Strengthening academic and residential life

Harvard and its Schools are dedicated to strengthening academic excellence through enhancing course offerings, upholding rigorous pedagogical standards, and implementing faculty development that support intellectual diversity and inclusive learning environments. Informed by the Task Force’s findings, Harvard and its Schools are further committed to increasing academic engagement with Arabic language and cultures, Islamic studies, and studies related to Palestine and Palestinians, and related topics, as part of a broader commitment to scholarly inquiry across diverse fields and perspectives.

• Institutional Voice Principles. In May 2024, the University adopted its Institutional Voice Principles and will no longer “issue official statements about public matters that do not directly affect the university’s core function” as an academic institution. The University can and will continue to speak out on anything relevant to its core function, such as free and open inquiry, teaching, and research.
• Defining expectations for teaching excellence. Deans will work with faculty to define shared expectations for teaching excellence that include: (1) maintaining appropriate focus on course subject matter; (2) ensuring students are treated fairly regardless of their identity or political/religious beliefs; (3) promoting intellectual openness and respectful dialogue among students; and (4) maintaining appropriate professional boundaries in instructional settings by refraining from endorsing or advocating political positions in a manner that may cause students to feel pressure to demonstrate allegiance. An illustrative example of this work that has already occurred is the Faculty of Arts and Sciences Classroom Social Compact Committee, which created handbook language for students and instructors outlining expectations for classroom behavior to advance academic freedom, engagement of a range of viewpoints, and a vibrant learning environment.
• Integrating teaching excellence into academic policies and practices. The shared expectations for teaching excellence will be clearly communicated to faculty and incorporated into policy documents such as instructor handbooks. These expectations will be reflected in established review and oversight processes, including course evaluations, faculty activity reporting, and compensation review, and in reviews regarding hiring, promotion, and renewal.

• Curriculum review. Deans will work with their faculty to strengthen academic review processes for courses and curricula, ensuring they uphold the highest standards of academic excellence and intellectual rigor while reflecting the shared teaching expectations described above. These review processes will respect disciplinary differences and faculty expertise while fostering educational environments where all students can fully engage with course material.

• Historical overview of Arabs, Muslims, and Palestinians at Harvard. Harvard will engage a subject matter expert to undertake a comprehensive historical overview of Muslims, Arabs, and Palestinians at the University.

Harvard and its Schools are supporting numerous initiatives to identify and disseminate best practices for fostering collaboration, dialogue, and understanding across differences—political, social, or otherwise—throughout the University. Much of this work has been ongoing, and salient examples include:

• Palestinian/Israeli guests at Harvard Law School. Through the Roger D. Fisher Fellowship in Negotiation and Conflict Resolution, HLS is hosting experts working on Israeli/Palestinian conflict resolution during the 2024-25 and 2025-26 academic years.
• “Middle East Dialogues” and similar programming at the Harvard Kennedy School of Government (HKS). HKS will continue to organize a set of co-curricular activities with speakers from Israel, Palestine, and the broader region through which students can explore a diversity of perspectives on the Middle East.

Harvard and its Schools are enriching orientation and pre-orientation programming to ensure welcoming and inclusive experiences that support all our students and foster skills for dialogue across differences. An example includes:

• Building community and dialogue skills. As part of Harvard’s “welcome back” programming, Members of the College Class of 2028 completed the Perspectives Program in partnership with the Constructive Dialogue Institute, which equips students with skills to engage productively across different perspectives and life experiences.