Negra (ranked among the top jazz albums of
2009 by the Wall Street Journal) choose to attend the AIE Program?
“I think my road to HGSE probably began when, as an undergraduate
student, I was mentored by a truly amazing professor who helped me
discover my passion both for Cuban music, as well as for nonprofit
arts management,” says Eric Oberstein, the son of a Cuban exile.
Subsequently, Eric spent several years composing original jazz
pieces; attending Duke, Columbia University’s business school, and
Teachers College; and working, among other organizations, with Jazz
at Lincoln Center, the Alvin Ailey American Dance Theater, and finally,
the Afro Latin Jazz Orchestra led by Farrill. But then he became
involved in Creative Campus, an initiative sponsored by American
Assembly, a national, nonpartisan public affairs forum. “Soon, I grew
deeply interested in the role of the arts in higher education settings.
And given my ultimate goal of running a nonprofit arts organization,
whether in a university or in a public setting, I thought what better
complement to my arts management training than the AIE Program?
“The sense of possibility HGSE evokes in you is truly incredible,”
continues Eric. “I’ve discovered a unique program and a uniquely
warm culture; amazing, and amazingly accessible, faculty;
extraordinary classmates, from teaching artists, to classroom
teachers, to arts administrators; and a community and a campus that
allow you to interact with leaders in their fields every single day.”
eric oberstein
Bellerose Village, new York
ed.M., arts in education
arts in education (ed.m.)for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
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DescriptionThe Education Policy and Management (EPM) Program is designed to prepare
graduates to assume challenging policy and management positions in a variety
of governmental, intermediary, nonprofit, school, and other educational
organizations. This yearlong program introduces students to the world of policy
and the intergovernmental systems that provide “public education” in the
United States. EPM students grapple with the strengths and weaknesses of
policy as a tool for school improvement. They delve into contemporary policy
and management issues utilizing research skills and evidence, political
analysis, and organizational knowledge.
Why HGse?In addition to learning from and working with a faculty comprising some of the
foremost thinkers, scholars, and practitioners in the field, exceptional hands-
on experiences at the Ed School will complement your academic experience for
an education rich with practical knowledge and meaning. Recently, for instance,
a student spent the year interning at the Massachusetts Department of
Elementary and Secondary Education working with the charter school
accountability team, enabling her to go on site visits and utilize school data.
Meanwhile, another student worked at The Achievement Network through the
Field Experience Program, where she helped build the online Coaching Hub to
share materials, codify practices, and train new staff.
internship sites for recent ePM students include:■■ Boston Public Schools
■■ Center for Law and Education, Boston
■■ Codman Academy Charter School, Dorchester, Mass.
■■ Commonwealth Corporation, Boston
■■ Education Development Center, Inc., Newton, Mass.
■■ Massachusetts 2020 Foundation, Boston
■■ Massachusetts Business Alliance for Education, Boston
■■ Massachusetts Teachers Association, Boston
■■ Rennie Center for Education Research and Policy, Cambridge, Mass.
Why Harvard?Whether you are an experienced educator, education activist, or a fresh
college graduate seeking an exciting and impactful career in education,
Harvard University can open doors to a whole world of exciting new
opportunities to help shape the policies and practices that ultimately
impact schools and the lives of learners across the nation and beyond. Here,
you’ll find incomparable opportunities to expand your understanding of
policy and management through courses at the other schools, such as the
Harvard Kennedy School, Harvard Business School, and Harvard Law
School, among others. As a graduate, you may also take advantage, both of
the resources offered through the Career Services Office, as well as the
professional connections of the global alumni network.
Frequently asked QuestionsWhat is the program’s class profile?
Students come to the EPM Program from a broad range of backgrounds. Some are veteran practitioners in policymaking and management looking for ways to be more effective. Others are preparing to embark on new careers in education-related roles and want to begin with the fullest understanding of how their efforts can best improve the lives of children. All share a dedication to the ideals of social justice and a desire to effect a more equitable environment by working within the existing system or endeavoring to change it.
What do graduates of this program do?
EPM graduates learn about the potential power and proper application of policy to set high expectations, spur innovative practice, advance student learning, and provide incentives and models to inspire continuous educational improvement. They work in federal, state, and local government; national foundations; advocacy organizations; professional associations; policy think tanks; school improvement organizations; and local schools and districts.
recent ePm graduates serve in such positions as:■■ Director of external relations for public school
system, Chicago
■■ Associate director, The College Board, New York
■■ Co-founder/co-principal, Success Preparatory Academy, New Orleans
■■ Legislative correspondent, senator’s office, Washington, D.C.
■■ Director of planning & operations, national charter school organization, Houston
■■ Site manager, new teacher training program, Miami
■■ Richard G. Polanco Fellow, California Latino Legislative Caucus Institute, California
■■ Senior project manager for state policy development and advocacy, Jobs for the Future, Boston
■■ Presidential liaison for special initiatives and governmental relations, The Cleveland Foundation, Ohio
■■ National program director, After-School All-Stars, California
For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.
education Policy and management (ed.m.)
I wanted a flexible program that prepared me to create better
educational programs and opportunities for low-income youth by
offering me access both to nationally recognized faculty, policymakers,
and practitioners, and to the professional insights of talented classmates
across every aspect of education. I heard about HGSE’s EPM Program
from a friend and it has been everything I wanted and more. Preeya Pandya
26
Contact informationadmissions liaison: Natalie Van Kleef
e-mail: [email protected]
faculty director: Karen Mapp
Program coordinator: Omolola Irele
mailing address:
Education Policy and Management Program
Harvard Graduate School of Education
Gutman Library, 4th Floor
Cambridge, MA 02138
Web address: www.gse.harvard.edu/epm
t
It wasn’t until a freshman volunteer experience tutoring African
American youth at an afterschool center in Chicago’s South
Side that Preeya Pandya discovered her passion for education.
“My goal until then was to specialize in international relations
and join the United Nations,” explains Preeya. “But that
experience was a real awakening — it made me aware that the
opportunities I’d taken for granted throughout my own public
school education were simply unavailable to so many. And
that while I cared deeply about global issues, I was even more
passionate about addressing one of the most urgent problems
we face right here at home.”
Since then, Preeya has taught and developed curricula for
children from low-income rural communities through Teach For
America. She has implemented interactive lessons, through
the Project HOPE afterschool program, to help prevent
alcohol and drug use and violence among middle schoolers in
Palmetto, La. And, having relocated to Boston, she currently
works as a teacher-counselor for the Cambridge Housing
Authority’s Work Force Program.
“I feel very fortunate to be here,” Preeya admits. “This program,
this community, and my professors and classmates here have
been a revelation. I was becoming increasingly interested in
how school-community partnerships could impact students
and address achievement gap issues and the opportunities
I’ve found here to explore these interests have been incredible.
Every day, I’m able to apply what I learn here to how I teach
and develop curricula for 13–18-year-old low-income students
living in public housing.”
Preeya Pandya
rochester, new York
ed.M., education Policy and Management
education Policy and management (ed.m.) for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
27
DescriptionThe Higher Education Program (HEP) is designed for students interested in
working as college and university administrators or in roles in policy and
planning at an educational association or agency. During their time at HGSE,
students learn how to effectively navigate the political, cultural, and structural
terrain of colleges and universities. They explore the historical origins and
contemporary dimensions of critical issues in higher education and develop the
leadership, analytical, and management skills necessary for future success.
Why HGse?At the Ed School, you will engage in an intense year of study alongside
outstanding students and world-class faculty. The Higher Education Program
is known for its strong cohort identity and active alumni network. The
innovative “president-in-residence” program brings a former college
president to Harvard each year to attend classes, meet with you over coffee or
lunch, and advise on everything from course assignments to career choices.
As a complement to coursework, most students pursue custom-designed,
paid internships. The HEP faculty director and program coordinator will help
match you with an internship that provides professional development in your
chosen area or allows you to test possible new career interests.
In addition, you have the opportunity to interact with faculty whose work
extends far beyond the classroom. HEP faculty advise state and federal policy
leaders; consult with leaders of colleges and universities, schools, and
not-for-profit organizations; serve on boards of trustees; and are active in
national associations. At HGSE, you’ll find exceptional support from faculty
and staff who make sure you’re making the most of your time here.
Why Harvard?With a Harvard education, you’re well positioned for success. Faculty from the
Harvard Business School, Harvard Kennedy School, and Harvard Graduate
School of Arts and Sciences, among others, lend their expertise as teachers,
advisers, and mentors to HGSE students. And you certainly will want to take
advantage of Harvard’s vast network of alumni connections for career
conversations and job connections. HEP graduates stay in touch with each
other and with the program, and serve as an extraordinary resource to students.
Frequently asked QuestionsWhat is the program’s class profile?
HEP students bring remarkably diverse academic,
professional, and life experiences into the classroom. They
come from such backgrounds as academic and student
services, government and nonprofit organizations, faculty
positions, policy design, and leadership. Once here, they
form exceptionally close ties, finding a variety of ways to
support each other and share newfound insights in their
discipline. Creative, intelligent, and enthusiastic, they are
quick to capitalize on opportunities to take their learning
beyond the Harvard campus and into the larger community.
What do graduates of this program do?
The Higher Education Program offers ideal preparation
for a variety of careers. Graduates go on to assume roles
of increasing leadership and influence in such fields as
student affairs, academic affairs, enrollment management,
institutional research, finance and planning, institutional
advancement, and policy analysis.
recent HeP graduates serve in such positions as:
■■ Director of student affairs, public university, Berkeley, California
■■ Manager of precollegiate programs, State Commission of Higher Education, Colorado
■■ Director of assessment and strategic planning, public university, Washington
■■ College counselor, charter school, Boston
■■ Dean of undergraduate admissions, private university, Pasadena, Calif.
■■ Institutional research analyst, private university, New York
■■ Assistant dean for academic advising, public university, San Diego
■■ Director of freshman programming, private university, Cambridge, Mass.
■■ Director of policy and research, higher education association, Boston
■■ Assistant director, Office of Global Affairs, private university, Waltham, Mass.
For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.
Higher education (ed.m.)
Contact informationadmissions liaison: Shirley Greene
e-mail: [email protected]
faculty director: Judith McLaughlin
Program coordinator: Caron Yee
mailing address:Higher Education Program
Harvard Graduate School of Education
Gutman Library, 4th Floor
Cambridge, MA 02138
Web address: www.gse.harvard.edu/highered
I arrived at HGSE with what I now realize was an extremely
narrow view of higher education. By opening my mind to new
insights and different points of view, this program has given
me a deep, as well as an exceptionally broad, view of the field.
I feel prepared to impact higher education in significant ways,
regardless of the type of position I pursue. Lauren Contreras
28
“My mom and three of my aunts are teachers, so the last thing I
thought I’d become was an educator,” admits Lauren Contreras.
But as a top-ranked student at a large Dallas high school, Lauren
soon began to observe that counselors seemed only to have
the resources to focus on their very best students. And as a
freshman at a small, private liberal arts college in Austin, Texas,
she couldn’t help but notice that many of her high school peers —
most, from minority communities — did not go on to college. Not
surprisingly, upon graduation, Lauren found herself working with
the AmeriCorps Service as part of a program focused on helping
low-income and first-generation students gain access to college.
“But I was soon full of questions,” Lauren says. “Why were so
many being denied the kind of college experience I’d enjoyed?
How do you build better partnerships with universities? I realized
that to make a real difference, I needed to learn more about the
intricacies of how higher education actually worked … both the
theoretical and historical issues, as well as the real impact of
these issues on real students.
“It still feels like a dream to have been accepted into this program —
whether it’s the quality of my professors and classmates and
their experiences as practitioners, researchers, and policymakers
or simply the incredible access to internships, professional
opportunities, and resources. Where else can you attend a class
on the economics of higher education by [Professor] Bridget Terry
Long; another on education leadership by [Senior Lecturer] Judith
McLaughlin, who has served as chair of the Massachusetts Public
Education Nominating Council; and round it all off with a talk on
policy by Secretary of Education Arne Duncan?”
lauren Contreras
Dallas, Texas
ed.M., Higher education
for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
29
DescriptionThe Human Development and Psychology (HDP) Program enables students to
explore the cognitive, emotional, communicative, and relational development
of the individual from birth through adulthood. Through a strong emphasis on
applied research, this yearlong program seeks to bridge traditional divisions
between academic disciplines, building on developmental thinking and
incorporating an understanding of diversity.
Why HGse?Some of the best educational research in the world is happening at HGSE. From
Professor Paul Harris’ work on children and imagination to Associate Professor
Vivian Louie’s research on immigration, you will be pushed to challenge your
assumptions and deepen your understanding. In addition to courses that
expose you to the latest ideas and research, some students choose to
participate in the Ed School’s Field Experience Program. These internships
enable you to observe and assess human development and psychology in
real-world settings. You may also use this opportunity to assess potential
careers and determine if they match your specific interests and goals.
internship sites for recent HDP students include:■■ Center for Child and Adolescent Development, Medford, Mass.
■■ Center on Media and Child Health, Children’s Hospital Boston
■■ Codman Academy Charter School, Dorchester, Mass.
■■ Disability Rights Fund, Boston
■■ Education Development Center, Inc., Newton, Mass.
■■ Harvard University
■■ Center for Public Interest Careers
■■ Center for Workplace Development
■■ International Negotiation Initiative, Harvard Law School
■■ Lab for Developmental Studies
■■ Museum of Natural History
■■ WGBH, Boston
Why Harvard?Because HDP is one of the longest running programs at the Ed School, you will
benefit from its distinguished history within Harvard University. The work of
HGSE faculty in studying human development and psychology for
approximately 90 years has added tremendously to the knowledge of these
fields. This shows in the HDP curriculum. You will find a range of courses,
particularly in the areas of cultural, social, cognitive, and language
development. In addition, you can take courses offered by nationally renowned
faculty at the other graduate schools, such as the Harvard Kennedy School and
the Harvard Business School. And once you graduate, you will discover that
your Harvard degree opens doors to some of the most exciting and rewarding
careers in the world of education.
Frequently asked QuestionsWhat is the program’s class profile?
From new college graduates who seek a rigorous and intensive master’s program, to experienced educators seeking to connect their own work to the latest research findings, the HDP Program attracts students from a broad range of backgrounds. Some students enter with an undergraduate degree in psychology. Others have degrees that range from business to literature and have developed their interest in human development and psychology through their work with children, personal experience, or independent research. What they all share, however, is a passion for education; a keen interest in combining theory and research on child, adolescent, and adult development; and a deep desire to impact the world by reflecting and acting upon potential applications to education.
can i get my teacher certification or counseling licensure through the HdP Program?
The HDP Program does not offer licensure. Individuals interested in licensure are encouraged to consider the Prevention Science and Practice/Certificate of Advanced Study in Counseling Program. Details for this program may be found on page 40. Please also consult the licensure information found on page 21.
What do graduates of this program do? Many work for a broad range of organizations where they address a variety of developmental and psychological issues that affect learners. They begin or expand careers in public health, social services, child advocacy, and social policy, among many other areas. Some graduates go on to doctoral programs in education, in developmental psychology, or clinical psychology. Others work in research-related settings.
recent HdP graduates currently serve in such positions as:
■■ Program coordinator, parenting/family nonprofit, California
■■ Associate director, early childhood nonprofit, Boston
■■ Research associate, policy organization, Washington, D.C.
■■ Dean of students, independent school, Fort Lauderdale, Fla.
■■ Education program manager, nonprofit, Westport, Conn.
■■ Associate director of admissions, private K–12 school, Chicago
■■ Lead teacher, university children’s center, Boston
■■ Producer, public television, Boston
For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Shirley Greene
e-mail: [email protected]
faculty director: Richard Weissbourd
Program coordinator: Mary Kiesling
mailing address:
Human Development and Psychology Program
Harvard Graduate School of Education
14 Appian Way, Larsen Hall 515
Cambridge, MA 02138
Web address: www.gse.harvard.edu/hdp
Human development and Psychology (ed.m.)
The faculty is truly amazing — as teachers, as scholars and
practitioners, and as mentors. Also, one of the best things about
the HDP Program is that it’s flexible. You have freedom to pursue a
customized course load to explore exactly what you are passionate
about in ways that are specifically relevant to you. Laura Greer
30
“I guess I’ve always been interested in human nature, in connecting
with people and with their stories,” says Laura Greer, reflectively,
when asked about her interest in the HDP Program. “It’s one reason
why I majored in history as an undergraduate. But I also always
knew, even as a five-year-old, that my life would involve teaching
in some way, shape, or form. So it was really exciting to find an
opportunity with Teach For America after graduation.
“Teaching kindergarten for two years within low-income
communities — first in Phoenix and then in my hometown of
Miami — was a transformative experience. I saw that, although
the students were capable of learning at the highest levels, their
behavior and social emotional skills were preventing them from
achieving. I soon realized that what I really wanted to do was not
just teach my students, but create a classroom that enabled them
to develop both academically and emotionally.
“I became really passionate about early childhood education,
because I felt that if we could get the foundation right in their
initial years, we’d be setting students on the path to success.
I looked at several different programs, but HDP was unique. It
was interdisciplinary in that it covered every aspect of child
development and psychology, but it was also flexible in allowing
you to pursue your own interests in the context of all these
offerings. Plus, I knew of HGSE’s reputation for blending research,
theory, and practice. And, given the incredible faculty mentoring
and opportunities I’ve discovered at HGSE, I know that, soon, I’ll
be doing exactly what I want to do — lead an outstanding school
for low-income students in Miami.”
laura Greer
Miami, Florida
ed.M., Human Development and Psychology
Human development and Psychology (ed.m.)for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
31
DescriptionThe International Education Policy (IEP) Program provides students the knowledge, perspective, and experience to lead global education reform efforts that empower low-income and marginalized children and improve equity through education. Graduates are recognized for their deep understanding of important education problems; solid knowledge of the field of international education, policy, and development; strong analytical training; well-developed communication skills; and a commitment to social justice. Over the course of the yearlong program, students study the field of international and comparative education, while developing policy analysis and research skills to improve education systems and implement and manage programs.
Why HGse? As an IEP student, your education will focus on how policy decisions affect the accessibility and quality of classroom instruction, always with the end recipient — the learner — in mind. In addition to offering you access to a distinguished faculty of renowned scholars and practitioners, the program also holds regular seminars to introduce you to some of the field’s leading practitioners. Further, the Field Experience Program enables you to find internships and gain real-world experience even before you graduate. So you may effectively incorporate empirical evidence in the analysis of policies and policy alternatives as you seek to improve the relevance, quality, effectiveness, efficiency, and equity of education systems worldwide.
Even before you begin your formal IEP studies, you can immerse yourself in the program’s methodologies, review basic skills, delve into cases, and bond with others in your cohort by taking the Ed School’s three-week, noncredit summer course called the Intensive Preparation for the Study of International Education (IPSIE).
internship sites for recent ieP students include:■■ Ministry of Education, Jamaica■■ Room to Read, California■■ Save the Children, Westport, Conn.■■ Small Bean, Massachusetts■■ UNICEF, Switzerland■■ World Education, Massachusetts■■ World Teach, Cambridge, Mass.
Why Harvard?You will find extensive opportunities to enrich your IEP education at Harvard University. Choose courses offered by nationally renowned faculty at the other graduate schools, such as the Harvard Business School and the Harvard Kennedy School. Enlarge your understanding of specific cultures by participating in the many seminars, lectures, and other activities at such Harvard area studies centers as the David Rockefeller Center for Latin American Studies, the Asia Center, the Minda de Gunzburg Center for European Studies, the Center for Middle Eastern Studies, and the Committee on African Studies. And connect to the opportunities offered by our influential, close-knit, and global network of alumni.
Frequently asked QuestionsWhat is the program’s class profile?
Students come to IEP having earned degrees in a range of
subjects, from political science, psychology, international
relations, and history, to anthropology and physics.
Professionally, they have held positions such as research
analyst, Peace Corps volunteer, elementary school teacher,
operations analyst, World Bank staffer, and director
of institutional development, in industries ranging
from government and nonprofits to public and private
education and research.
What do graduates of this program do?
Graduates of IEP bring innovative change to learners,
and lives, around the world. Combining their previous
academic, professional, multicultural, and life
experiences with the knowledge, skills, field experiences,
faculty and alumni connections, and career opportunities
offered by the Ed School, our graduates go on to
serve as education-focused leaders in development
organizations, government, consulting firms, research,
and nongovernmental organizations. What drives them is
the desire to achieve the ideal of education and make it
available to all as a basic human right.
You’ll find recent ieP graduates serving in such roles as:
■■ Consultant, World Bank
■■ Consultant, Inter American Development Bank
■■ Academic dean/history teacher, School for Ethics and Global Leadership
■■ Education support coordinator, Innovations for Poverty Action
■■ Program manager, International City/County Management Authority, Washington, D.C.
■■ Program analyst, U.S. Agency for International Development
■■ Education specialist, UNESCO
For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Gregg Glover
e-mail: [email protected]
faculty director: Fernando Reimers
Program coordinator: Omolola Irele
mailing address:
International Education Policy Program
Harvard Graduate School of Education
Gutman Library, 4th Floor
Cambridge, MA 02138
Web address: www.gse.harvard.edu/iep
international education Policy (ed.m.)
I’ve learned from respected scholars; attended seminars at other
Harvard schools; and had a whole team of faculty mentors from
across the Business School, the Kennedy School, and HGSE help
me create a proposal to impact education in Chile. The best part
of this program is that I feel prepared to enable change both at
the macro level and at the micro level. Paula Cruzat
32
For Paula Cruzat, it was a startling statistic: 40 percent of the
low-income children in her home country of Chile were unable
to read in the fourth grade. “I had spent 10 successful years in
engineering and management positions within the private sector,”
says Paula, “but nothing had prepared me for the absolute shock
I felt. The more I thought about it, the more determined I grew to
do something about it. Because, to me, education is more than
a pedagogic issue; it’s a basic right and it’s society’s collective
responsibility to ensure that everyone has that right.”
Soon, as deputy director of education in a district in Santiago,
Paula was working closely with the mayor to make a difference.
“But, as I got to meet families, parents, teachers, and students, I
discovered the enormous disconnect between policymakers and
the reality of what was happening in schools. And I realized that,
in order to make a real impact, I needed to know more, much
more, about the world of education.
“But I didn’t want to apply to just any program. If I were going to
put my career on hold, I wanted it to be worth it. I wanted one that
was rigorous, flexible, and applied; one that would truly empower
me, but allow me to return quickly to my development work and
my goal of helping connect policy better to the day-to-day reality
in Chile. And most of all, I wanted a school that could not only
open doors for me by connecting me to the best researchers,
practitioners, and policymakers in the field, but one where
everyone shared my passion for education and social change.
Well, HGSE’s IEP Program has been all that and so much more.”
Paula Cruzat
santiago, Chile
ed.M., international education Policy
international education Policy (ed.m.)for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
33
DescriptionCombining the field’s best theories and research with practical experiences in
educational settings, the Language and Literacy (L&L) Program enables
students to explore, understand, and impact the ways in which children
(preK–12) learn language in all its forms. The program takes the broad view that
literacy benefits the individual, but ultimately society, in a variety of ways. L&L
students gain a wide perspective on literacy development, including the role of
English language learning, sociocultural influences, and ethnic backgrounds.
They study literacy through the lenses of policy and practice, and through
research that deepens knowledge of the discipline to the level of
neuroscience, all with an emphasis on how students can use the knowledge
to become a force for positive change in education.
Why HGse?In addition to learning from and collaborating with a faculty of leading
authorities in the field, students enjoy access to the considerable resources of
the Ed School’s Jeanne Chall Reading Lab, where they may conduct research,
as well as train as a reading specialist or literacy coach by working with
mentors in local schools. As part of the L&L curriculum, you may choose
classes that fall into the broad categories of research, practice, and policy,
representing an interdisciplinary course of studies.
Further, as a Reading Specialist licensure student, you will take two
practicum courses that will give you the chance to gain valuable practical
experience tutoring and teaching in a local public school. As a Literacy Coach
student, you will do a Field Experience Program internship working closely
with a coach in a local public school. Other internships for students in the
generalist strand have included working at the WGBH Educational
Foundation on educational materials to accompany Martha Speaks and
Between the Lions. You can also conduct research through the Ed School’s
research group, Project Zero, as well as at the Jeanne Chall Reading Lab.
Why Harvard?
In addition to taking advantage of the rich resources and abundant
academic and professional opportunities offered by Harvard University, you
may also choose to take courses offered by the other graduate schools.
Explore language, for instance, at the Harvard Graduate School of Arts and
Sciences. Or enrich your understanding of government policymaking
through a course at the Harvard Kennedy School. Your Harvard education
will prepare you for a rewarding career in literacy, and it will provide you
with incomparable professional connections through faculty, members of
your cohort, alumni, and field experiences.
Frequently asked QuestionsWhat is the program’s class profile?
L&L students come to the program with degrees in subjects as wide-ranging as English literature, elementary education, child development, history, sociology, and linguistics. Professionally, members of the cohort have been lead reading teachers, ESL instructors, speech-language specialists, foreign language instructors, marketing associates, and classroom teachers. Their prior employment represents industries such as public and private schools, higher education, and the business sector. They also bring a passion for literacy as one of society’s most powerful and transforming elements. Ambitious and focused, L&L students enter the program with a variety of goals, including beginning a new career, enhancing an existing one, or continuing on to doctoral study.
can i get state licensure through the l&l Program?
Yes. If you have completed an initial or professional teaching license and have at least one year of classroom experience as a preK–12 teacher, you can take courses and exams that can qualify you for Massachusetts licensure as a reading specialist teacher.
What do graduates of this program do?
They help give children and adults the key to unlock the written world by applying a comprehensive understanding of the field’s theory and research to individual lives. L&L graduates work in diverse settings, including public and private schools, educational publishing, adult literacy programs, hospitals, and research organizations.
recent l&l graduates currently serve in such positions as:
■■ Associate editor, educational publishing, Boston
■■ Literacy coach, Boston
■■ ESL teacher, Taiwan
■■ Assistant director, peer services, private university, Boston
■■ Reading specialist, San Diego
■■ Senior curriculum associate, nonprofit organization, New Haven, Conn.
For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Natalie Van Kleef
e-mail: [email protected]
faculty director: Pamela Mason
Program coordinator: Kera Street
mailing address:
Language and Literacy Program
Harvard Graduate School of Education
14 Appian Way, Larsen Hall 321
Cambridge, MA 02138
Web address: www.gse.harvard.edu/langlit
language and literacy (ed.m.)
Maybe it’s because of the people I’ve met here; perhaps it’s simply the
strong sense of community; but for me, the most exciting part has not only
been to learn exactly how language and literacy works (the science behind
how language is acquired, for example), but also the bridges I’ve built
across research, policy, practice, and with people from amazingly diverse
backgrounds and life experiences. Noah Mackert
34
t
It was his undergraduate volunteering experiences at a prison, as
well as teaching English to Mexican immigrants, that led Noah
Mackert to one of his most significant “aha” moments: “The
realization that education truly is the civil rights issue of our time.”
Having spent the next six years working with such organizations
as Teach For America (working with students with learning
and emotional disabilities in the Bronx, N.Y., and even writing
about his experiences in a New York Times column), Noah soon
“discovered that being an educator was fulfilling in a way nothing
else was. Soon, I was looking for schools where people were as
passionate about it as I had become. And here I am.
“HGSE often talks about its own mission in terms of developing
leaders who can empower students everywhere,” continues
Noah. “Well, I think this school does an incredible job of
empowering its own students. The powerful connections created
between scholarship and policy to all levels of practice, as well
as the sheer caliber of teaching is what attracted me to this
program and this school. I feel extremely well-prepared to return
to the classroom as the kind of instructional leader who can also
take on policy or legal roles whenever necessary.
“Not surprisingly, the opportunities I’ve discovered here have
been amazing. My field experience component has me currently
teaching at a Catholic high school in the South End. I’ve been able
to take a fascinating course at the Kennedy School, attend talks
by global leaders in their fields almost every day, and explore
Boston, its rich history; the city is such a great laboratory of ideas
for anyone passionate about large-scale educational reform.”
noah Mackert
rice, Minnesota
ed.M., language and literacy
language and literacy (ed.m.) for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
35
DescriptionThe yearlong Learning and Teaching (L&T) Program offers two distinct strands,
general and instructional leadership, that serve students from a variety of
backgrounds who wish to explore fundamental learning theories, best
practices, and enduring issues in the field of learning and teaching.
General Strand
The flexible nature and interdisciplinary approach of the General Strand encourages students to develop a customized program of study. Students are required to take eight courses, five of which are selected from an extensive list that includes curriculum development; new technologies; the history and philosophy of education; learning theory; classroom culture; adult learning; the arts; and the impact of race, class, gender, and identity on education.
instructional leadership Strand
The Instructional Leadership (IL) Strand is designed for individuals who have taught in preK–12 schools for at least three years. The carefully constructed curriculum focuses on four specific areas — curriculum; instruction; leadership, organization, and politics; and practice — to prepare teachers to assume new leadership roles, both formal and informal, within schools. Such roles include content coach, data analyst, peer evaluator, teacher researcher, induction coordinator, technology specialist, professional developer, department chair, or curriculum developer.
For more information about the IL Strand, please visit: www.gse.harvard.edu/lt/instructional_leadership.html.
Why HGse?As a student at the Harvard Graduate School of Education, you have the opportunity to study in classes taught by some of the nation’s leading scholars and practitioners in the field of education. Moreover, you may choose to participate in the Field Experience Program as part of your academic work. This experiential learning program enables you to gain practical work experience while exploring new career paths and professional networks.
internship sites of recent l&T students include:■■ Public and independent schools
■■ Prominent charter schools
■■ Education Development Center, Inc., Newton, Mass.
■■ Project Zero, Harvard Graduate School of Education
■■ New England Aquarium, Boston
Why Harvard?From its vast resources and facilities to a vibrant intellectual community to the unparalleled achievements and accomplishments of its faculty and alumni, Harvard University offers a broad, exciting, and transforming educational experience. As a graduate student, for example, you will have the chance to take courses in any Harvard graduate school, including the Harvard Kennedy School, the Harvard Graduate School of Arts and Sciences, the Harvard Business School, and the Harvard Law School.
Frequently asked QuestionsWhat is the program’s class profile?
Dedicated to making a difference to learners, our students
represent a wide range of backgrounds, from early- or
mid-career education professionals to those beginning
new careers. They come from across the U.S. and the world,
and offer a variety of learning and teaching perspectives.
Furthermore, the L&T program supports teaching and
learning in multiple contexts. For example, environmental
educators and medical professionals have been able to
improve their work as a result of the knowledge and skills
acquired in the program.
can i get a teaching license through the l&t Program?
The L&T Program does not lead to certification or licensure.
For more information about programs that offer licensure,
please turn to page 21.
What do graduates of this program do?
L&T graduates gain the diverse skills that allow them to
join the private and public sectors as teachers, tutors,
mentors, advisors, research associates, curriculum
developers, and educational specialists in settings such
as the sciences, museums, community-based programs,
and environmental education.
recent l&t graduates currently serve in such positions as:
■■ Curriculum specialist, private secondary school, Seattle
■■ Director of strategic operations, national educational think tank
■■ Teacher team leader, public middle school, Boston
■■ Professional development specialist, public schools, Washington, D.C.
■■ Teacher union president, public school, Cambridge, Mass.
■■ Assistant principal and teacher, elementary school, Bangkok, Thailand
■■ Research biologist, National Oceanic Atmospheric Administration, California
For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Gregg Glover
e-mail: [email protected]
faculty director: Katherine Boles
Program coordinator: Rilda Kissel
mailing address:
Learning and Teaching Program
Harvard Graduate School of Education
13 Appian Way, 326 Longfellow Hall
Cambridge, MA 02138
Web address: www.gse.harvard.edu/lt
learning and teaching (ed.m.)
This program is about so much more than brilliant and supportive
professors and classmates brought together by their shared
passion for education. It’s about understanding every single aspect
of how to translate that passion into making a real and visible
difference in the lives of learners, regardless of whether it is as a
teacher, a curriculum advisor, a mentor, or a school leader. Paviter Singh
36
t
He still recalls his first day as a teacher. “It was surreal, like a
scene from a movie,” chuckles Paviter Singh. “The Ministry of
Education had assigned me to a school in one of the roughest
and poorest neighborhoods in Singapore. I spent the entire day
just trying to get my students to stop flinging paper missiles or
chairs and tables around.” Eventually, Paviter decided to throw
away the established curriculum and connect with students by
incorporating everything from music lyrics to technology to their
individual resumes in every class. The strategy worked and he
was soon appointed to head the English department.
“That was when I began to think about teaching and learning being,
to quote Professor [Richard] Elmore at HGSE, much more about
what students are actually doing rather than about what teachers
ask them to do,” he says. Soon, after success at other schools
and developing, along the way, an expertise in instructional
technologies that enabled him to become Singapore’s first Apple
Distinguished Educator (one of only 1,000 worldwide), Paviter
found himself at HGSE, funded by a Fulbright award.
“My goal is to return to head a school in Singapore,” continues Paviter.
“But I was more interested in returning as an instructional leader, a
teacher leader, and this program was perfect. What I’ve been most
impressed by is the amazing faculty, being part of a community
that lives and breathes passion for education, and by the incredible
opportunities I’ve discovered here, from my current internship
with a local nonprofit to such leadership opportunities outside the
classroom as serving as vice president of the student government.”
Paviter singh
singapore
ed.M., learning and Teaching
for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
37
DescriptionThe only one of its kind in the nation, the Mind, Brain, and Education (MBE)
Program takes students on a yearlong scientific journey of how thinking happens
within the complex structure of the brain, and then relates that understanding to
issues of pedagogy. This intersection of biology and cognitive science with
education is a new focus in the world of education and an emerging field that
holds exciting possibilities for changing not only the way we teach, but also
what we must consider in making educational or public policy. Because MBE is
affiliated with Harvard’s Mind/Brain/Behavior Interfaculty Initiative, students
will have the added advantage of a strong interdisciplinary course of study that
explores the connections of cognitive neuroscience with anthropology,
linguistics, computer science, philosophy, and other fields.
Why HGse?There’s no better choice for students whose passion for education relates to
any or a combination of such topics as cognitive neuroscience, learning and
instruction, cognitive development, emotional development, learning
disabilities, uses of technology for education, and diversity in education.
Your work as an MBE student at the Ed School will do more than inform you.
It also will help create new knowledge and advance the progress of this
young and developing field. You can participate in research projects with
Ed School faculty who are leaders in the science of learning. These and
other hands-on applications will transform your education by adding the
crucial element of knowledge gained through real-world work experience.
Many of our students emphasize the practical application of cognitive
principles to pressing problems with the intention of promoting a reciprocal
integration of research with practice.
Why Harvard?With its vast and broad array of resources, facilities, and faculties and its rich
history of pioneering intellectual breakthroughs, Harvard University forms the
perfect setting for an interdisciplinary program like MBE. Whether it is
immersing yourself in educational issues related to government policymaking
through a course at the Harvard Kennedy School or studying children’s brain
chemistry at the Harvard Medical School, here you will find remarkable
opportunities to expand your education by pursuing research and coursework
with the other graduate schools. Further, you may also choose to supplement
your Harvard education with courses at the Massachusetts Institute of
Technology. And, as a graduate, you will also gain the professional advantages
and support of our close-knit, global alumni network.
Frequently asked QuestionsWhat is the program’s class profile?
Students with a wide range of backgrounds, including the
liberal arts, will join you in the MBE Program. Some will
be experienced educators or researchers; others will have
done undergraduate or professional work in psychology,
cognitive science, brain science, child development, or
philosophy. About half our students end up translating their
MBE degree into meaningful and successful careers at a
variety of academic and professional educational settings,
while many others use the program to strengthen their
backgrounds as they prepare for doctoral study.
What do graduates of this program do?
Many graduates return to the classroom and incorporate
their knowledge of biology, cognitive science, and
pedagogy into the curriculum. MBE graduates shape
successful careers within research organizations,
children’s and science museums, child intervention
programs, children’s television programming, education-
related publishing, or go on to doctoral study.
You’ll find recent mbe graduates serving in such positions as:
■■ Presidential management fellow, Washington, D.C.
■■ Learning specialist, private university, Camden, N.J.
■■ Research assistant, private university, Cambridge, Mass.
■■ Marketing research associate, Korea
■■ Instructional designer, nonprofit R&D, Wakefield, Mass.
■■ Math specialist, state department of education, Boston
■■ Visiting Fulbright Scholar, Bristol, United Kingdom
■■ Curator of education for adult and family programming, art museum, Mobile, Ala.
■■ Educational content specialist, educational software company, Concord, Mass.
For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Shirley Greene
e-mail: [email protected]
faculty director: Kurt Fischer
Program coordinator: Mary Kiesling
mailing address:
Mind, Brain, and Education Program
Harvard Graduate School of Education
14 Appian Way, Larsen Hall 515
Cambridge, MA 02138
Web address: www.gse.harvard.edu/mbe
mind, brain, and education (ed.m.)
There’s no program in the world that helps you understand the
interdisciplinary connections between such fields as cognitive
neuroscience, biology, linguistics, philosophy, and education,
like the MBE Program does. And there’s no school that offers
you a richer mix of opportunity, resources, incredible faculty
and classmates, research, practical and leadership experiences,
and understanding of policymaking than HGSE. Ryan Masa
38
Growing up in a residential neighborhood of Cleveland,
ryan Masa was always aware of the acute disparity between
school districts. “But then I read Kozol’s Savage Inequalities:
Children in America’s Schools, which ignited a sense of outrage,
passion, and purpose in me,” says Ryan. Over the summers of 2003
and 2004, through two different organizations, Ryan found himself
counseling children with cognitive and physical disabilities, as well
as learners diagnosed with Severe Emotional Disturbances (SED).
After adding a B.S. in education to his B.A. in history, he joined
the Lawrence School in Ohio, rising up to become its Upper School
codirector in a few transformative years.
“Serving students ‘orphaned’ by the traditional educational system
was life-changing. It taught me that labeling children as ‘disabled’
completely ignores their multitude of skills and talents. If a child’s
unable to learn, it’s our instruction that is ‘disabled.’ Plus, Lawrence
allowed me to interact with several brilliant HGSE graduates and
such innovative educators as [Professor] Kurt Fischer. They’re why
I’m here. They made me aware of the urgency of finding a graduate
program that would specifically develop my cognitive skills in order
to become a more effective leader for change.
“I truly believe that ‘the future’s in the margins,’” concludes
Ryan, borrowing a phrase from Lecturer David Rose, one of
the numerous professors at HGSE to have deeply inspired and
informed his thinking. “The students currently marginalized by the
educational system are the ones who will drive the creation of new
methodologies, curriculums, and policies of benefit to all students.
To me, there’s no work more urgent, exhausting, or spiritually
rewarding, than helping make this happen.”
ryan Masa
Parma, ohio
ed.M., Mind, Brain, and education
for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
39
DescriptionThe yearlong Prevention Science and Practice (PSP) Program is designed to
prepare students to make a lasting impact on children/adolescents and
families, the contexts in which they live, and the institutions that shape
their development. Through research and fieldwork, students study risk and
protective influences on development at both the ecological and individual
levels, as well as interventions to promote healthy social and emotional
well-being. Using an interdisciplinary approach, students learn about
contemporary prevention-related issues, direct services and counseling,
applied research, and program and policy development.
The program offers two paths of study:
core Strand
This strand trains students in prevention science and research in education,
child and family advocacy, child/youth development, program development
and leadership, and service coordination. It is intended for students who
wish to apply prevention science and research to a variety of settings.
counseling Strand
This is an option for those students who may wish to pursue licensure. In addition
to the concepts developed in the core strand, students will focus their courses
and fieldwork in school-based preventative and developmental counseling. This
strand may additionally be used as a foundation for a second year of HGSE
graduate study toward a Certificate of Advanced Study (C.A.S.) in Counseling.
Why HGse?The PSP Program includes a yearlong practice or research experience that
enables you to apply the knowledge and skills acquired through
interdisciplinary coursework. Our extensive network of partnerships with
schools and community-based agencies provides invaluable opportunities
for you to gain real-world experience in prevention education, intervention,
counseling, and program development. Students with an interest in policy,
program development and evaluation, educational research, or preparation
for doctoral study may participate in the research experience with a PSP
faculty member.
Why Harvard?Harvard University, with its world-class faculties, facilities, and resources,
offers students many additional benefits, both expected and unexpected. As
part of our vibrant and diverse intellectual community, you will find many
opportunities, for example, to cross-register for courses offered by various
schools at the university, including the Harvard Law School, Harvard Kennedy
School, Harvard School of Public Health, and Harvard Graduate School of Arts
and Sciences. In addition, you will also enjoy access to a global alumni network
that includes thinkers, scholars, practitioners, and leaders both in the world of
education, as well as in health and human services.
Frequently asked QuestionsWhat is the program’s class profile?
You’ll experience the master’s program with a cohort of colleagues who come from a variety of personal, academic, and professional backgrounds. Some students have recently earned their bachelor’s degree, while many others come with years of experience working as teachers, counselors, program developers, and researchers.
Will the program prepare me to become a licensed school counselor/social worker?
Graduates of the PSP Program are eligible to apply for the Certificate of Advanced Study (C.A.S.) in Counseling, which consists of two additional semesters of full-time coursework. The C.A.S. is specifically structured to meet either school guidance counselor or school adjustment/school social worker licensure requirements.
What do graduates of this program do?
The program’s two strands prepare students for distinctive paths to careers and further study. Graduates accept positions in support services, nonprofit organizations, teaching, research, or policy that advance the social, emotional, and academic development of children and adolescents. The gainful employment disclosure for C.A.S. graduates can be found on the PSP website.
recent PSP graduates serve in such positions as:
■■ School counselor, Boston Public Schools
■■ Director, Posse Program
■■ Targeted student support specialist, District of Columbia Public Schools
■■ Program manager, Massachusetts Department of Youth Services, Boston
■■ Family services coordinator, Center for Families, City of Cambridge, Mass.
■■ Assistant professor in psychology, private university, Charlottesville, Va.
■■ Adjustment counselor, Medford Public Schools, Mass.
For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Natalie Van Kleef
e-mail: [email protected]
faculty director: Mandy Savitz-Romer
Program coordinator: Karen Bottari
mailing address:
Prevention Science and Practice Program
Harvard Graduate School of Education
14 Appian Way, Larsen Hall 602
Cambridge, MA 02138
Web address: www.gse.harvard.edu/psp
Prevention Science and Practice (ed.m.)/certificate of advanced Study (c.a.S.) in counseling
40
I know of no other program that focuses so directly on developing
you into a leader who can prepare students for crises before
they occur by immersing you in cutting-edge research based on
practical, real-world issues, and in cutting-edge practices founded
on such advanced research. And I doubt any program can match
the sheer passion and quality of faculty here. Jennifer Sohn
Prevention Science and Practice (ed.m.)/certificate of advanced Study (c.a.S.) in counselingfor more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
41
From volunteering at teaching camps as a high school student
on the West Coast to getting involved in a children’s community
center as an English and cinema studies major on the East Coast,
Jennifer sohn always knew she enjoyed teaching. But it was
feeling utterly helpless while observing a national tragedy unfold
that led her to discover her true calling in life.
“Thanks to a Fulbright scholarship, I had just started working at a
vocational high school in Taegu, South Korea, when the terrible
shooting at Virginia Tech occurred,” explains Jennifer. “Television
gave me the American perspective, but I also got the Korean
perspective because of where I was. It left me heartbroken about
the pressures Korean Americans faced as a ‘model’ minority and our
socio-cultural taboos against discussing mental health issues. But it
also made me decide to spend my life doing something about it.”
Upon returning home, Jennifer found an exciting opportunity with
the Broad Foundation, a nonprofit focused on urban K–12 public
education. “I enjoyed helping students deal with the complex
academic, social, and emotional challenges of urban learning.
However, I soon realized that to make a real impact, I needed to
know much more and develop other skill sets. I applied to several
programs, but the Prevention Science and Practice program at
HGSE was extremely attractive, particularly because of the blend
of research and practice, the different areas of concentration,
the internship opportunities, and the fact that you are placed
in a practicum site in your very first week. I’ve found incredible
opportunities here. And I’m surrounded by some of the brightest,
friendliest, most inspiring people, teachers, and mentors I’ve
ever met.”
Jennifer sohn
Granada Hills, California
ed.M., Prevention science and Practice
DescriptionThe School Leadership Program (SLP) uses an innovative leadership model
to prepare students to assume dynamic roles leading transformative change
in schools. It offers a coherent sequence of courses and practicum
experiences that grounds students in the centrality of teaching and learning,
and helps them understand and navigate the different structures and
cultures of charter, pilot, and district schools, as well as the systems that
support them. The program focuses on the levers of improvement — how
school leaders create conditions in start-up schools or transform them in
existing settings to support high-quality teaching and learning for all
students. At the same time, the program is intensely personal, focusing on
the leadership development of each participant — his or her sense of
purpose and commitment, skills in working effectively with other adults,
and courage in tackling one of the biggest challenges we face — providing
the knowledge, skills, and social development our students need.
Why HGse?The School Leadership Program enables students to develop expertise in
curriculum, instruction, assessment, peer collaboration, organizational
leadership, and learning, as well as in the tools and techniques of
effective management. It incorporates extensive real-world learning
experiences through a yearlong half-time practicum in a school focused
on improving its outcomes for all students. All students begin their time at
HGSE by registering for a summer session, consisting of leadership
development and pre-practicum work.
Why Harvard?As one of the world’s leading universities, Harvard has extensive academic
and professional opportunities within its unique and diverse intellectual
community led by a world-class faculty. As a student, you may hone your
leadership knowledge with a course at the Harvard Kennedy School, the
Harvard Law School, or the Harvard Business School. In fact, the SLP
curriculum allows students to opt for courses from any school across campus.
Finally, as a graduate, you will enjoy access to a powerful global network of
faculty and alumni who passionately advocate for educational excellence.
Frequently asked QuestionsWhat is the program’s class profile?
Most SLP students come with experience as administrators or
educators in schools, nonprofits, and for-profit organizations
and agencies. Four years of full-time teaching experience are
required to enter the Principal Licensure Strand, while three
years of experience in educational settings are required for
the School Development Strand. Our graduates consistently
and frequently report back from the field that the program has
prepared them well for leadership.
Will the School leadership Program prepare me for state licensure?
All students take a strong common core of classes and
enroll in a half-time practicum in a local district, pilot, or
charter school. Those interested in obtaining Massachusetts
licensure as a school principal enroll in the Principal
Licensure Strand, while those who seek leadership roles
that do not require licensure (for example, in charter schools)
enroll in the School Development Strand.
What do graduates of this program do?
SLP graduates lead school-level improvement efforts at
district, pilot, and charter schools as principals, directors,
department heads, and curriculum coordinators.
recent SlP graduates serve in such positions as:
■■ Founder and principal, charter school, New York
■■ Principal, charter school, Los Angeles
■■ Curriculum planner and developer, charter school, Somerville, Mass.
■■ Principal, public elementary school, New York
■■ Principal, public international high school, Columbus, Ohio
■■ Founding president, Catholic high school, Houston
■■ Assistant principal, charter school, Denver
For more information, please visit the Ed School’s Career
Services Office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Julie Vultaggio
e-mail: [email protected]
faculty director: Lee Teitel
Program coordinator: Caron Yee
mailing address:
School Leadership Program
Harvard Graduate School of Education
Gutman Library, 4th Floor
Cambridge, MA 02138
Web address: www.gse.harvard.edu/slp
School leadership (ed.m.)
As an SLP student, I’ve been able to view education
leadership through multiple lenses. I’ve learned more than
I ever thought I would; interacted with the best minds on
every aspect of both education and leadership; found
opportunities to apply my knowledge in real classrooms;
and developed relationships across Harvard I know I can
depend on throughout my career and life. Marcus Williams
42
“I still love hearing and telling stories, especially of people who’ve
traditionally had difficulty getting their stories heard; I just
happened to find that teaching was more challenging and infinitely
more rewarding,” says Marcus Williams, a first-generation college
student and Chicago native who began as a broadcast journalism
major before switching to education. “But what I realized working
with diverse student populations across various public and private
schools was that you’ve got to develop big shoulders to learn and
succeed in a city like Chicago and so many simply weren’t finding
the opportunities to do so. And while I could see the impact I was
making as an educator, I could also see that my contribution needed
to be much bigger.”
That’s when Marcus discovered the SLP’s Principal Licensure Strand
designed to produce instructional leaders. “I never ever thought I’d
get in, but I couldn’t help but apply,” grins Marcus. “Barack Obama
had just become president. Everyone I knew was talking about hope.
And here was an opportunity to spend a year at Harvard, learn from
some of the world’s best educators, scholars, and policymakers,
and bring all of that knowledge back home.
“For me, SLP has been one incredible year of unbelievable learning,
professional development, and leadership training. But the most
important thing HGSE’s given me is self-confidence — the belief that
I can not only dream of transformation in the lives of my students,
but actually enable that change to occur in significant ways.”
Marcus Williams
Chicago, illinois
ed.M., school leadership
for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
43
DescriptionThe Special Studies Program (SSP) is the most flexible of all the Ed School
programs, because students are able to design their own specialized,
interdisciplinary course of study. In consultation with a faculty advisor,
students choose eight courses that will move them closer to their professional
and academic goals. While four are required to be courses offered by the Ed
School and could include a field experience or independent study, students
may complete the remaining four courses through a combination of electives at
the Ed School or at other Harvard graduate schools.
Why HGse?The flexibility of the Special Studies Program makes it an ideal choice for
students who seek to acquire a broad and strong theoretical foundation to
maximize the impact they can achieve or to develop the specific skills they
need for success and leadership in education. As an SSP student, you will learn
from, and work with, a wide range of faculty members who can offer advice and
connections to help you achieve your unique academic or career objectives.
You’ll take advantage of extraordinary Ed School resources such as the Career
Services Office. Depending on your specific goals, you’ll also discover a large
number of practicum and internship opportunities within schools, colleges, and
education-focused companies and organizations within the greater Boston area
through the Field Experience Program.
internship sites for recent ssP students include:■■ Buckingham, Browne, & Nichols School, Cambridge, Mass.
■■ Appalachian Mountain Club Youth Opportunities Program, Boston
■■ CAST (Center for Applied Special Technology), Wakefield, Mass.
■■ Education Development Center, Inc., Newton, Mass.
■■ Massachusetts Audubon Society, Lincoln, Mass.
■■ RedKey Education LLC, Cambridge, Mass.
■■ Project Zero, Harvard Graduate School of Education
■■ Office of Work/Life, Harvard University
Why Harvard?The SSP curriculum allows you to shape your own academic journey by
choosing courses from across disciplines and schools campus-wide. And few
universities offer a more extensive, more meaningful range of academic
choices or access to world-renowned authorities in every area of study
imaginable than Harvard University. Depending on your specific interests, you
could take policy courses at the Harvard Kennedy School, study management at
the Harvard Business School, or combine medicine and education with courses
at the Harvard Medical School. Students may even opt for courses offered at
the Massachusetts Institute of Technology. Best of all, as a graduate, you will
also enjoy the professional benefits of being connected to a network of alumni
that extends across the nation and around the globe.
Frequently asked QuestionsWhat is the program’s class profile?
SSP is ideal for students who have a specific career or educational plan in mind and want to pursue it in a highly individualized way. This is why, while they are all independent and innovative thinkers and focused, goal-oriented learners, our students represent a range of diverse backgrounds and come to the program for a variety of different reasons. Recent students have come to HGSE with work experience earned in positions ranging from medical doctors, psychologists, and business consultants, to science teachers, researchers, and technology consultants. They hold degrees in subjects as varied as psychology, public administration, English literature, architecture, fine arts, and the classics.
What do graduates of this program do?
The customizable nature of the Special Studies Program allows students to prepare for an almost limitless variety of education-related careers.
recent SSP graduates serve in such positions as:
■■ Dean of students, private elementary school, Charlotte, N.C.
■■ Director, business school, Buenos Aires, Argentina
■■ Faculty, independent school, Baltimore
■■ Associate, research company, Boston
■■ Managing director, private tutoring company, Cambridge, Mass.
■■ Consular officer, U.S. State Department, Washington, D.C.
■■ Program coordinator, national museum, Washington, D.C.
■■ Assistant coach, Harvard University, Cambridge, Mass.
For more information, please visit the Ed School’s Career Services Office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Julia Deland
e-mail: [email protected]
faculty director: John Collins
Program coordinator: Karen Bottari
mailing address:
Special Studies Program
Harvard Graduate School of Education
Gutman Library 102
Cambridge, MA 02138
Web address: www.gse.harvard.edu/special
Special Studies (ed.m.)
I came in with a great background in clinical research.
What I’ve gained through this program is an expertise in
social science research; in-depth knowledge of the field of
education; a whole world of amazing new mentors, friends,
ideas, and possibilities; and the ability to incorporate the
best pedagogical methods into creating better surgeons
and, ultimately, offering patients better medical care. Gi Soo Lee
44
For Gi soo lee, being admitted to the Special Studies Program
was a once-in-a-lifetime opportunity to keep a promise he’d
made himself in another life. “I met some of the most influential
teachers of my life as an undergraduate specializing in marine
biology and promised myself to spend some time learning to
teach, regardless of whatever else I did in life,” says the surgeon,
who comes to HGSE through a clinical fellowship in pediatric
medicine with the Children’s Hospital Boston.
“Through all my years of medical school training in Minnesota and
Seattle, I kept wondering: am I being taught the right way? Are
there more effective ways of teaching and learning when it comes
to a clinical education, especially in a world of medicine that’s
changing rapidly and in significant ways? After all, my professors
were teaching me the same way they’d been taught. And none of
them had formal training in education or in dealing with widely
differing learning styles.”
It was the flexibility of the Special Studies Program, combined with
the quality of faculty, course offerings, and classmates that drew Gi
Soo to HGSE. “You can tailor this program so it specifically matches
your own goals, whether it’s becoming an education leader in your
field, gaining expertise in a specific niche of education, or applying
the most cutting-edge pedagogical practices into your own
alternate career. Just consider my classmates: they include a U.S.
Marine and helicopter pilot who wants to revamp ROTC (Reserve
Officers’ Training Corps) programs in colleges, an attorney who
is also a full-time mom, even a Hollywood actor-screenwriter who
wants to create new, more integrated ways of teaching acting!”
Gi soo lee
edina, Minnesota
ed.M., special studies
for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
45
DescriptionThe Teacher Education Program (TEP) offers students world-class preparation
to change the course of the lives of middle- and high-school aged
adolescents. It is an ideal choice for those who seek to meet the unique
challenges and opportunities of teaching in urban settings and strive to be
leaders in creating systemic school changes that will inspire new levels of
success in adolescent learners.
The Ed School offers two 11- month options in Teacher Education:
The MidCareer Math and Science (MCMS) Program is designed for students
with undergraduate or graduate degrees in math or the sciences who have
also had a minimum of five years of work experience in applied math- or
science-related fields.
The Teaching and Curriculum (TAC) Program is intended for students with
undergraduate or graduate degrees in math, science, or the humanities who
have a passion for the liberal arts and social justice.
Why HGse?
In addition to its faculty comprised of world-renowned scholars,
policymakers, and practitioners, HGSE offers a number of additional benefits.
TEP students begin their practical experience immediately during the summer
following their acceptance into the program. Guided by a master teacher, they
will spend mornings planning and team-teaching middle- and high-school
students enrolled in the Cambridge-Harvard Summer Academy. They then will
continue teaching throughout the fall and spring terms at a partnership
school in Cambridge or Boston. Students attend biweekly advisory sessions,
designed to enhance their internship experiences, by bridging theory and
practice through exploration of and reflection on teaching and learning. In
addition, they complete a yearlong portfolio project that supports their
examination of the program’s overarching question, “What does it mean to be
an effective teacher of urban youth?”
Why Harvard?As students at the Ed School, they enjoy access to all of the incredible
intellectual and professional opportunities, choices, and resources offered by
one of the world’s leading institutions of higher education. Imagine being
able to enrich your education by collaborating with faculty in your specific
field of interest or discovering new intellectual passions as you pursue
electives offered at any of the other Harvard graduate schools. Best of all,
as a TEP graduate, you become part of a dynamic, close-knit, and influential
network of alumni who are passionate about making an impact in their
classrooms and in the world of education.
Frequently asked Questions
What is the program’s class profile?
TEP students represent a broad variety of academic
and professional backgrounds — from those who have
recently earned their undergraduate degrees, to those
with substantial work experience in math- or science-
related fields, to others who are mid-career professionals
from such diverse fields as scientific research, business,
law, technology, the military, engineering, and medicine.
Cohort members hold bachelor’s and/or master’s degrees
in subjects such as biology, chemistry, physics, English,
mathematics, computer science, economics, history,
sociology, and political science.
does the program lead to teacher licensure?
Yes. With a passing score on the Massachusetts state
licensure test and with the program’s endorsement, TEP
candidates qualify for initial licensure at the middle- and high-
school levels in biology, chemistry, earth science, general
science, physics, English, history, political science/philosophy,
and mathematics. Massachusetts licenses are reciprocal with
approximately 46 other states.
What do graduates of this program do?
TEP graduates go on to make significant contributions in
urban middle- and high-school classrooms across the nation.
recent teP graduates serve in such positions as:
■■ Seventh-grade humanities teacher, charter school, Cambridge, Mass.
■■ Eighth-grade English language arts teacher, charter school, Boston
■■ High school social studies teacher, Denver
■■ Middle school math teacher, Atlanta
■■ High school English teacher, New York
■■ Upper school physics teacher, San Jose, Calif.
For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Shirley Greene
e-mail: [email protected]
faculty director: Katherine Merseth
Program coordinator: Susan Kandel
mailing address:Teacher Education ProgramHarvard Graduate School of Education13 Appian Way, 309 Longfellow Hall Cambridge, MA 02138
Web address: www.gse.harvard.edu/tep
teacher education (ed.m.)
This program has given the knowledge, practical experiences,
and mentors I needed to develop into an effective and
influential educator in an urban classroom. But more
importantly, it has provided me with the competence,
confidence, and connections I need to be a leader. Melissa Aguirre
46
“I’ve always been interested in education; in fact, I was particularly
inspired by a service experience helping design HIV education
workshops,” says Melissa Aguirre, the daughter of immigrants
from Argentina and the Dominican Republic. “But I realized it
was my life’s calling when, after graduating with a degree in
Latin American studies and journalism and finding an exciting
opportunity with a nonprofit, I became a guardian to my 14-year-old
cousin who’d moved to New York from the Dominican Republic. She
did not speak English, had language issues even with Spanish, and
I had to help her navigate the New York City public school system. I
still remember how overwhelmed I felt at the complete lack of good
choices and options for learners like her in a major U.S. city.”
Soon, Melissa had relocated to Philadelphia to work with a
nonprofit specializing in providing afterschool services to young
people from minority backgrounds. “That made me realize how
much more I needed to learn in order to make a real impact. Soon, I
was looking at several graduate programs.
“But I wanted a program that would not only give me access to
the most advanced scholarship and the best faculty mentors in
education, but also place me at carefully chosen sites where I could
apply my learning in intentional and powerful ways, and be flexible
enough so I could focus on my goal of becoming an effective
educator and mentor to students in urban classrooms. I was in
shock when I learned I’d been admitted to this program. The course
offerings, the people, the opportunities, and all the resources of
Harvard — it’s been everything I wanted and much more.”
Melissa aguirre
Queens, new York
ed.M., Teacher education
for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
47
DescriptionThe Technology, Innovation, and Education (TIE) Program prepares students to excel in the design, implementation, and assessment of educational media and technology. TIE courses put learning and teaching at the center, with technology as the means, not the mission. The faculty combines internationally recognized researchers with industry-leading professionals. From social networking sites to smartphone software, in major media companies and start-ups, and throughout K–12, university, and informal learning environments, TIE graduates exercise creativity and leadership. The program prepares students to excel in the design, implementation, and assessment of educational media and technology.
The yearlong program emphasizes three core areas:
Design: create software, networks, digital video and television, handheld applications, and multiuser virtual environments that will enhance learning.
implementation: explore the latest technologies and assess their potential to transform educational practice.
research: formulate rigorous, practical ways to evaluate the appeal and effectiveness of media and technology for learning.
Many students choose to deepen their program experience with an internship, taking advantage of the rich variety of research projects, educational technology firms, and media production organizations in the Boston area.
Why HGse?To be a TIE student is to combine your passion for innovative technologies with a deep understanding of the contemporary practices, policies, and research shaping the future of education. Here, you can deepen your learning through such HGSE initiatives as WIDE World, a global network for professional development. You will be at the center of diverse fields of inquiry at the Ed School, participating in and sharing discoveries from cutting-edge research, such as multiuser virtual environments and online, real-time assessment. And you will find extensive opportunities to connect theory and practice. For example, the Informal Learning for Children course is part of the Ed School’s collaboration with Sesame Workshop, the nonprofit educational organization behind Sesame Street. The course brings visiting Sesame Workshop lecturers, internships, and research opportunities to TIE students. Similarly, students worked with NASA’s Public Engagement Program to evaluate the effectiveness of its Mars Student Imaging Project.
TIE courses also give students the chance to learn through local educational institutions. Recently, students evaluated Wild Kratts, a children’s television series, and presented their findings to the producers for use in program planning and website development.
Why Harvard?Harvard University, with its rich history of pioneering intellectual and interdisciplinary breakthroughs in every field, offers students an ideal learning environment. Here, you’ll find numerous opportunities to opt for elective courses at any of the university’s other world-class graduate schools, or to take advantage of the many additional learning opportunities available at the Massachusetts Institute of Technology. For example, students have opportunities to learn about entrepreneurship at the Harvard Business School, leadership at the Harvard Kennedy School, and nutrition and wellness at the Harvard School of Public Health.
Frequently asked QuestionsWhat is the program’s class profile?
TIE students come to HGSE from almost everywhere — from
across the U.S. and many other countries, and from widely
varied career backgrounds. The program attracts students
from teaching and school administration, software design
and educational publishing, and television production,
management consulting, higher education, and research
firms. Students also vary in their familiarity with technology,
and the program has no specific technology requirements.
What do graduates of this program do?
TIE graduates launch rewarding and meaningful careers in
virtually every area where technology supports learning,
such as teaching and managing from preschools to
universities, designing educational software, creating
public and commercial television programs, developing
museum exhibits, and conducting research and evaluation
on new projects and products.
recent tie graduates serve in such positions as:
■■ Associate producer, public television, Boston
■■ Product manager, high-tech education company, Washington, D.C.
■■ Technology integration coordinator, Hawaii
■■ Instructional designer, public university, Minnesota
■■ Exhibit network manager, science museum, Ithaca, N.Y.
■■ Manager, animation development, children’s television network, Los Angeles
■■ Software engineer, global computer company, Redmond, Wash.
■■ Medical simulation coordinator, teaching hospital, Boston
For more information, please visit the ed school’s Career services office or online at www.gse.harvard.edu/careers.
Contact informationadmissions liaison: Gregg Glover
e-mail: [email protected]
faculty director: Joseph Blatt
Program coordinator: Rilda Kissel
mailing address:
Technology, Innovation, and Education Program
Harvard Graduate School of Education
13 Appian Way, 321 Longfellow Hall
Cambridge, MA 02138
Web address: www.gse.harvard.edu/tie
technology, innovation, and education (ed.m.)
As a TIE student, I have learned from the world’s best minds in
both education and education-related technologies. I have learned
to apply cutting-edge education research in finding cutting-edge,
technology-driven learning solutions. And I know the connections
and mentors I’ve found at Harvard will open professional doors for
me back home in ways no other school ever can. Jennifer Cottle
48
“I knew I’d found my calling the first time I saw a little girl’s face
light up in an elementary classroom as she finally understood
a math problem she was tackling,” smiles Jennifer Cottle, who
began her undergraduate education as a psychology major,
before switching to education. “But after seven years of teaching
and designing curricula in many different classroom settings
with different populations of learners across Peru, I found myself
becoming increasingly frustrated.
“The entire system seemed to be stuck in a rut where the rich
continued to get educated, while the poor continued to be denied
access to high-quality education. To me, it seemed obvious that
technology could play a critical role in changing this equation;
that technological solutions were the future in preparing different
kinds of learners for success. But everyone seemed so afraid of
change. So I simply quit my job one day and began to look around
for a graduate program. Not just any program, but one that would
prepare me to lead the way in using innovative technologies to
impact education across Peru.
“The TIE Program has been life-changing. I’m surrounded by bright,
talented classmates from every possible background — musicians,
doctors, TV producers — all as passionate about impacting their
communities and their professions through education as I am. I’ve
learned about every aspect of education from professors who’re
not just the best in their fields, but incredibly focused on helping
me with my individual goals. And every day, I get to interact with
leaders from different fields who are successfully using new
technologies to create innovative learning and teaching solutions.”
Jennifer a. Cottle
lima, Peru
ed.M., Technology, innovation, and education
technology, innovation, and education (ed.m.)for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
49
50
The ProgramThe Ed.L.D. program integrates the thought-provoking
insights, leading-edge practices, and world-renowned
scholarship from three notable schools — the Harvard
Graduate School of Education, the Harvard Business
School, and the Harvard Kennedy School . This three-
year, full-time, cohort-based program delivers the
conceptual framework, practical skills, and professional
experiences necessary to positively transform American
educational communities at the system level. You will
engage in an ambitious and rigorous curriculum,
multi-disciplinary in design and collaborative in
character, which will empower you to clarify, refine, and
realize your vision as an educational leader.
The program’s innovative and integrated core curriculum
is guided by state-of-the-art professional principles. In
addressing the overarching question — “How does one
positively transform education at the system level?”— the
Doctoral Program in Education Leadership not only
enables you to develop a deep understanding of how the
U.S. education sector functions, but also a sense of the
modes by which it can be reshaped in the future,
including an in-depth knowledge of the history,
structures, policies, politics, and levers for change. The
program emphasizes learning and teaching, as well as
leadership and management; it also incorporates analysis
of comparative examples of best practices from other
countries. During the second year, you will work closely
with advisors to select electives offered at HGSE and
other schools within Harvard University. And, you will
experience a variety of pedagogies that place you in the
role of an education leader, as well as meet the major
players currently involved in enabling sectoral-level
change. In addition, you will be expected to transform
yourself through a variety of experiences in the year one
curriculum, including individualized executive coaching
and yearlong learning teams.
The program culminates with one of the most distinctive
aspects of the Ed.L.D. program: a paid residency in a
substantive leadership role at a practice site offered by our
extensive nationwide network of partnering organizations,
combined with intensive workshops at HGSE. This
opportunity will form a critical part of your preparation to
impact the field as a change agent, an educator, and a
leader who helps transform complex education institutions
into organizations equipped for continuous improvement.
The CommunityAmong the many distinctive strengths of the program is
the unparalleled community of faculty and peers. You will
work closely with faculty, such as Monica Higgins,
acclaimed for her insights in the areas of leadership
development and organizational change. At the same
time, you will discover the powerful insights of program
faculty outside of HGSE, such as Marshall Ganz of the
Harvard Kennedy School, a national leader in community
and issue organizing and voter mobilization strategies for
political campaigns.
You will also learn from — and develop enduring professional
relationships and friendships with — other talented students
and leaders who have worked inside and outside of schools
and school districts, improved educational opportunities for
underserved students, and more.
after HGseAfter the program, you will be prepared for a variety of long-term, system-level leadership responsibilities in organizations such as school districts, departments of education, policy organizations, nonprofits or mission-based for-profits, and foundations.
doctor of education leadership (ed.l.d.)
Frequently asked QuestionsWhat kinds of academic and/or work experience is required for admission to the ed.l.d. program?
The strongest candidates will demonstrate a commitment to the transformation of
the American preK–12 education sector and readiness for senior-level work in the
field. We expect that applicants will come from a variety of prior work experiences
that include significant demonstrated leadership.
We do not require a minimum number of years or a specific type of work experience
for admission to the program. Neither a degree in education nor a master’s degree
is required.
How competitive is admission to the ed.l.d program?
The HGSE Doctor of Education Leadership, the only program of its kind, is of particular
interest to leaders from a wide range of education-related fields, including schools,
business, government, research, and the policy, nonprofit, and corporate sectors.
Admission to this innovative, full-time program is highly selective.
How is the third year residency determined?
Students will work closely with Ed.L.D. program faculty during their second year to
determine the best match with a partner organization for their third year residency.
We will take a number of factors into account, including students’ career goals and
geographic preferences. In addition, we expect that the current list of partners will
continue to grow based on organizational and student interest.
What kind of financial aid is available to ed.l.d. students?
All Ed.L.D. students will receive a full tuition funding package, which includes support
for living expenses in years one and two, as well as a paid residency in year three. For
more information on Ed.L.D. funding, please visit www.gse.harvard.edu/financialaid.
Contact information
admissions liaison: Julie Vultaggio
e-mail: [email protected]
executive director: Elizabeth City
Program coordinator: Amanda Wellum
mailing address:
Ed.L.D. Admissions
Harvard Graduate School of Education
13 Appian Way, 112 Longfellow Hall
Cambridge, MA 02138
Web address: www.gse.harvard.edu/edld
sample Partner (residency) sites
■■ Achieve, Inc.
■■ Aspire Public Schools
■■ Boston Public Schools
■■ Chicago Public Schools
■■ Education Trust
■■ National Center on Education and the Economy
■■ The New Teacher Project
■■ New York City Department of Education
■■ Public Education Network
■■ Uncommon Schools
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doctor of education leadership (ed.l.d.)
If the words “risk-taker” and “education” don’t go together in your
vocabulary, perhaps you’ve never met susan Cheng. Susan, who
describes herself as a “courageous risk-taker for reform,” is part of
Harvard’s first Ed.L.D. Program cohort. “I believe education reform
is the civil rights issue of our day that I will spend my life’s talents
tackling,” says Susan.
Susan played a critical role in Chancellor Michelle Rhee’s efforts
to reform the Washington, D.C. Public Schools (DCPS). She also
created and ran the district’s Urban Education Leaders Internship
Program and developed strategies for integrating teacher input
within the central office.
Prior to joining DCPS, Susan volunteered with Partners in Health
in Rwanda, worked in the D.C. Mayor’s office, and managed a
portfolio of education and environmental justice programs for the
Greenlining Institute in California.
“As a social entrepreneur at heart, the prospect of both experiencing
and shaping the Ed.L.D. Program as part of the first cohort is
exciting. I’m most interested in exploring how lasting education
reform can sustain itself beyond changing political administrations
and agendas,” Susan says. “And I’d like to determine what type
of central office professional development and training education
systems should provide.”
susan Cheng
Washington, D.C.
ed.l.D. candidate
for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
doctor of education (ed.d.)The ProgramIf you aspire to make an impact on the
lives of learners by playing a critical
role in the education, government,
policy, nonprofit, or corporate sectors,
then HGSE’s Ed.D. program will
equip you with the knowledge and
research skills to improve educational
outcomes in the United States and
around the world. It is particularly
relevant to individuals seeking
careers in academia and research, as
well as those interested in scholarly
approaches to developing effective
education practice in both preK–12
and higher education. The program
blends academic rigor, flexibility, and
autonomy with an emphasis on gaining
deep knowledge about the education
field and about how education
research influences policy and practice.
There is a rich and proven history of
developing scholars and leaders —
Harvard originated the Ed.D. in 1921;
today, we continue to offer doctoral
students an outstanding academic
atmosphere, mentorship by leading
faculty, and unparalleled training
that combines rigorous research with
a deep understanding of the field to
solve complex problems in education.
Why HGSe?HGSE prepares you to be a leader who
will contribute solutions to education’s
most pressing challenges. By joining a
community of scholars who work at the
nexus of practice, policy, and research,
your experience at HGSE equips you
with the skills and perspectives to
make a difference. You will forge
a personal network of meaningful,
lasting relationships with fellow
students and faculty. Our premier
faculty, experts in their fields, pursue
research and practice in areas such as
school reform, education policy, early
childhood development, math and
science education, teacher quality
and development, learning, cognition
and the brain, language and
literacy development, learning disabilities, and educational assessment.
To complement your chosen area of study, you can take advantage of the rich resources available at HGSE and across Harvard. Doctoral students have the opportunity to join faculty-led projects that investigate and contribute to our knowledge of educational research and policy or studies that inform and improve educational practice. Recent examples include:
■■ a U.S. Department of Education I3 grant to promote summer reading and close the achievement gap for low-income children,
■■ a comparative study of test-based educational accountability systems in different countries,
■■ a project on second-stage teachers,
■■ an examination of the consequences for high school students who fail state exit examinations,
■■ the development of a Multi-User Virtual Environment (MUVE)-based ecosystems science curriculum, and
■■ a program evaluation of the efficacy of vocabulary instruction in urban middle schools.
Ed.D. students have also been very successful in attaining prestigious national fellowships such as the Spencer Dissertation Fellowship, Fulbright Fellowship, Elizabeth Munsterberg Koppitz Fellowship, Adolescent Literacy Predoctoral Fellowship, and AAUW American Fellowship. For students at HGSE, the network of support and opportunities even extends beyond the Ed School campus to the university, where doctoral students can choose to enhance their course of study by taking electives at any of Harvard’s other graduate schools.
Program concentrationsIn order to provide students with the flexibility and independence required for them to shape their own individualized courses of study, HGSE offers a choice of five concentrations
within the Ed.D. program. While each
concentration focuses on a specific area
of study, all of the concentrations are
interdisciplinary in nature. This ensures
that regardless of your specialization,
you will gain the knowledge and
skills you need reflect upon diverse
other perspectives as well as lead
in the world’s efforts to resolve the
multidimensional challenges facing
educators today.
Culture, Communities, and education
focuses on addressing a wide range
of increasingly complex issues — from
shifts in cultural practices and racial,
ethnic, and linguistic diversity to the
implications of these shifts for human
development, social development, and
education. Central to the concentration
is research on the factors that put
children or youth at a disadvantage,
and those assets — family, community,
or cultural — that support high levels
of academic, social, and moral
development; healthy individuals; and
effective schools. The concentration
prepares students to examine these
issues from multiple perspectives
and through multiple stages: at the
level of the individual; at the school
and the neighborhood/community
levels in which schools are embedded;
and at the national and international
levels, where crosscultural concerns,
including globalization, immigration,
multiculturalism, and citizenship, are of
paramount importance.
education Policy, leadership, and instructional Practice examines learning among children, adolescents, and adults and its connections to the organizations, institutions, and policy settings in which it occurs. Focusing on the broad and critical role of leaders in shaping learning strategies and environments within different educational organizations, this concentration helps develop researchers and practitioners with strong methodological and theoretical skills whose main interest is the development of knowledge useful to the improvement of learning. As a graduate, you will make a significant impact toward transforming the conditions that support the learning of children, adolescents, and adults through the systematic application of research to practice.
Higher education is an ideal
concentration for those who seek
to assume leadership positions
as researchers, faculty members,
administrators, and policy analysts
in colleges and universities, research
institutes, and state and federal
organizations. A comprehensive
exploration of historical and
contemporary issues within higher
education, the curriculum emphasizes
leadership, administration, and
governance; policymaking and
decision making; planning and
finance; and diversity. This
concentration will prepare you as
a leader by enabling you to fully
study and reflect upon the course of
American education.
Human Development and education
looks at development throughout the
life span, from infancy through
adulthood. Special consideration is
given to how issues of cognitive, social,
and emotional development intersect
with community and cultural contexts.
The strengths of the faculty include the
following broad topics: language and
literacy; mind, brain, and education;
early childhood development; and
children at risk. As a graduate, you
will be able to apply developmental
research to address issues in education
policy and practice.
Quantitative Policy analysis in
education is highly structured course of
study and incorporates three distinctive
strands of coursework: rigorous
training in quantitative research
methods, in-depth disciplinary study,
and substantive study of educational
institutions and policies. In addition to
the core curriculum, you will complete
an acceptable course sequence
appropriate to your specific academic
interests, as well as a minimum of one
intensive research apprenticeship.
Enabling you to gain a broad and deep
theoretical foundation, even as you
develop your own individual research
focus, this concentration will prepare
you for meaningful, rewarding research
careers within academia, research
institutes, and various other education
related organizations.
52
If you’re looking for a graduate school with a heart, where you can not only
work with the world’s best scholars and put your theoretical ideas and research
to the test in rigorous ways, but also remain powerfully connected to the real-
world impact of your work and its ability to transform actual learning strategies
and environments, there’s simply no better choice in the world than HGSE. Flossie Chua
“To be an HGSE student is to embrace a deeply rigorous,
refreshing, and satisfying process of deliberation, discussion,
and challenge,” declares Flossie Chua passionately. Clearly,
Flossie thrives on such vigor. After all, her own story is the kind
that can inspire entire communities to challenge themselves
to dream bigger and achieve more. Her father, a bus driver in
Singapore, was the sole provider for a family of six and Flossie’s
high school education, alone, came at great cost. However,
Flossie not only proved to be a brilliant student, but a star athlete
who was chosen to represent her nation in field hockey at the
Junior World Cup. Later, having won a public service commission
university scholarship, Flossie earned an undergraduate degree in
literature, a master’s degree in education, and began working for
Singapore’s Ministry of Education as an educator.
“I worked with gifted students and with those who had difficulty
learning, with students from affluent backgrounds and with those
who could barely afford lunch every day,” she explains. “It made
me think hard about pedagogy, curriculum, learning, and teaching
in ways I never ever had before. It’s why I came to HGSE. I wanted
an answer to a single, all-important question: what makes a
great teacher?”
Having earned an Ed.M. in Learning and Teaching, Flossie was
invited to do an internship at Project Zero, and, subsequently,
admitted to the Ed.D. program. Why HGSE? “Because of the
incredible faculty here and their focus on connecting research to
practice and policymaking, as well as the unmatched resources
Harvard offers toward interdisciplinary work. But most of all,
because this is a community that shares my passion for finding
the most effective ways to enable students to transform their
lives through education.”
Flossie Chua
singapore
ed.D. Candidate
for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
53
doctor of education (ed.d.)
The CommunityThe breadth and quality of our course offerings and our world-class faculty may be the primary factors that attract students to the Ed.D. program, but talk to some of our graduates and they’ll tell you that what they remember most about their HGSE experience is the extraordinary sense of community that they discovered here. As a doctoral student, you’ll form professional relationships, networks, and friendships — with fellow students from an array of backgrounds, with faculty from across the Ed School, as well as across the university, perhaps even with our alumni across the nation and beyond — that will last long after you graduate.
In addition to learning to understand one another’s diverse perspectives in class, students often form informal study groups — within and across cohorts — to support, encourage, and sometimes challenge one another as they deal with their coursework and dissertation work. And whether it is being assigned an individual librarian to help you with your information needs at the Gutman Library or having access to the invaluable counselors and resources of the Career Services Office, everywhere, you’ll find a culture of support that makes it easier for you to achieve your academic and professional goals.
after HGseThe Doctor of Education (Ed.D.) program is designed to enable students to draw upon resources — both at the Ed School and across Harvard University — in order to understand education research, policy, and practice, as well as the connections and relationships among them. Not surprisingly, our graduates go on to become scholars and leaders who impact the world of education, often in profound ways. You’ll find them serving students across the globe, as university faculty members, senior-level educational advisors, researchers, and policymakers.
recent ed.D. graduates serve in such positions as:
■■ Faculty
■■ Bates College
■■ Brown University
■■ Columbia University
■■ Michigan State University
■■ University of California, Davis
■■ University of Texas, Austin
■■ Vanderbilt University
■■ Wellesley College
■■ Assistant dean/faculty, Tufts University School of Medicine
■■ Provost, Teacher U, Hunter College
■■ Deputy Director of Education, Bill and Melinda Gates Foundation
■■ Senior early childhood care and development specialist, Save the Children
■■ Associate policy researcher, RAND Corporation
■■ Researcher, Mathematica Policy Research
■■ Research associate, MDRC
■■ Postdoctoral fellow, University of Connecticut
■■ Postdoctoral fellow, University of Michigan, Ann Arbor
For more information, visit the ed school’s Career services
office or online at www.gse.harvard.edu/careers.
General requirementsWith a requirement of two years of full-time coursework (16
courses), a qualifying paper, and a dissertation, the Ed.D.
program takes from four to seven years to complete. In
consultation with their faculty advisors, students design
their own programs of study incorporating required and
recommended courses. Offering an understanding of the
interrelatedness of education practice, policy, and research,
the core curriculum is comprised of rigorous training in both
qualitative and quantitative methods, as well as a team-
taught interdisciplinary course on the major concepts in
education. The recommended courses include those offered
by HGSE, as well as by the faculty of Arts and Sciences
(departments of anthropology, economics, linguistics,
psychology, sociology, and statistics, among others); the
Harvard School of Public Health; the Harvard Kennedy
School; and the Massachusetts Institute of Technology.
as an ed.D. student, you will be required to take:
■■ The first-year core course S-460, Integrating Perspectives on Education
■■ Five research methods courses, including:
s-040 Introduction to Quantitative Research, Data
Analysis, and Statistical Modeling
s-504 Introduction to Qualitative Research, or
s-710B Observation and Participation in Qualitative
Research, and s-710C, Interviewing in
Qualitative Research (taken in combination)
In addition, Ed.D. students must take at least three
advanced research methods courses.
Contact informationadmissions liaison: Julia Deland or Gregg Glover
e-mail: [email protected] or [email protected]
assistant dean: Shu-Ling Chen
Program coordinator: Stacy Peazant
mailing address:
Ed.D. Admissions
Harvard Graduate School of Education
13 Appian Way, 114 Longfellow Hall
Cambridge, MA 02138
Web address: www.gse.harvard.edu/edd
Frequently asked QuestionsHow competitive is admission to the ed.D. program?
The HGSE Ed.D. program, a research-intensive degree comparable to the Ph.D. in
education offered by other institutions, is highly sought-after by aspiring scholars,
researchers, policymakers, and leaders across a wide range of education-related fields,
including education research, schools, government, and the policy, nonprofit, and
corporate sectors. Admission to this rigorous, full-time program is highly selective.
Do i need to have a master’s degree and/or related work experience to be considered for admission?
Neither a master’s degree nor related work experience are requirements. However,
perhaps because of the competitive nature of the program, successful applicants are
those who possess a strong academic profile, including GRE scores, work experience,
and demonstrated research and leadership potential. Many also have graduate degrees
in education or in related fields, and most have an average of five to six years of relevant
work and/or research experience in the fields that interest them.
Do you accept transfer credits from other universities?
The Ed School does not accept transfer credits from other universities. However,
students who have graduated from the Ed School within three years of enrolling as
Ed.D. students will receive academic credit for four courses (16 credits) completed
during their Ed.M. or C.A.S. course of study.
What kind of financial aid is available for ed.D. students?
All Ed.D. students receive a five-year funding package, covering full tuition and health
fees. It also includes stipend support in year one and guaranteed income through work
(e.g., teaching fellowships and research assistantships) in years two through five. Select
Ed.D. students receive the Harvard University Presidential Scholarship, which provides
additional stipend support to doctoral students who show exceptional promise. For
complete information on available fellowships and scholarships, please visit
www.gse.harvard.edu/financialaid.
54
doctor of education (ed.d.)
“If your goal is to make a significant impact in the field of education,
there’s no better step toward that goal than HGSE’s Ed.D. program,”
says Marc Johnson. “It’s a unique intersection of research, policy,
and practice where your ambition, imagination, and dreams can
both thrive and be transformed into real achievement. And while the
faculty are some of the biggest, most renowned authorities in their
fields, they are incredibly generous with their time, always open to
new ideas, and always supportive of your work.”
Born in Atlanta, Marc spent much of his childhood in Colón in the
Republic of Panama where his father, a teacher, was posted by the
U.S. Department of Defense. “I returned home as an undergraduate
thinking of a career in teaching. But as a junior, I stumbled upon
a magazine review about a book they said all college presidents
should read. I still can’t quite explain why, but I tracked that book
down, read it in one sitting, and knew, after, that I would be a
college president myself someday. Perhaps it was just that a college
presidency represented an opportunity to be the kind of leader who
could transform careers and lives.
“I earned my master’s degree in higher education almost 10 years
ago and only decided to pursue a doctoral degree after working in a
variety of roles across higher education within different institutions,”
continues Marc. “I looked at several programs, but frankly, I just
couldn’t find another school that offered the unique combination
of sheer rigor and quality, opportunity, resources, flexibility,
connections, and sense of community that HGSE does.”
Marc Johnson
Palmyra, Missouri
ed.D. Candidate
55
for more on how our students, faculty, and alumni are impacting the world, visit: www.gse.harvard.edu/impact.
Step i: introduce Yourself
Just as you desire to learn more
about HGSE, we would like to know
more about you. You’re invited to fill
out a form at www.gse.harvard.edu/
admissions/prospect. By introducing
yourself in this way, we can make
certain that you receive the information
that is most pertinent to you and your
interests and needs.
Step ii: visit our campus
You are drawn to HGSE’s mission, to
the idea of collaborating with faculty, to
the opportunity to connect theory with
research and practice. As you continue
to gather information, we encourage
you to visit campus or attend one of
the many admissions events we host
throughout the year, such as:
■■ On-campus open house events in
the fall
■■ Annual Diversity Recruitment
Program in October
■■ Information sessions in cities
across the U.S. and online
■■ Informal small group sessions
offered weekday mornings from
May to early December
■■ Saturday morning sessions
scheduled once a month in
October and November
■■ Individual half-hour appointment
with an admissions representative
■■ Class observations during the fall and spring semesters
All of these opportunities are intended
to provide you with the information
you need about the Ed School,
academic programs, student life,
and application process. To view a
complete list of ways to connect with
HGSE and to sign up, please visit www.
gse.harvard.edu/admissions/events.
If you are planning a visit to campus
and would like guidance, we ask that
you contact the Admissions Office in
advance at gseadmissions@harvard.
edu or 617–495–3414.
ready to impact the World?
By applying to HGSE, you will be taking
a step toward joining other bright,
talented, and experienced students
who have the desire to transform lives
through education. Our student body
is made up of individuals from around
the world who seek an education that
prepares them to impact not only the
world of education, but also the lives
of the communities in which they live,
learn, and lead.
While our admissions process
is highly selective, it is also
personalized, comprehensive, and
fair. There is no single formula or
criterion for admission. What the Ed
School looks for are students with a
passion for education, diverse life
and work experiences, and a deep
commitment to making an impact in
the world — as educators, researchers,
policymakers, and service-minded
leaders of character and integrity. If
that describes you, we look forward to
hearing from you soon.
if you’re ready to apply, please note
that a completed application consists of
the following:
■■ Application form (available online)
■■ $85 application fee (paid via credit card through the online application)
■■ Statement of purpose
■■ Three letters of recommendation (submitted online)
■■ Resume
■■ Official transcript(s) from each postsecondary institution attended
■■ International transcript request form for each institution outside the United States (available online)
■■ Standardized test score(s):
■■ GRE (mandatory for all applicants; GMAT may be submitted instead for Ed.L.D. only)
■■ TOEFL (for applicants whose native language is not English or whose baccalaureate is not from a college or university where English is the language of instruction)
HotelHarvard SquarePlace
University
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Brattle Square
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124
44R
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APPIAN W
AY
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JAMES STREET
CHURCH STREET
PALM
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BRATTLE STREET
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STORY STREET
BENNETT STREETUNIVERSITY
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FARWELL PLACE
MOUNT AUBURN STREET
50 ChurchBrattle/Mt. Auburn
Walkway
directions to campus HGSE, located in the heart of Harvard Square on
Appian Way, is just a short distance from the Harvard Square subway station and
is accessible by various modes of transportation. For detailed directions, please
visit www.gse.harvard.edu/directions.
56
applying for admission■■ Any additional requirements as
specified by the program
Interviews are not a part of the Ed.D.
or Ed.M. admissions process. For the
Ed.L.D., a select number of the most
promising candidates will be invited
to campus for required interviews with
members of the admissions committee.
For all of the information you need
regarding admissions and financial aid,
visit www.gse.harvard.edu/admissions.
deadlines
For the 2012–13 academic year, the
deadlines for submission of the online
application form and receipt of all other
materials are:
ed.D. and ed.l.D. December 14, 2011
ed.M. January 4, 2012
For more information, please refer to
www.gse.harvard.edu/admissions/apply.
fellowships and financial aid
HGSE offers a number of fellowship opportunities for students, with many featuring full
tuition support. Individuals considering master’s studies may apply for programs such as
the urban Scholars program (experienced urban educators) and the leadership in education
program (individuals with strong leadership potential) at the time they apply for admission. In
addition, need-based grant, loan, and employment support is available. At the doctoral level,
all students are eligible to receive a multiyear full-tuition funding package. The Harvard
University Presidential fellowship provides additional support to selected Ed.D. students
who show exceptional promise.
We encourage you to complete the financial aid application by the February 3, 2012, deadline to
be considered for all sources of financial aid. For more information, visit our website at
www.gse.harvard.edu/financialaid.
tuition for the 2011–2012 academic Year* ■■ Full-time students (per academic year): $36,992
■■ Part-time students (per course/per term): $4,624
*Tuition is determined each year and is subject to change. Please visit our website for a complete,
up-to-date list of all tuition costs.
Who Studies at HGSe?
2010–2011 Entering Class
■■ Doctor of Education (Ed.D.) Students: 29
■■ Doctor of Education Leadership (Ed.L.D.) Students: 25
■■ Master of Education (Ed.M.) Students: 629
rate of Study
■■ Full-time: 96 percent Part-time: 4 percent
Gender ratio
■■ Female: 74 percent Male: 26 percent
Geographical distribution
■■ 44 states, D.C., and 35 countries
international Students
■■ 12 percent of student body
Students of color
■■ 31 percent of student body
age breakdown
■■ Ed.D. Students Range: 24–41 Average: 30
■■ Ed.L.D. Students Range: 28–48 Average: 35
■■ Ed.M. Students Range: 21–61 Average: 29
Years of Work experience
■■ Ed.D. Students Range: 0–14 Average: 6
■■ Ed.L.D. Students Range: 6–26 Average: 11
■■ Ed.M. Students Range: 0–37 Average: 5
2011–2012 Admitted Class
General Record Test (GRE)
■■ Ed.D. Averages Verbal: 650 Quantitative: 700 Analytical Writing: 5
■■ Ed.M. Averages Verbal: 600 Quantitative: 660 Analytical Writing: 5
Harvard Graduate School of education — at a Glance
Mission: To prepare leaders in education and to generate knowledge to improve student opportunity, achievement, and success.
Programs: HGSE offers 13 master’s (Ed.M.) degree programs (Arts in Education; Education Policy and Management; Higher Education; Human Development and Psychology; International Education Policy; Language and Literacy; Learning and Teaching; Mind, Brain, and Education; Prevention Science and Practice; School Leadership; Special Studies; Teacher Education; and Technology, Innovation, and Education); a Doctor of Education (Ed.D.) program with five concentrations (Culture, Communities, and Education; Education Policy, Leadership, and Instructional Practice; Human Development and Education; Higher Education; and Quantitative Policy Analysis in Education); a Doctor of Education Leadership (Ed.L.D.) program; and a Certificate of Advanced Study (C.A.S.) in Counseling.
students: Prior to enrolling at the Ed School, Ed.M. students average five years of professional experience; Ed.D. students, six; and Ed.L.D. students, 11. They have served as teachers, school and district administrators, policymakers, counselors, researchers, program directors, and college and university administrators in public and private schools, nonprofit organizations, international organizations, and corporations.
Faculty: More than 100 faculty members guide approximately 900 students in degree programs and provide training through professional development and executive outreach programs.
Graduates: Our 25,000 graduates have gone on to impact the world by holding national and international educational roles. They are practitioners, policymakers, and researchers dedicated to improving the field of education. During the 2010–2011 academic year, the Ed School granted 47 Ed.D. degrees and 649 Ed.M. degrees.
Admissions Office
111 Longfellow Hall
13 Appian Way
Cambridge, MA 02138
Phone: 617–495–3414
Fax: 617–496–3577
E-mail: [email protected]
www.gse.harvard.edu/admissions
Financial Aid Office
061 Longfellow Hall
13 Appian Way
Cambridge, MA 02138
Phone: 617–495–3416
Fax: 617–496–0840
E-mail: [email protected]
www.gse.harvard.edu/financialaid
At the Harvard Graduate School
of Education, our faculty and
students work at the nexus of
practice, policy, and research,
because we believe that this
is the most powerful way to
improve education. The litmus
test for everything we do is
whether the activity adds
value to student opportunity,
achievement, and success.
Dean Kathleen McCartney