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 the study of antisemitism, Hebrew and Judaic studies, Israel, 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.

• Core ladder faculty. Harvard’s Faculty of Arts and Sciences current academic plans commit to providing additional resources for the study of Hebrew and Judaic studies, including a College Fellow in Jewish Studies appointed for 2025-26, an offer out for a chair in Jewish history and culture, and authorized searches for two named chairs (professorships) in 2025-26. The University is also exploring potential additional provostial chairs.

• Antisemitism research project. Harvard will dedicate resources to create a research project on antisemitism, led by a faculty expert in the field.
• Curriculum review. Deans will work with their faculty to strengthen existing 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, faculty expertise, and academic freedom while fostering educational environments where all students can fully engage with course material.
• Increased academic offerings. Harvard will dedicate additional academic resources and opportunities to studying antisemitism and Hebrew and Judaic studies, including as a part of Harvard Law School’s Julis-Rabinowitz Program on Jewish and Israeli Law and the Faculty of Arts and Sciences’ Center for Jewish Studies.
• Partnership with Israeli universities. Harvard has committed to partnering with an Israeli university (in addition to those engagements in place already) and will offer Harvard students the opportunity to earn academic credit for participating in coursework from this university.
• Harvard Divinity School programming and initiatives.
  • Harvard Divinity School (HDS) has appointed new leadership for the Religion and Public Life (RPL) program effective July 1, 2025, with the Academic Dean serving as interim director to help with the transition. Additionally, the School appointed a committee of four distinguished scholars from outside Harvard to review the RPL program. The committee will provide an independent evaluation of the program, focusing on academic quality, effectiveness, and alignment with institutional goals.
  • HDS is taking steps towards the development of a Jewish Leadership Initiative, akin to the School’s longstanding Buddhist Ministry Initiative, to prepare students for service in their congregations, broader communities, and beyond.
  • HDS launched faculty searches in Fall 2024 for two positions: a Professor in Residence in Modern Jewish Studies and tenure-track Professor in Religion, Violence, and Peace.

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. Examples include:

• Symposia and learning opportunities. Harvard has committed to hosting an academic symposium on antisemitism and providing space to the Louis D. Brandeis Center for Human Rights Under Law to host a day-long campus event, with both events occurring on an annual basis for the next three years.
• Israeli/Palestinian 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. Examples include:

• Highlighting Jewish life at Harvard. In August 2024, Hillel and the Harvard College Dean of Students Office hosted a webinar, open to all incoming College students, that highlights Jewish life at Harvard.
• Direction from leadership on pre-orientation/orientation programs. Deans will incorporate principles of inclusion, openness, and fairness from the Task Force on Combating Antisemitism and Anti-Israeli Bias into pre-orientation and orientation programs for Fall 2025.
• Building community and dialogue skills. Harvard has enhanced its “welcome back” programming to strengthen inclusion for Jewish and Israeli students, faculty, and staff at the University. In addition, Members of the Harvard 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.