Community Learning Goals
Community learning goals are an opportunity for our community to share experiences that will support our growth around Diversity, Inclusion, and Belonging.
SEAS DIB Community Learning Goals for 2024-2025:
-
Diversity and Inclusion as Drivers of Innovation
-
Understanding Native Communities’ Contribution to Engineering
-
Towards Greater Inclusion and Belonging Through Combatting Islamophobia and Antisemitism
Fall Events
Native Contributions to Engineering Symposium
Date: October 15, 2024, 2-6 PM
Location: Science and Engineering Complex
Registration to Open on September 15th
Diversity and Inclusion as Drivers of Innovation Data Walk
Date: October 9, 2024, 12-3 PM
Location: TBD
Registration is Not Required
Towards greater inclusion and belonging through combatting Islamophobia and Antisemitism Self-Study Resources
Anyone with a disability who would like to request accommodations or who has questions about physical access may contact diversity@seas.harvard.edu in advance of the program.
Diversity and Inclusion as Drivers of Innovation
We are continually updating this list.
| Diversity Funding Opportunities | https://research.fas.harvard.edu/diversity-funding | Listing of notable funding opportunities related to diversity, equity, and inclusion in research and higher education. |
SEAS DIB Community Learning Goals for 2023-2024:
-
Understanding Pronouns and Why They Matter
-
Exploring Universal Design for Accessibility and Inclusion
-
Understanding our Global Community through the Lens of Race and Gender
Featured Events
Accessibility by Design: A Teach-in on Disability for the SEAS Community
Accessibility by Design: A Teach-in on Disability for the SEAS Community is a two-day event series designed to support our community learning goal of Exploring Universal Design for Accessibility and Inclusion. Through these opportunities, SEAS community members can share in experiences that support growth around Diversity, Inclusion, and Belonging.
October 19, 2023
- 11:45 AM Luncheon Keynote with Dr. Rory Cooper.
- 5:30 PM Crip Camp: A Disability Revolution Screening.
October 20, 2023
- 10 AM Disability Inclusion Training by UDR.
- 12 PM DIB Fellows’ Disability Access Tabling. Maxwell Dworkin Lobby and SEC Lobby
-
October 6-7, 2023, Harvard Trans+ Community Celebration 2023
-
October 19-20, 2023, Accessibility by Design: A Teach-in on Disability for the SEAS Community
-
November 2023, Intro to the EDIB Academy
-
Harvard University Office for Equity, Diversity, Inclusion, and Belonging, University-Wide Events
University Resources
- Office for Gender Equity
- Gender and Pronouns
- Office of BLGTQ Life
- University Disability Resources (UDR)
- Disability Access Office
- Harvard Undergraduate Disability Justice Club
- Harvard College Women's Center STEM Support
- Harvard DIB Glossary
Suggested Reading
-
Bell, A., Chetty, R., Jaravel, X., Petkova, N. and Van Reenen, J., 2019. Who becomes an inventor in America? The importance of exposure to innovation. The Quarterly Journal of Economics, 134(2), pp.647-713.
-
Copur-Gencturk, Y., Cimpian, J.R., Lubienski, S.T. and Thacker, I., 2020. Teachers’ bias against the mathematical ability of female, Black, and Hispanic students. Educational Researcher, 49(1), pp.30-43.
-
Kandaswamy, P., 2012. Gendering racial formation. Racial formation in the twenty-first century, pp.23-43.
-
Black students in grades K-12. Journal of Economics, Race, and Policy, 3(3), pp.180-194.
-
Mills, C.W., 2019. The racial contract. Cornell University Press.Moss-Racusin, C.A., Sanzari, C., Caluori, N. and Rabasco, H., 2018. Gender bias produces gender gaps in STEM engagement. Sex Roles, 79, pp.651-670.
-
Omi, M. and Winant, H., 2014. Racial formation in the United States. Routledge.
-
Ramsay-Jordan, N.N., 2020. Hidden figures: How pecuniary influences help shape STEM experiences for