harvard education articles

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HGSE Students Tackle Pandemic-Related Issues in Education

Hill and Reimers Elected To NAEd

Reimers Testifies Before House Committee on Learning Loss in Latin America and the Caribbean

Global Innovations in Education During the Pandemic

Educational Opportunity During COVID

Convening the changemakers.

Toward a Global Response to COVID-19

#52: Because We Are the World

Fernando Reimers Joins UNESCO Commission on the Futures of Education

The Story of the Unlikely Children's Book Author

A Global Approach to Teacher Development

Askwith Essentials: Learning to Change the World

What does learning to change the world look like? HGSE faculty members individually share their perspectives in dynamic, TED Talk-style presentations.

One Student at a Time

A Curriculum for Changing the World

How to Thrive in the 21st Century

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What Qualities Matter?

Thank you for teaching, students and alums gather for iep alumni conference, global education conference at hgse.

Why It Matters: Fernando Reimers

Reading globally, thinking slowly about education in singapore, when students become entrepreneurs — for education, reimers appointed the cj koh professor in education at nie, reconnecting on education.

The Global Classroom

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Second Time Around

Intellectual contribution/faculty tribute award recipient: mangala nanda, iep'09, master's student named citizen of the year.

It's Time to Teach Human Rights

Reimers speaks at nea global education summit.

Growing Up Globally

Microsoft's wood speaks to iep students, reimers named international academy of education fellow, report concludes u.s. needs to provide more support for international studies, hgse faculty evaluate national education initiatives in mexico, a new generation of global education leaders, focus on immigrant education and motivation to shape the future, hgse in costa rica to explore civic education.

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“Teachers should teach math in a way that encourages students to engage in sense-making and not merely to memorize or internalize exactly what the teacher says or does,” says Jon R. Star.

Kris Snibbe/Harvard Staff Photographer

One way is the wrong way to do math. Here’s the right way.

Harvard Staff Writer

Research by Ed School psychologist reinforces case for stressing multiple problem-solving paths over memorization

There’s never just one way to solve a math problem, says Jon R. Star , a psychologist and professor of education at the Harvard Graduate School of Education. With researchers from Vanderbilt University, Star found that teaching students multiple ways to solve math problems instead of using a single method improves teaching and learning. In an interview with the Gazette, Star, a former math teacher, outlined the research and explained how anyone, with the right instruction, can develop a knack for numbers.

Jon R. Star

GAZETTE: What is the most common misconception about math learning?

STAR: That you’re either a math person or you’re not a math person — that some people are just born with math smarts, and they can do math, and other people are just not, and there’s not much you can do about it.

GAZETTE: What does science say about the process of learning math?

STAR: One thing we know from psychology about the learning process is that the act of reaching into your brain, grabbing some knowledge, pulling it out, chewing on it, talking about it, and putting it back helps you learn. Psychologists call this elaborative encoding. The more times you can do that process — putting knowledge in, getting it out, elaborating on it, putting it back in — the more you will have learned, remembered, and understood the material. We’re trying to get math teachers to help students engage in that process of elaborative encoding.

GAZETTE: How did you learn math yourself?

STAR: Learning math should involve some sense-making. It’s necessary that we listen to what our teacher tells us about the math and try to make sense of it in our minds. Math learning is not about pouring the words directly from the teacher’s mouth into the students’ ears and brains. That’s not the way it works. I think that’s how I learned math. But that’s not how I hope students learn math and that’s not how I hope teachers think about the teaching of math. Teachers should teach math in a way that encourages students to engage in sense-making and not merely to memorize or internalize exactly what the teacher says or does.

GAZETTE: Tell us about the teaching method described in the research.

STAR: One of the strategies that some teachers may use when teaching math is to show students how to solve problems and expect that the student is going to end up using the same method that the teacher showed. But there are many ways to solve math problems; there’s never just one way.

The strategy we developed asks that teachers compare two ways for solving a problem, side by side, and that they follow an instructional routine to lead a discussion to help students understand the difference between the two methods. That discussion is really the heart of this routine because it is fundamentally about sharing reasoning: Teachers ask students to explain why a strategy works, and students must dig into their heads and try to say what they understand. And listening to other people’s reasoning reinforces the process of learning.

GAZETTE: Why is this strategy an improvement over just learning a single method?

STAR: We think that learning multiple strategies for solving problems deepens students’ understanding of the content. There is a direct benefit to learning through comparing multiple methods, but there are also other types of benefits to students’ motivation. In this process, students come to see math a little differently — not just as a set of problems, each of which has exactly one way to solve it that you must memorize, but rather, as a terrain where there are always decisions to be made and multiple strategies that one might need to justify or debate. Because that is what math is.

For teachers, this can also be empowering because they are interested in increasing their students’ understanding, and we’ve given them a set of tools that can help them do that and potentially make the class more interesting as well. It’s important to note, too, that this approach is not something that we invented. In this case, what we’re asking teachers to do is something that they do a little bit of already. Every high school math teacher, for certain topics, is teaching students multiple strategies. It’s built into the curriculum. All that we’re saying is, first, you should do it more because it’s a good thing, and second, when you do it, this is a certain way that we found to be especially effective, both in terms of the visual materials and the pedagogy. It’s not a big stretch for most teachers. Conversations around ways to teach math for the past 30 or 40 years, and perhaps longer, have been emphasizing the use of multiple strategies.

GAZETTE: What are the potential challenges for math teachers to put this in practice?

STAR: If we want teachers to introduce students to multiple ways to solve problems, we must recognize that that is a lot of information for students and teachers. There is a concern that there could be information overload, and that’s very legitimate. Also, a well-intentioned teacher might take our strategy too far. A teacher might say something like, “Well, if comparing two strategies is good, then why don’t I compare three or four or five?” Not that that’s impossible to do well. But the visual materials you would have to design to help students manage that information overload are quite challenging. We don’t recommend that.

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University News | 3.1.2021

A Roadmap for Reforming Civic Education

A u.s. department of education-funded study, coauthored by danielle allen, calls for urgent reinvestment in civic education..

Among the findings of a new survey on civic knowledge is that barely half of American adults can name all three branches of government. Montage by Niko Yaitanes/ Harvard Magazine ; images by Unsplash. 

Several months before the invasion of the United States Capitol threw the nation’s seat of legislative power into peril, the Annenberg Public Policy Center’s survey on civic knowledge found that barely half of American adults can name all three branches of government, and 20 percent cannot name any rights protected by the First Amendment. Remarkably, these figures constitute  improvements  on the results of the previous 15 years of this annual survey. Even more troubling, the separate  World Values Survey  has found that since the 1950s, ever fewer numbers within each birth cohort in the United States has ranked it “essential” to live in a democratically governed country. Not even a third of Americans born in the 1980s think democracy is vital.  This state of affairs  follows prolonged disinvestment in the fields of history and civics: today, a new report reveals, federal spending per pupil in these subjects averages $0.05, whereas STEM education (science, technology, engineering, and mathematics) per pupil averages $50—a thousandfold difference in funding allocation. 

That report,  Educating for American Democracy , asserts that civic education needs massive investments of personnel, funding, attention, and energy in order to end this crisis threatening the future of the American democratic experiment—the conclusion of a commission funded by the U.S. Department of Education and the National Endowment for the Humanities.  Its report was assembled by a team of scholars and educators from Harvard ( Conant University Professor Danielle Allen , the current director of the Edmond J. Safra Center for Ethics, and Trumbull professor of American history Jane Kamensky , director of the Schlesinger Library), Tufts University (Kei Kawashima-Ginsberg and Peter Levine), Arizona State University (Paul Carrese), the education nonprofit iCivics (Louise Dubé), and the Arizona Department of Education (Tammy Waller). “We as a nation have failed to prepare young Americans for self-government,” the authors write,  “ leaving the world’s oldest constitutional democracy in grave danger, afflicted by both cynicism and nostalgia, as it approaches its 250th anniversary.”

The report offers a “road map, not a mandate or curriculum” for reform, Allen says: a flexible set of recommended approaches and a robust archive of materials meant to put a renaissance in civics and history education in reach of stakeholders at all levels, from local school boards and individual teachers to state and federal policymakers. Key conclusions of the project include: 

• Schools should  integrate the teaching of history and civics  into a complementary curriculum. Especially at the high-school level, civics should not take the form of a “one semester and done” requirement.
• States, districts, and teachers should  shift from breadth to depth . Many state civics requirements read as long lists of facts and principles to be memorized. States should reconceive educational goals in terms of open-ended questions (such as, “How have mechanisms of majority vote interacted with minority-protecting mechanisms over time?”) to stimulate analytical thinking rather than memorization (“What is a Constitutional Convention?”).
• Instruction in all grades should not paper over disagreements on contentious civic issues, but rather teach how to “ cultivate civil disagreement and reflective patriotism ” in age-appropriate ways.
• All levels of government should work together to enlarge and continuously support the nation’s corps of history and civics teachers (the report proposes the ambitious goal of  one million civics teachers by 2030 ), with robust mutual support networks and support from communities and states. University-level historians and political scientists should help put high-quality recent research into the hands of schoolteachers.

The report’s authors found it important to acknowledge forthrightly the fact that fiery ideological debates over the teaching of American history and politics have hampered advancements and improvements in civics and history at all levels. In the face of arguments over standards and narratives, inaction prevails. The authors mention that in 2009, the National Governors Association was able to establish shared standards for the Common Core in English and the STEM fields, but not in social studies, “because crippling debates over our history made compromises needed for a working debate impossible.” Consequently, the new report aimed to incorporate opinions from a wide spectrum of political beliefs: more than 300 individuals—progressive, conservative, and nonpartisan, including six former U.S. secretaries of education, both Republican and Democratic—as well as the perspectives of organizations ranging from the left-leaning New America Foundation to the right-leaning Jack Miller Center, and well-respected nonpartisan bodies such as the American Bar Association, the American Historical Association, and the Smithsonian Institution.  

The report urges the cultivation of “ civic friendship ,” terminology introduced by Allen in her 2004 book  Talking to Strangers: Anxieties of Citizenship Since Brown v. Board of Education . The authors define civic friendship as “the capacity and commitment to ‘fighting fair’—to engaging in debate with a commitment to honesty…[It] need not be characterized by ‘civility’ in the sense of polished manners, but it should be characterized by a commitment to the well-being of one’s interlocutor as well as oneself.” This capacity needs rebuilding from the ground up, according to the new report: schools are starting from a position of institutional atrophy and upheaval. “Students must be prepared today for a world of hyper-partisanship, of weak civic associations, and of social media instead of printed metropolitan daily newspapers,” the authors urge. 

Report coauthor Kei Kawashima-Ginsberg, who researches civic engagement, notes that as schools resume classroom teaching and heal after the disruptions caused by COVID-19, these questions take on renewed importance for communities and teachers. Crucially, civic-education reform will require support not just for students, but also for teachers within their communities. “[COVID-19] really affected how we thought about our instructional strategies. We couldn’t just include direct instruction with great content strategies for inquiry…we also had to take a step back to say, ‘Let’s think about our commitment to  all  students,’” she explains. Doing so requires that teachers create a good learning environment for students, and that, in turn, requires communities to support teachers. The report warns that previous efforts to reform social-studies education failed largely because they were not backed up by a commitment to  implementation:  to hiring teachers. And it entrusts communities with the responsibility of ensuring that teachers have access to proper training, certification, and continuing professional-development resources. “It demands collaborative effort,” says Kawashima-Ginsberg, particularly in light of “challenges that we have faced this past year, and that we may face in the future, too.” 

Educating for American Democracy  follows a related June 2020 report,  Our Common Purpose . That document arose from a project also co-chaired by Allen, together with Stephen Heintz, president of the Rockefeller Brothers Fund foundation, and Eric Liu, founder of Citizen University: the American Academy of Arts and Sciences’ Commission on the Practice of Democratic Citizenship.  Our Common Purpose  examined the structure of American democratic institutions and recommended sets of policies to help implement better the democratic prerogatives of the United States Constitution.

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Harvard Grad Students Charged Following Confrontation at October Pro-Palestine Protest

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The House Committee on Education and the Workforce released a 42-page report Thursday morning that detailed an internal battle between former Harvard President Claudine Gay and the antisemitism advisory group she established in the wake of Hamas’ Oct. 7 attack on Israel.

The report, released as part of the committee’s investigation into Harvard, revealed that five of the advisory group’s eight members threatened to resign en masse less than 10 days after Gay announced the group’s formation .

“The goals and steps outlined in the document are meaningful recommendations that would have had a substantial impact on Harvard’s antisemitism problem had they been implemented,” the report stated. “Unfortunately, Harvard’s leaders failed to follow the roadmap drawn for them by their own chosen experts.”

Harvard spokesperson Jason A. Newton criticized the committee’s report as “an incomplete and inaccurate view of Harvard’s overall efforts to combat antisemitism last fall and in the months since.”

“It is disappointing to see selective excerpts from internal documents, shared in good faith, released in this manner,” Newton wrote. “Harvard has demonstrated its focus and commitment and attentiveness to combating antisemitism, and these efforts are reflected in the many voluminous submissions to the committee.”

The report relied heavily on submissions to the committee from the University, which included the previously unreleased recommendations from Gay’s advisory group, and a transcribed interview with Dara Horn ’99, a member of the group.

While the committee’s report comes more than four months after Gay’s resignation , interim University President Alan M. Garber ’76 emerged relatively unscathed. While Horn expressed frustration with the formation of Garber’s task forces to combat antisemitism and anti-Muslim and anti-Arab bias, the committee report almost entirely focused on Gay and her response to the advisory group’s recommendations.

Gay did not respond to a request for comment for this article.

The resignation warning, sent on Nov. 5, included a series of ultimatums from the five members who demanded that Gay publicly condemn certain slogans chanted by pro-Palestine student protesters, ban masked protests on campus, and launch a confidential investigation into the Harvard Medical School’s dean of students for allegedly not confronting antisemitism at an event he attended.

The threat, alongside the series of demands, prompted Gay and Harvard Corporation Senior Fellow Penny S. Pritzker ’81 to call an emergency meeting with the advisory group on Nov. 6, in which Gay sought to persuade the group to not resign en masse.

“Areas of common ground have come attached with an ultimatum, one that if interpreted literally leaves me with 24 hours and puts me and the University in a terrible position,” Gay told the group, according to a transcription of the meeting published in the committee’s report.

“You serving is to be helpful, and you’re trying to be helpful; resigning en masse if you don’t get these things in 48 hours would be explosive, and would make things even more volatile and unsafe,” she added.

Gay, however, made clear concessions to the group following the emergency meeting.

Just three days after the emergency meeting, Gay sent a University-wide email that explicitly condemned the use of the phrase “from the river to the sea” by pro-Palestine protesters and announced the University would implement antisemitism training and education for Harvard affiliates.

Members of the group were also frustrated that the scope of their responsibilities remained vague, weeks into the formation of the task force. At the Nov. 6 meeting, Gay told the group she apologized for “not giving you my time that you deserved” and for “thrusting” the advisory group into the roles “before they were defined, staffed, and supported,” according to the meeting minutes.

Horn said that the advisory group soon began to hear from many Jewish students reporting instances of antisemitism, but lacked clear direction from Gay and the administration.

The advisory group reported that there were Jewish students who said they were afraid to eat in Harvard dining halls, followed home and harassed, and at least one who had been spat on for wearing a yarmulke.

Some of the report’s harshest criticisms of the University stem from the Harvard administrators allegedly not implementing the advisory group’s recommendations.

Newton wrote that Harvard’s “community and campus are different today because of the actions we have taken, and continue to take, to combat hate and to promote and nurture civil dialogue and respectful engagement.”

“Harvard has and will continue to be unequivocal – in our words and actions – that antisemitism is not and will not be tolerated on our campus,” he added.

The advisory group’s recommendations included reevaluating the Office for Equity, Diversity, Inclusion, and Belonging and “investigating the potential influence of ‘dark money’ from Iran, Qatar and associates of terrorist groups on campus.”

A member of the advisory group was concerned that the organization American Muslims for Palestine – which they characterized as an entity “linked to terror finance” – funded the “PalTrek” that brought Harvard affiliates to visit the West Bank and “was involved” in the Arab Conference at Harvard in April.

Garber said that the Office of the General Counsel would look into the funding and the OGC later reported “no issues were identified.”

The committee did not specify how Congress will proceed with its investigation of antisemitism at Harvard and other college campuses, but the report indicated that the committee is not done with Harvard just yet.

“The Committee will continue investigating the activities happening on campus at Harvard and at other universities, including the responses by university administrations to recent unlawful campus encampments,” the committee wrote.

—Staff writer Emma H. Haidar can be reached at [email protected] . Follow her on X @HaidarEmma .

—Staff writer Cam E. Kettles can be reached at [email protected] . Follow her on X @cam_kettles or on Threads @camkettles .

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Harvard Ignored Antisemitism Advisory Group’s Recommendations, House Committee Says

In a report, the committee listed what it said were Harvard’s failures to crack down on antisemitism. Harvard said the report gives an “incomplete and inaccurate view” of its efforts.

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By Anemona Hartocollis

• May 16, 2024

A Republican-dominated congressional committee released on Thursday a scathing report of Harvard’s efforts to combat antisemitism on campus, accusing it of suppressing the findings of its antisemitism advisory group and avoiding implementing its recommendations, even as Jewish students were experiencing “pervasive ostracization” and being harassed.

Harvard has been particularly under fire by the House Committee on Education and the Workforce, which wrote the report and which has taken an anti-elitist tack against several of America’s top universities.

In the 42-page staff report, the committee focused on Harvard’s eight-member antisemitism advisory group and examples of what it said were shortcomings of the university in combating antisemitism on campus. The group was created in the aftermath of the Hamas-led attack on Israel on Oct. 7 as antisemitic incidents on campus rose.

“Harvard’s leadership propped up the university’s Antisemitism Advisory Group all for show,” Virginia Foxx, a North Carolina Republican, and the chairwoman of the House committee, said in a statement issued with the report. “Not only did the A.A.G. find that antisemitism was a major issue on campus, it offered several recommendations on how to combat the problem — none of which were ever implemented with any real vigor.”

In response, Harvard said that the advisory group had helped to establish the groundwork for its continuing efforts to combat antisemitism on campus. The group has since disbanded and been replaced by two task forces , one to combat antisemitism and another to combat anti-Muslim and anti-Arab bias.

Jason Newton, a Harvard spokesman, said the university was cooperating with the committee, and had provided 30,000 pages of information.

“It is disappointing to see selective excerpts from internal documents, shared in good faith, released in this manner, offering an incomplete and inaccurate view of Harvard’s overall efforts to combat antisemitism last fall and in the months since,” Mr. Newton said.

Thursday’s report was the first to come out of the House committee’s recent grilling of university presidents in congressional hearings on campus antisemitism, and the committee said there would be more to come. Claudine Gay, Harvard’s president at the time, was among the first to testify in December, and her legalistic answers helped lead to her resignation a month later.

According to the report, the group’s recommendations included holding student organizations accountable to university rules, countering antisemitic speech, reviewing the academic rigor of classes and programs reported to have antisemitic content, and investigating the potential influence of “dark money” from Iran, Qatar and associates of known terrorist groups.

The committee also said several Harvard offices designed to combat discrimination, including the Office of Equity, Diversity, Inclusion and Belonging, had failed to vigorously address antisemitism at the university.

A majority of the members of the antisemitism advisory group were so disillusioned by Harvard’s lack of response to their work that they threatened to resign, the House report said.

Much of the material in the report came from notes of advisory group meetings that Harvard produced in response to a Feb. 16 subpoena and from the transcript of a committee interview with Dara Horn, an advisory group member.

Some examples of incidents of antisemitism the committee cited included a Harvard student’s report of being spat on while wearing a skullcap, an email chain describing threats to Harvard Hillel from students and others affiliated with the university, and an Israeli student being asked to leave a class because “some people feel uncomfortable that you’re here.”

But many of the anecdotal examples in the report were vague, with no mention of names, dates or corresponding police reports or other documentation.

In a letter to Harvard’s president and provost, five of the eight advisory members, including Dr. Horn, said that the lack of clarity of their mission had become a serious problem, according to the report. “The five of us listed below have conferred as a group and agreed that we will not be in a position to continue in our advocacy roles unless Harvard broadly reconsiders the ways in which it is confronting the antisemitism crisis on campus,” the Nov. 5 letter said. One of the advisory board members, Rabbi David Wolpe, did resign on Dec. 7.

The House education committee has had tremendous influence over the public image of the universities it has invited to testify. But it is unclear how much legislative power it has to change the way universities do business.

After Dr. Gay’s testimony, Columbia University’s president, Nemat Shafik, testified in April, and showed a tougher stance against pro-Palestinian protesters.

Her remarks led to a crackdown of an encampment at her school, which inspired a wave of student demonstrations at universities across the country, including at Harvard. Harvard’s encampment lasted three weeks before protesters reached an agreement with the university to quickly process petitions for the reinstatement of participants who had been barred from campus and to discuss the terms of its endowment, a nod to calls for divestment from Israel.

And on May 23, the presidents of Northwestern, Rutgers and the University of California, Los Angeles, are expected to testify before the committee.

Anemona Hartocollis is a national reporter for The Times, covering higher education. More about Anemona Hartocollis

Our Coverage of the U.S. Campus Protests

News and Analysis

N.Y.U.: In what New York University calls a “restorative practice,” it is forcing student protestors  to write apology letters. The students call it a coerced confession.

Columbia: Approximately 550 students, professors and religious leaders gathered near the campus for what organizers called an alternative graduation ceremony , featuring speeches by pro-Palestinian activists and writers, and clergy from various faiths.

Harvard: A Republican-dominated congressional committee released a scathing report of Harvard’s efforts  to combat antisemitism on campus, accusing it of suppressing the findings of its antisemitism advisory group and avoiding implementing its recommendations.

Harvard slammed in House probe for ‘inaction’ on antisemitism

A congressional committee hammered Harvard University for “major flaws” in its response to antisemitism on campus following Hamas’s Oct. 7 attack on Israel, saying the school’s failures led to a hostile environment for Jewish students.

Harvard could have improved the campus climate by implementing recommendations from its own advisory group on antisemitism such as cracking down on classroom disruptions and enforcing existing university rules, the House Education and the Workforce Committee said in a report on Thursday. Former President Claudine Gay created the group before abruptly resigning in January.

“The committee’s report proves that former President Gay and Harvard’s leadership propped up the university’s Antisemitism Advisory Group all for show,” Virginia Foxx, the North Carolina Republican who chairs the committee, said in a statement.

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The report signals the persistent scrutiny colleges are likely to face in Washington even as campus turmoil over the Israel-Hamas war eases with the end of the academic year. Foxx’s committee summoned three more college leaders for testimony next week — from Northwestern, Rutgers and the University of California at Los Angeles — and other congressional panels are also investigating.

A spokesman for Harvard, Jason Newton, said the report offered an incomplete and inaccurate view of the school’s efforts to combat antisemitism. He said the university had submitted more than 30,000 pages of documents to the committee.

“Our community and campus are different today because of the actions we have taken, and continue to take, to combat hate and to promote and nurture civil dialogue and respectful engagement,” Newton said in a statement. “Harvard has and will continue to be unequivocal – in our words and actions – that antisemitism is not and will not be tolerated on our campus.”

The House education committee held its first hearing about campus antisemitism in December with Gay and her counterparts from the University of Pennsylvania and the Massachusetts Institute of Technology. Their responses were widely derided after they declined to condemn calls for genocide against Jews as a violation of university policies.

Penn’s president resigned days after the hearing. Gay, who also faced allegations of plagiarism, stepped down about a month later.

Senate Minority Leader Mitch McConnell weighed in as the House report was released, calling Harvard “ground zero for the current wave of antisemitism sweeping so-called elite education.”

Protesters in April began a weeks-long encampment in Harvard Yard, assailing Israel’s retaliatory response in Gaza that has killed tens of thousands of Palestinians. They cleared out this week after reaching an agreement with Harvard that fell short of their primary demand of forcing the school to cut its financial ties to Israel.

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Harvard students end protest as university agrees to discuss Middle East conflict

Protesters against the war between Israel and Hamas were voluntarily taking down their tents in Harvard Yard after university officials agreed to discuss their questions about the endowment. (AP Video: Rodrique Ngowi.)

People walk past the remnants of an encampment of tents in Harvard Yard on the campus of Harvard University, Tuesday, May 14, 2024, in Cambridge, Mass. Anti-war protesters have taken down their tents in Harvard Yard after the university agreed to meet to discuss their demands. The student protest group calling themselves Harvard Out of Occupied Palestine say their camp “outlasted its utility.” (AP Photo/Steven Senne)

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A person uses a mobile device to record a person wearing a keffiyeh, right, near the remnants of an encampment of tents in Harvard Yard, on the campus of Harvard University, Tuesday, May 14, 2024, in Cambridge, Mass. Anti-war protesters have taken down their tents in Harvard Yard after the university agreed to meet to discuss their demands. The student protest group calling themselves Harvard Out of Occupied Palestine say their camp “outlasted its utility.” (AP Photo/Steven Senne)

Rotem Spiegler, an alumni of Harvard University, stands near an encampment set up at the university to protest the war in Gaza, Tuesday, May 14, 2024, in Cambridge, Mass. The encampment was being voluntarily removed early Tuesday. (AP Photo/Michael Casey)

Tourists flocked to Harvard Yard on Harvard University to catch a glimpse of an encampment set up to protest the war in Gaza, Tuesday, May 14, 2024, in Cambridge, Mass. The encampment was being voluntarily removed early Tuesday. (AP Photo/Michael Casey)

FILE - Students protesting against the war in Gaza, and passersby walking through Harvard Yard, are seen at an encampment at Harvard University in Cambridge, Mass., on April 25, 2024. Participants at the Harvard encampment protesting the war between Israel and Hamas announced they were voluntarily ending their occupation of Harvard Yard. The student protest group said in a statement that the encampment “outlasted its utility with respect to our demands,” and interim Harvard University President Alan Garber agreed to pursue a meeting between those involved in the protest and university officials. (AP Photo/Ben Curtis, File)

CAMBRIDGE, Mass. (AP) — Protesters against the war between Israel and Hamas were voluntarily taking down their tents in Harvard Yard on Tuesday after university officials agreed to discuss their questions about the endowment, bringing a peaceful end to the kinds of demonstrations that were broken up by police on other campuses.

The student protest group Harvard Out of Occupied Palestine said in a statement that the encampment “outlasted its utility with respect to our demands.” Meanwhile, Harvard University interim President Alan Garber agreed to pursue a meeting between protesters and university officials regarding the students’ questions.

Students at many college campuses this spring set up similar encampments, calling for their schools to cut ties with Israel and businesses that support it.

The latest Israel-Hamas war began when Hamas and other militants stormed into southern Israel on Oct. 7 , killing around 1,200 people and taking an additional 250 hostage. Palestinian militants still hold about 100 captives, and Israel’s military has killed more than 35,000 people in Gaza , according to Gaza’s Health Ministry, which doesn’t distinguish between civilians and combatants.

Harvard said its president and the dean of the Faculty of Arts and Sciences, Hopi Hoekstra, will meet with the protesters to discuss the conflict in the Middle East.

The protesters said they worked out an agreement to meet with university officials including the Harvard Management Company, which oversees the world’s largest academic endowment, valued at about $50 billion.

The protesters’ statement said the students will set an agenda including discussions on disclosure, divestment and reinvestment, and the creation of a Center for Palestine Studies. The students also said that Harvard has offered to retract the suspensions of more than 20 students and student workers and back down on disciplinary measures faced by 60 more.

“Since its establishment three weeks ago, the encampment has both broadened and deepened Palestine solidarity organizing on campus,” a spokesperson for the protesters said. “It has moved the needle on disclosure and divestment at Harvard.”

Harvard alumnus Rotem Spiegler said she’s glad to see the protest being dismantled, but thinks it improper to reward students in part for being disruptive.

“It just should have happened a while ago, and they should have suffered consequences to what they’ve been doing here violating everybody’s space and not respecting any of the university rules that were adjusted even while they were going,” Spiegler said.

Faculty members who supported the demonstration in Harvard Yard said the students achieved “an important step towards divestment from Israel and liberation for Palestine.”

“We honor the bravery of our students, who put themselves at risk to amplify the worldwide call for Palestinian liberation that global leaders have been trying to suppress,” Harvard Faculty and Staff for Justice in Palestine said in a statement.

At the University of California, Berkeley, students demanding the school divest from companies doing business in Israel began removing their campus encampment Tuesday afternoon as protest leaders held discussions with university administrators.

UC Berkeley Chancellor Carol Christ sent the demonstrators a letter Tuesday evening agreeing “to support a comprehensive and rigorous examination of our investments and our socially responsible investment strategy.”

At Harvard, student Chloe Gambol, said the biggest achievement of the Cambridge protest was just shining a spotlight on the situation in Gaza.

“The point of a protest is to draw attention and to make a scene and make a stand and, I think, definitely achieved that based on what we see on all the news. A lot of people are talking about it,” she said.

But Howard Smith, a senior researcher at Harvard, said he was happy to see the encampment go down.

“I think the students were very misguided and, basically, historically incorrect and morally off base,” he said. “But I’m pleased that the situation at Harvard was not as crazy as in some other places.”

Protesters also voluntarily took down their tents Monday night at Williams College in Massachusetts after its board of trustees agreed to meet later this month. Williams President Maud Mandel said dialogue is the answer.

“In a year when personal, political and moral commitments are being tested, I have seen our diverse community members -- including people in the encampment, and people who question or oppose it -- try to engage with each other across differences, looking for ways to exchange views without trading insults,” Mandel said in a statement.

At the University of New Mexico, school president Garnett Stokes warned that the encampment along a busy stretch of the Albuquerque campus needed to be dismantled by Tuesday evening and those who did not comply would be subject to “institutional enforcement.”

The collection of tents and tarps had been in place going on three weeks, inhabited by a mix of activists, some students and homeless people.

Stokes’ message to all students and staff acknowledged the demands of the protesters who have been advocating for a ceasefire along with disclosure of the university’s investment portfolios. She said the school was committed to being transparent.

In western New York, the University of Rochester cleared out an encampment ahead of Friday’s commencement ceremony. Most protesters dispersed voluntarily, but two people unaffiliated with the university were arrested for damaging a commencement tent, school spokesperson Sara Miller said.

What’s the best MBA school? These schools produce the most Fortune 1000 c-suite executives

There are quite literally hundreds of universities around the country that offer one of the most coveted degrees and experiences for aspiring business leaders: the master’s in business administration (MBA). 

While it is true that many global business leaders, such as Mark Zuckerberg, Bill Gates, and Elon Musk, do not hold the degree, for many students, it is still considered a rite of passage toward leading a successful company. Popular executives like Tim Cook, Satya Nadella, and Jamie Dimon are examples of those who do have an MBA (from Duke, UChicago, and Harvard, respectively). 

UNC Kenan-Flagler’s top-ranked online MBA

It may come as a shock that the latter group of leaders is actually in the minority when it comes to top business leaders with MBAs. Recent analysis by Fortune’s education team of all Fortune 1000 companies and their c-suite executives’ educational background found that only about 46% of CEOs, CFOs, and relevant technology leads ( CIO , CTO, or CISO) have the graduate management degree. But for those Fortune 1000 leaders with an MBA , Harvard Business School (HBS), University of Chicago (Booth), and Northwestern University (Kellogg) are the schools producing the most.

When it comes to chief executives in particular, Harvard is the clear leader; nearly 6% of all Fortune 1000 CEOs are alumni from HBS’s MBA program . For financial leaders, UChicago leads; about 4% of all Fortune 1000 CFOs have an MBA from the Booth School of Business .

According to Matt Weinzierl, senior associate dean and chair of the HBS MBA program, one of the reasons the school remains one of the most coveted programs is because students are always wrestling with learning through challenging real world problems, together.

“In an era of pervasive distraction, the immersive HBS case method—which has been at the heart of what we do for over a century—teaches something it’s otherwise very hard to get: what we call higher order skills,” Weinzierl tells Fortune .

Are the M7 still dominant in the business education world?

It is no question that one of the biggest factors in the MBA space is prestige. Graduating from one of the “Magnificent 7” or M7 business schools has historically brought along a sense of clout because of their notoriously rigorous curriculum, expert professors, and competitive admissions process. 

These are the M7 business schools: Harvard Business School Stanford University University of Pennsylvania (Wharton) Columbia Business School Northwestern University (Kellogg) University of Chicago (Booth) MIT (Sloan)

However, an M7 doesn't always necessarily mean success: Among executives with MBAs at Fortune 1000 companies, the  University of Michigan , for example, has more alumni than two M7 schools: Stanford and MIT.

Many of the same students that apply to schools like Michigan are also applying for the traditional M7 schools, but as Sharon Matusik, dean of University of Michigan Ross School of Business says, students’ ultimate choice comes down to where they think they can best achieve their goals.

“We win some, we lose some,” she says—adding that Michigan emphasizes four key areas in its program: excellence, action, impact, and community, which touches on everything from faculty expertise and learning-by-doing to balancing economic and social impact as well as school spirit.

Michigan is just one example that counters the myth that M7 institutes are the be-all and end-all of graduate business education. In fact, of those executives with the degree, 69% of them got it at an institute other than an M7. 

When looking at the top 20 programs, ranked in accordance with Fortune’s list of the best MBA programs , that number drops to 46.30%. This still means over half of the top executives at Fortune 1000 companies are MBA alumni of programs outside the 20 best.

However, there are some notable outliers, such as Washington University in St. Louis (Fortune ranked No. 39), Indian Institute of Management (unranked), Vanderbilt University (No. 26), University of Minnesota (No. 30), and Michigan State University (No. 31), all of which are in the top 20 in terms of number of MBA alumni leading a top company. On the flip side, Yale University , which is ranked No. 4 in Fortune’s ranking, is tied for having only the 43rd most MBA alumni. 

Is an expensive, private school MBA worth it?

According to the U.S. Department of Education , there are slightly more public higher education programs than private nonprofit ones (1,892 versus 1,754 in 2020-2021).

However, historically, many of the schools with the highest academic prestige are private institutions. Case in point, all of the Ivy League and M7 universities are private. 

But as anyone who graduates from a private school will tell you, it is not cheap—whatsoever, especially for a business management education. According to the Education Data Initiative , the average cost of an MBA is $56,850. At Harvard, the initiative predicts the entire cost of a 2-year degree program is $231,276. 

Whether it be prestige, alumni networks, faculty, curriculum, or other factors to credit, private institutions do tend to produce more Fortune 1000 executives with MBAs. In fact, alumni from private schools outpace public schools by double. 

This is not to say an expensive MBA is a requirement to become a business leader; the private school alumni still only make up 1 in 3 of the executives. Moreover, according to data collected by the Wall Street Journal , some of the private institutions, like Harvard, Stanford, and MIT are seeing a growing number of job-seeking graduates who are unable to find roles directly after their program.

What region dominates business school education?

Along with the university itself, one major factor of consideration when picking an MBA program is location. For current Fortune 1000 executives with the degree, an overwhelming majority of them decided to learn on the East Coast. 

Boston, Chicago, and New York are three areas with a large concentration of successful students, which makes sense considering the locations are home to multiple top institutions. However, in many parts of the country, there is clearly a business school education drought. While cities like Austin, St. Louis, and Minneapolis are hubs for business students, cities like Denver, Seattle, and Miami are lacking.

What makes a business school great?

Ultimately, many business school programs have similar offerings: an innovative curriculum, top-notch faculty, immersive learning opportunities, network building, lifelong connections. But, for students, what truly can make their education more impactful than the next is how much effort they put into their learning experience. 

"We talk a lot about what it takes to convert potential into impact, and the short version is ' hard work, with humility, for humanity .' Knowing that you always have more to learn and being willing to put in the work to learn it—especially by listening to others—is at the core of what we do at HBS to help our students achieve their goals and make a difference in the world," explains Weinzierl.

An MBA experience is all about which classes you spend a little extra time studying for, who you seek out to build connections with, and the ideas you take away and apply to your future goals. By and large, Fortune 1000 executives do not become leaders overnight nor do they just get their role handed to them on a silver platter. Hard work pays off.

Thousands of successful business leaders carve their own journeys in the business world. The data speaks for itself. While it may feel like otherwise, obtaining an MBA from an M7 school is the path taken by a relatively low percentage.

The age-old question: Is an MBA worth it?

The short answer is that it all depends on what you want to do and what your goals are. Many executives will tell you that while a graduate-level business education certainly may have helped get them to their current role—it definitely was not the sole reason. However, the universities, at least for one, hope that an MBA will be part of your experience—not only to help you understand and solve some of the most pressing challenges of today, but also so you can later come back and teach the next generation of students the lessons you learned along the way.

“At the end, for prospective students who are looking to make an impact, business, I think, is a really powerful tool that maybe is not obvious to everyone. So hopefully, they'll consider business education in the future,” Matusik says.

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Some results uranium dioxide powder structure investigation

• Processes of Obtaining and Properties of Powders
• Published: 28 June 2009
• Volume 50 , pages 281–285, ( 2009 )

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• E. I. Andreev 1 ,
• K. V. Glavin 2 ,
• A. V. Ivanov 3 ,
• V. V. Malovik 3 ,
• V. V. Martynov 3 &
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Features of the macrostructure and microstructure of uranium dioxide powders are considered. Assumptions are made on the mechanisms of the behavior of powders of various natures during pelletizing. Experimental data that reflect the effect of these powders on the quality of fuel pellets, which is evaluated by modern procedures, are presented. To investigate the structure of the powders, modern methods of electron microscopy, helium pycnometry, etc., are used. The presented results indicate the disadvantages of wet methods for obtaining the starting UO 2 powders by the ammonium diuranate (ADU) flow sheet because strong agglomerates and conglomerates, which complicate the process of pelletizing, are formed. The main directions of investigation that can lead to understanding the regularities of formation of the structure of starting UO 2 powders, which will allow one to control the process of their fabrication and stabilize the properties of powders and pellets, are emphasized.

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Investigation of the Properties of Uranium-Molybdenum Pellet Fuel for VVER

Investigation of the Influence of the Energy of Thermal Plasma on the Morphology and Phase Composition of Aluminosilicate Microspheres

Evaluation of the possibility of fabricating uranium-molybdenum fuel for vver by powder metallurgy methods.

Patlazhan, S.A., Poristost’ i mikrostruktura sluchainykh upakovok tverdykh sharov raznykh razmerov (Porosity and Microstructure of Chaotic Packings of Solid Spheres of Different Sizes), Chernogolovka: IKhF RAN, 1993.

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Assmann, H., Dörr, W., and Peehs, M., “Control of HO 2 Microstructure by Oxidative Sintering,” J. Nucl. Mater. , 1986, vol. 140,issue 1, pp. 1–6.

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Andreev, E.I., Glavin, K.V., Ivanov, A.V. et al. Some results uranium dioxide powder structure investigation. Russ. J. Non-ferrous Metals 50 , 281–285 (2009). https://doi.org/10.3103/S1067821209030183

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 17 May 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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