how to cite a conference presentation harvard style

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How to Cite and Reference a Conference Paper in the Harvard Style

2-minute read

• 8th March 2023

Conference papers are a common resource for academics . But how do you cite and reference one as a source using Harvard? Here’s our quick guide. We’ll focus on the Open University style , but Harvard conventions can vary between institutions, so make sure you check your own style guide too.

Citing a Conference Paper

An in-text citation includes the name and year in parentheses, like this:

If you use a direct quote, you’ll need to add page numbers as well:

If you’re citing two authors, include both surnames separated by and . If you’re citing three or more authors, list the first surname followed by “et al.” If you’re missing an author’s name, you can use the name of the organization that published the paper. And if you’re missing a date, you can use “n.d.”

Referencing a Conference Paper

When adding a conference paper to a Harvard reference list, follow this format:

Author, A. (year of publication) “Title of Paper”, Title of Conference. Location, date of conference. Place of publication, Publisher, page numbers.

If you found the conference paper online, format the entry this way:

Author, A. (year of publication) “Title of Paper,” Title of Conference. Location, date of conference. Publisher [Online]. Available at URL (Accessed date).

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If you’re referencing an unpublished conference paper, you can omit the publisher information:

Author, A. (year of publication) “Title of Paper,” paper presented at Title of Conference . Location, date of conference.

Variations of Harvard Referencing

As we’ve said, the Harvard style has many variations. We’ve looked at the Open University version in this post, but make sure you check your institution’s style guide. And when in doubt, be sure to keep everything consistent.

Of course, you can always send your work our way! Our editors are Harvard referencing experts and will make sure you’ve formatted your references and citations correctly. They’ll also check your work for grammar, spelling, punctuation, and more! Try it out for free today.

Frequently Asked Questions

What is the format for a harvard citation.

Harvard uses author–date citations, with the author’s name and the year of publication in parentheses: (Smith, 2012).

How do you add an online conference paper to a Harvard reference list?

Follow a typical Harvard reference format but omit the location, add [Online] after the publisher name, and include the URL as well as the date you accessed the site.

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Harvard Citation Style: Conference Proceedings

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Citing Conference Proceedings

When citing Conference Proceedings papers the techniques used are very similar to those employed when citing journal articles

The name of the overall proceedings should appear in italics

Reference should be made to the corporate body hosting the conference and the location of the conference

Citing Conference Proceedings: Examples

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• Conference papers, presentations, theses

Conference papers, presentations

• For conference papers published online, hyperlink the title . If you’re citing a PDF, avoid linking directly to the PDF. Instead link to the page that hosts the PDF.

Published conference paper and presentation

Elements of the reference, author a (day month year) ‘title of paper: subtitle of paper’ [conference presentation],  name of conference , place of conference, accessed day month year., in-text citation, blunden (2007) or (blunden 2007), reference list, blunden j (9–12 may 2007) ‘ plain or just dull collateral damage from the plain english movement ’ [conference presentation],  3rd iped conference , tasmania, accessed 3 may 2019., unpublished conference paper, author a (day month year) ‘title of paper: subtitle of paper’ [unpublished conference presentation],  name of conference , place of conference., blunden j (9–12 may 2007) ‘plain or just dull collateral damage from the plain english movement’ [unpublished conference presentation],  3rd iped conference , hobart..

• If the thesis is online, hyperlink the title and include an accessed date. If you’re citing a PDF, avoid linking directly to the PDF. Instead link to the page that hosts the PDF.

Published thesis

Author a (year)  title of thesis: subtitle of thesis  [type of thesis], name of university, accessed day month year., (rahman 2013) or rahman (2013), rahman m (2013)  using authentic materials in the writing classes: tertiary level scenario  [master’s thesis], brac university, accessed 5 may 2017., unpublished thesis, author a (year)  title of thesis: subtitle of thesis  [unpublished type of thesis], name of university, accessed day month year., rahman m (2013)  using authentic materials in the writing classes: tertiary level scenario  [unpublished master’s thesis], brac university, accessed 5 may 2017..

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To be made up of:

• Author/editor.
• Year of publication (in round brackets).
• Title of conference (in italics).
• Location and date of conference.
• Place of Publication.

If seen online, add:

• Available at: URL
• (Accessed: date).

In-text citation:

(Institute for Large Businesses, 1999)

Reference List:

Institute for Large Businesses (1999).  Large firms policy and research conference . University of Birmingham, December 18-19. Leeds: Institute for Large Businesses.

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Harvard Referencing (2002 version)

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Conference paper - Presented at a conference

Conference paper - published in proceedings.

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Paper author, AA year of publication, 'Title of paper', paper presented at Name of conference , Place of conference, date-date Month year (of conference).

Paper author, AA year of publication, 'Title of paper', paper presented at  Name of conference , Place of conference, date-date Month year (of conference), viewed day Month year, <URL>.

Abbott, K & Seymour, J 1997, 'Trapping the papaya fruit fly in North Queensland', paper presented at the Australian Entomological Society conference , Melbourne, 28-30 September 1997.

Bayne, S & Ross, J 2007, 'The ‘digital native’ and ‘digital immigrant’: a dangerous opposition', paper presented at the  Annual Conference of the Society for Research into Higher Education (SRHE),  Brighton, Sussex, 11-13 December 2007, viewed 9 October 2011, <http://www.malts.ed.ac.uk/staff/sian/natives_final.pdf>.

In-text citation:

Abbott and Seymour (1997) describe trapping the fruit fly ...

  Format:

Paper author, AA year of publication, 'Title of paper', Title of conference proceedings , Publisher, Place of Publication, pp. xx-xx.

Gleeson, L 1996, 'Inside looking out', Claiming a place: proceedings from the third national conference of the Children's Book Council of Australia , D.W. Thorpe, Port Melbourne, pp. 22-34.

Children's books are ... (Gleeson 1997).

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Conference paper: how to cite in Harvard style?

Create a spot-on reference in harvard, general rules.

Within the Harvard referencing system, a conference paper published in conference proceedings is treated as a chapter of an edited book, due to which the templates for bibliographic references are almost the same as for a book chapter .

In this case, the title of the conference proceedings is considered as the general book title; the difference from a book chapter is that the title of the proceedings also includes the date and place of the conference.

Reference template:

Author(s) , ( year ). Paper title . In: Editor(s) , ed(s). Conference title , conference date , Conference place . City of publication : Publisher . p(p).   page(s) .

For a conference abstract available online, use the following reference template:

Author(s) , ( year ). Paper title . In: Editor(s) , ed(s). Conference title , conference date , Conference place [online]. City of publication : Publisher . p(p).   page(s) . [Viewed date viewed ]. Available from: doi: DOI

If the publication does not have a DOI and is located at an ordinary URL address, modify the corresponding reference element as follows:

Available from: URL

• If no names of editors are given in the conference proceedings, the corresponding element is omitted from the reference.
• The city and country are given in the 'Conference place' element.
• The names of editors in the reference are indicated with the initials before the last name. For details, see the article on the principles of indicating authors' names according to the Harvard citation style .
• See this article for the differences between indicating a URL and a DOI.

Examples in a list of references

Bizzoni,   Y., Senaldi,   M.   S.   G. and Lenci,   A., (2017). Deep-learning the ropes: modeling idiomaticity with neural networks. In: R.   Basili, M.   Nissim and G.   Satta, eds. Proceedings of the Fourth Italian Conference on Computational Linguistics CLiC-it 2017, 11–12 December 2017, Rome, Italy [online]. Torino: Accademia University Press. pp.   36–41. [Viewed 12 January 2021]. Available from: doi: 10.4000/books.aaccademia.2314

Türkmen,   R., (2016). B1 level undergraduate EFL students’ acceptance of Moodle technology. In: F.   Kılıçkaya, ed. The 5th International Conference on Language, Literature and Culture, 12 May 2016, Burdur, Turkey [online]. Burdur: Mehmet Akif Ersoy University. p.   11. [Viewed 12 January 2021]. Available from: https://files.eric.ed.gov/fulltext/ED569939.pdf

Other citation styles:

• What is APA Style (7th ed.)?
• Examples of bibliographic references in APA (7th ed.)
• APA 7 vs APA 6: key differences
• How to cite authors?
• How to format the references page with APA (7th ed.)?
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• What is MLA Style (8th ed.)?
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• How to format the works cited page in MLA (8th ed.)?
• What is Chicago Style?
• Examples of bibliographic references in Chicago Style – notes and bibliography (17th ed.)
• How to format the bibliography page?
• Notes and in-text citations
• Examples of bibliographic references in Chicago Style – author-date (17th ed.)
• What is Harvard referencing style?
• Examples of bibliographic references in Harvard style
• Online video
• What is IEEE Style?
• Examples of bibliographic references in IEEE Style
• How to format the references pages in IEEE Style?
• What is Vancouver Style?
• Examples of bibliographic references in Vancouver Style

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Reference a Conference

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Upgrade to save your work, check with plagiarism, and more, is your source credible don't forget to consider these factors:, purpose : reason the source exists.

• Is the point of the information to inform, persuade, teach, or sell?
• Do the authors/publishers make their intentions clear?
• Does the information appear to be fact or opinion?
• Does the point of view seem impartial? Do they identify counter-arguments?

Authority - Author:Source of the information

• Who is the author? What are their credentials or qualifications?
• What makes the author qualified to write on this topic?
• Are there clearly defined contact information for the author?

Authority - Publisher:Source of the information

• Who is the publisher? Is it a non-profit, government agency, or organisation? How might this affect their point of view?
• What makes the publisher qualified to generate works on this subject?
• What can the URL tell you about the publisher? For instance, .gov may signify that it is a government agency.

Accuracy : Reliability and truthfulness of the content

• Where does the information come from?
• Can the information presented be verified? Is it supported by evidence that is clearly cited?
• Does the language used seem free of emotion, and does the work seem impartial and objective?
• Are there any spelling or grammatical errors? If an online source, are all links working?
• If it was reproduced, who edited/reproduced it? Where was the information originally published?
• How original are the ideas presented in the work? Do they seem to be common knowledge?

Relevance : Importance of the information to your topic

• Does the information relate to your topic, or answer the question you have presented?
• Who is the intended audience of the work? Does that audience match with yours?
• Have you looked at other sources related to this one? Does it seem there are many others on the topic?
• Are you utilizing the entire source, or just a part of it?

Currency : Timeliness of the information

• When was the information published? When was it last updated? Does it reflect the most current information available?
• How does your topic fit in with this source’s publication date? Do you need current information to make your point or do older sources work better?

Comprehensiveness

• Does the source present one or multiple viewpoints on your topic?
• Does the source present a large amount of information on the topic? Or is it short and focused?
• Are there any points you feel may have been left out, on purpose or accidentally, that affect its comprehensiveness?
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Leeds Harvard: Conference paper or conference proceedings

Reference examples.

If the conference paper is published in a journal, you should reference it as a journal article . If the proceedings have been published as a book, you should reference them as follows:

Family name, INITIAL(S). Year. Title of paper. In: Family name, INITIAL(S) (of editor if known). ed.  Title of conference proceedings, date of conference, location of conference . Place of publication: Publisher, page number(s).

Robertson, J. 1986. The economics of local recovery. In: The other economic summit, 17/18 April 1986, Tokyo . London: The Other Economic Summit, pp.5-10.

Family name, INITIAL(S). Year. Title of paper. In: Family name, INITIAL(S) (of editor if known). ed. Title of conference proceedings, date of conference, location of conference . [Online]. Place of publication: Publisher, page number(s). [Date accessed]. Available from: URL

Bonacin, R., Nabuca, O.F., and Pierozzi, I. 2014. Modeling the impacts of agriculture on water resources: semantic interoperability issues. In: Reddy, S.M. ed. 23rd IEEE International WETICE Conference, 23-25 June 2014, Parma . [Online]. Los Alamitos: CPS, pp.447-452. [Accessed 17 May 2017]. Available from: http://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=6927099

Citation examples

Author and date.

When the author name is not mentioned in the text, the citation consists of the author’s name and the year of publication in brackets.

It was emphasised that citations in the text should be consistent (Jones, 2017).

If you have already named the author in the text, only the publication year needs to be mentioned in brackets.

Jones (2017) emphasised that citations in the text should be consistent.

Three or more authors

If a source has three or more authors, the name of the first author should be given, followed by the phrase "et al."

It was emphasised that citations in a text should be consistent (Jones et al., 2017).

Jones et al. (2017) emphasised that citations in a text should be consistent.

Leeds Harvard does not use ibid to refer to previously cited items. If you are citing the same item twice in a row (i.e. you do not cite any other items in the text between the two citations) you must write the full citation again. As usual, if you are directly quoting or paraphrasing specific ideas, you should include a page number (if there is one). 

Jones et al. (2017, p.24) emphasised that citations in a text should be consistent and argued that referencing is a key part of academic integrity (2017, p.27). Furthermore, having a broad range of references in a text is an indicator of the breadth of a scholar's reading and research (Jones et al., 2017, p.14).

When to include page numbers

You should include page numbers in your citation if you quote directly from the text, paraphrase specific ideas or explanations, or use an image, diagram, table, etc. from a source.

"It was emphasised that citations in a text should be consistent" (Jones, 2017, p.24).

When referencing a single page, you should use p. For a range of pages, use pp.

p.7 or pp.20-29.

If the page numbers are in Roman numerals, do not include p. before them.

(Amis, 1958, iv)

Corporate author

If the item is produced by an organisation, treat the organisation as a "corporate author". This means you can use the name of the organisation instead of that of an individual author. This includes government departments, universities or companies. Cite the corporate author in the text the same way as you would an individual author.

According to a recent report, flu jabs are as important as travel vaccines (Department of Health, 2017).  

Common issues

When you're referencing with Leeds Harvard you may come across issues with missing details, multiple authors, edited books, references to another author's work or online items, to name a few. Here are some tips on how to deal with some common issues when using Leeds Harvard.

Skip straight to the issue that affects you:

• Online items
• URL web addresses
• Multiple authors
• Corporate author(s) or organisation(s)
• Multiple publisher details
• Editions and reprints
• Missing details
• Multiple sources with different authors
• Sources written by the same author in the same year
• Sources with the same author in different years
• Two authors with the same surname in the same year
• The work of one author referred to by another
• Anonymising sources for confidentiality
• Identifying the authors’ family name (surname)

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Harvard Style Guide: Lectures/ presentations

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• Citing same author, multiple works, same year

Back to Academic Integrity guide

Lectures or presentations

Reference : Author(s) Last name, Initial(s). (Year) 'Title of lecture/presentation' [Medium], Module Code: Module title . Institution. Day Month.

Example : De Burca, M. (2014) ' Geriatric radiography services in Ireland' [Lecture], RDGY30300: Clinical Practice of Radiography . University College Dublin. 11 May.

In-Text-Citation :

• Author(s) Last name (Year)
• (Authors(s) Last name, Year)
• De Burca (2014) described the complicated system of radiographic services...
• There is a complicated system of geriatric radiographic services in Ireland (De Burca, 2014).

Still unsure what in-text citation and referencing mean? Check here .

Still unsure why you need to reference all this information? Check here . 

Lectures or presentations (Online/Recorded)

Reference : Author(s) Last name, Initial(s). (Year) 'Title of lecture/presentation' [Medium], Module Code: Module title . Institution/Venue. Day Month. Available at: URL (Accessed: Day Month Year).

Example : Dunphy, S. (2021) ‘History of Irish women in law’ [Recorded lecture], HIS2300: Modern Ireland . University College Dublin. 7 January. Available at: https://brightspace.ucd.ie/his2300/ (Accessed: 7 March 2021).

• Dunphy (2021) outlines the impact of the absence of female law makers...
• The absence of Irish female law makers has led to a system with a blindness to key aspects of daily life (Dunphy, 2021).

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The Coventry University Guide to Referencing in Harvard Style: Spoken Sources

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How to reference spoken sources

• Conference presentations
• Audio sources (online & electronic)

General guidance  on referencing spoken sources

A spoken source is any source that was not originally written down. This may be a video, sound recording, conversation, interview, etc. Remember that with audio sources your reader may need to know the format, so indicate whether the source is a CD, DVD, VHS video, 35mm film, etc.

If you incorporate information from spoken sources into your text, you must provide both  an in-text citation and matching entry in your end List of References. These two components are referenced differently for different types of spoken sources. Click on the relevant tab above to see examples.

An interview already available in the public domain

Note:  Research conventions state that interviews that you conducted yourself are regarded as research data (which you may attach to your academic paper in the form of an Appendix) and therefore do not need to be referenced. 

In-text citation

• Surname of the interviewee(s).
• Year of the interview.

List of References entry

Example 1  ( interviews available in print).

• Name and initial(s) of the interviewee.
• Year the interview took place in brackets. 
• Title of the interview within single quotation marks. (This could be the title of the article or article section or the title of the broadcast).
• The words 'interview by' followed by the name of the interviewer in square brackets. 
• The word 'in'.
• Full reference as normal (see relevant example) for the source in which the interview has been published, broadcast or recorded.

If available:

• The page number(s) of the interview, preceded by a comma.

Example 2 (Interviews accessed electronically)

• Title of the interview within single quotation marks (this could be the title of the article or article section or the title of the broadcast).
• The word 'online' in square brackets.
• The words 'available from'.
• Full URL within chevrons, i.e. < >.
• Date of access in square brackets. (See date format in example above).

A conference presentation attended live

Note :  .

• This page provides advice on how to reference conference papers as spoken sources (i.e. those attended live).
• Also see how to reference  published conference papers
• Also see how to reference an entire  volume of conference proceedings
• Name of the presenter(s).  If appropriate,  use 'et al.' .
• Surname and initial(s) of the presenter.
• Year of the presentation in brackets.
• Title of the presentation between single inverted commas.
• Title of the conference in italics, followed by a full stop.
• The word 'held', followed by the date(s) of the conference. (See date format above).
• The word 'at', followed by the place where the conference took place.
• The format of your entry in the List of References may be one of three types: a live lecture (lecture notes), a lecture podcast (available online, e.g. through Moodle or YouTube), or  a recorded lecture (e.g. on DVD or CD).

In your writing, indicate that you are referring to a lecture, then add:

• Name of the lecturer(s) (as author).
• Year the lecture was delivered.

Example 1  (A live lecture, e.g. from your notes)

• Surname and initial(s) of the lecturer.
• Title of the lecture in italics (you may need to make up an appropriate title).
• The word ‘lecture’ in square brackets.
• Title of module, seminar or special occasion, followed by a comma.
• Exact date of the lecture with a full stop. (See date format in the example above).
• Place, followed by a colon.
• Institution where the lecture was delivered.

Example 2 (A lecture podcast, i.e. a lecture available online)

• Format in square brackets, e.g. 'lecture podcast'.
• Exact date of the lecture with a full stop. (See date format in example above).
• URL or the virtual learning platform.

Example 3 (A lecture available as a recording)

• Tear of the presentation in brackets.
• Format in square brackets, e.g. 'lecture CD'.
• Exact date of the lecture with a full stop. 

The minutes of a meeting

• Organisation, department or group that organised the meeting.
• Year of the meeting.

If the passage originates in a paginated document:

•  Page number(s) preceded by a colon.
• Name of the organisation, department or group that organised the meeting.
• Year of the meeting in brackets.
• Type of document, i.e. 'Meeting Minutes', in italics.
• Institution.

An electronic audio source

Take a look at the Online & Electronic Sources section for examples of the following formats:

• CDs, DVDs and streamed content
• Broadcasts/podcasts
• Recorded programmes

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• The Coventry University Guide to Referencing in Harvard Style

Overview of key elements :

• In-text citations
• List of References
• Relationship between elements

Techniques to  integrate sources

• Paraphrasing
• Summarising

How to reference  secondary sources   (sources within sources)

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A Quick Guide to Harvard Referencing | Citation Examples

Published on 14 February 2020 by Jack Caulfield . Revised on 15 September 2023.

Referencing is an important part of academic writing. It tells your readers what sources you’ve used and how to find them.

Harvard is the most common referencing style used in UK universities. In Harvard style, the author and year are cited in-text, and full details of the source are given in a reference list .

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Table of contents

Harvard in-text citation, creating a harvard reference list, harvard referencing examples, referencing sources with no author or date, frequently asked questions about harvard referencing.

A Harvard in-text citation appears in brackets beside any quotation or paraphrase of a source. It gives the last name of the author(s) and the year of publication, as well as a page number or range locating the passage referenced, if applicable:

Note that ‘p.’ is used for a single page, ‘pp.’ for multiple pages (e.g. ‘pp. 1–5’).

An in-text citation usually appears immediately after the quotation or paraphrase in question. It may also appear at the end of the relevant sentence, as long as it’s clear what it refers to.

When your sentence already mentions the name of the author, it should not be repeated in the citation:

Sources with multiple authors

When you cite a source with up to three authors, cite all authors’ names. For four or more authors, list only the first name, followed by ‘ et al. ’:

Sources with no page numbers

Some sources, such as websites , often don’t have page numbers. If the source is a short text, you can simply leave out the page number. With longer sources, you can use an alternate locator such as a subheading or paragraph number if you need to specify where to find the quote:

Multiple citations at the same point

When you need multiple citations to appear at the same point in your text – for example, when you refer to several sources with one phrase – you can present them in the same set of brackets, separated by semicolons. List them in order of publication date:

Multiple sources with the same author and date

If you cite multiple sources by the same author which were published in the same year, it’s important to distinguish between them in your citations. To do this, insert an ‘a’ after the year in the first one you reference, a ‘b’ in the second, and so on:

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A bibliography or reference list appears at the end of your text. It lists all your sources in alphabetical order by the author’s last name, giving complete information so that the reader can look them up if necessary.

The reference entry starts with the author’s last name followed by initial(s). Only the first word of the title is capitalised (as well as any proper nouns).

Sources with multiple authors in the reference list

As with in-text citations, up to three authors should be listed; when there are four or more, list only the first author followed by ‘ et al. ’:

Reference list entries vary according to source type, since different information is relevant for different sources. Formats and examples for the most commonly used source types are given below.

• Entire book
• Book chapter
• Translated book
• Edition of a book

Journal articles

• Print journal
• Online-only journal with DOI
• Online-only journal with no DOI
• General web page
• Online article or blog
• Social media post

Sometimes you won’t have all the information you need for a reference. This section covers what to do when a source lacks a publication date or named author.

No publication date

When a source doesn’t have a clear publication date – for example, a constantly updated reference source like Wikipedia or an obscure historical document which can’t be accurately dated – you can replace it with the words ‘no date’:

Note that when you do this with an online source, you should still include an access date, as in the example.

When a source lacks a clearly identified author, there’s often an appropriate corporate source – the organisation responsible for the source – whom you can credit as author instead, as in the Google and Wikipedia examples above.

When that’s not the case, you can just replace it with the title of the source in both the in-text citation and the reference list:

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Harvard referencing uses an author–date system. Sources are cited by the author’s last name and the publication year in brackets. Each Harvard in-text citation corresponds to an entry in the alphabetised reference list at the end of the paper.

Vancouver referencing uses a numerical system. Sources are cited by a number in parentheses or superscript. Each number corresponds to a full reference at the end of the paper.

A Harvard in-text citation should appear in brackets every time you quote, paraphrase, or refer to information from a source.

The citation can appear immediately after the quotation or paraphrase, or at the end of the sentence. If you’re quoting, place the citation outside of the quotation marks but before any other punctuation like a comma or full stop.

In Harvard referencing, up to three author names are included in an in-text citation or reference list entry. When there are four or more authors, include only the first, followed by ‘ et al. ’

Though the terms are sometimes used interchangeably, there is a difference in meaning:

• A reference list only includes sources cited in the text – every entry corresponds to an in-text citation .
• A bibliography also includes other sources which were consulted during the research but not cited.

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If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

Caulfield, J. (2023, September 15). A Quick Guide to Harvard Referencing | Citation Examples. Scribbr. Retrieved 6 May 2024, from https://www.scribbr.co.uk/referencing/harvard-style/

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Harvard Referencing - SETU Libraries Waterford Guide: Conference Papers

• SETU Waterford Libraries Harvard Referencing Basics
• Paraphrasing and Direct Quotations
• Elements in References
• Journal Articles
• Art: Paintings/drawings
• Building Regulations
• Company Annual Reports
• Company Profiles

Conference Papers

• Dictionaries
• Discussion boards (Course)
• European union (EU) legal sources
• Exhibition catalogues
• Lecture notes (including tutorial handouts, moodle etc.)
• Legislation - Statutory Instruments
• Newspaper Articles
• Personal Communications (conversations, letters, e-mails, other online services etc)
• Photographs taken from websites or social media.
• Photographs you have taken yourself
• PowerPoint presentations/seminars
• Reference Books (Encyclopaedias, bibliographies, dictionaries)
• RTE News Online Items
• X ( formerly Twitter)
• YouTube or TED Talk
• Book, article or web page that has referenced something else (secondary referencing)
• Citing several authorities to support the same point
• Finding the date of a web page
• Author's Initials
• Referencing work by the same author from different years
• Online Library Tutorials

Author. (Year of publication) ‘Title of paper’, Title of conference: subtitle . Location and date of conference. Publisher. Available at: URL (Accessed: date) or doi:.

Kleiman, P. (2011) ‘Student voices, student lives: a reality check on engagement’, Engaging minds: fifth annual conference of the NAIRTL . NUI Galway, 9 & 10 June. NAIRTL. Available at: http://www.nairtl.ie/documents/Engaging%20Minds%20Proceedings_FINAL.pdf (Accessed: 19 June 2017).

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Harvard Referencing Guide: PowerPoint Presentations

• Introduction to the Guide
• The Harvard Referencing Method
• Cite Them Right Style
• Referencing Example
• Cite-Them-Right Text Book
• Online Tutorials
• Reference List / Bibliography
• Introduction
• Short Quotations
• Long Quotations
• Single Author
• Two Authors
• Three Authors
• Four or More Authors
• 2nd Edition
• Chapter in an Edited Book
• Journal Article - Online
• Journal Article - Printed
• Newspaper Article - Online
• Newspaper Article - Printed
• Webpage - Introduction
• Webpage - Individual Authors
• Webpage - Corporate Authors
• Webpage - No Author - No Date
• Film / Movie
• TV Programme
• PowerPoint Presentations
• YouTube Video
• Images - Introduction
• Images - Figure from a book
• Images - Online Figure
• Images - Online Table
• Twitter Tweet
• Personal Communication
• Email message in a Public Domain
• Course notes on the VLE
• Computer Games
• Computer Program
• General Referencing Guide >>>
• APA Referencing Guide >>>
• IEEE Referencing Guide >>>
• Research Guide >>>
• PowerPoint Presentation

Audiovisual Media - Powerpoint Presentation

PowerPoint Pr esentation

E xample -  Presentation available online and accessible by anyone

The full reference should generally include

• Year (in round brackets)
• Title of the presentation (in italics)
• [PowerPoint presentation] in square brackets
• Available at: URL
• (Accessed: date)

In-text citation

Full reference for the Reference List

Example: PowerPoint presentation from a learning management system such as the VLE

• Author or tutor
• Year of publication (in round brackets)
• Title of the presentation (in single quotation marks)
• Module code: module title (in italics)
• Available at: URL of the VLE

Example : Full reference for the Reference List

Audiovisual Material

Film / movie

TV programme

PowerPoint presentation

YouTube video

Harvard Referencing Guide: A - Z

• APA Referencing Guide >>>
• Bibliography
• Books / eBooks - 2 Authors
• Books / eBooks - 2nd Edition
• Books / eBooks - 3 Authors
• Books / eBooks - Individual Chapter
• Books / eBooks - Introduction
• Books / eBooks - More than 3 Authors
• Books / eBooks - Single Author
• Chapter in an edited book
• Cite Them Right - Style
• Cite Them Right - Text book
• Conversation - Personal
• Direct Quotations - Introduction
• Direct Quotations - Long
• Direct Quotations - Short
• Emails - In a Public Domain
• Emails - Personal
• Fax message
• General Referencing Guide >>>
• Harvard Referencing Method
• Reference List
• Skype Conversation - Personal
• Support - 'Cite Them Right' textbook
• Support - Online tutorials
• Text Message
• Webpage - Corporate Author
• Webpage - Individual Author
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• Last Updated: Mar 13, 2024 11:31 AM
• URL: https://libguides.wigan-leigh.ac.uk/HarvardReferencing

• Subject guides
• Citing and referencing

Conferences

Citing and referencing: conferences.

• In-text citations
• Reference list
• Books and book chapters
• Journals/Periodicals
• Newspapers/Magazines
• Government and other reports
• Legal sources
• Websites and social media
• Audio, music and visual media
• Dictionaries/Encyclopedias/Guides
• Theses/Dissertations
• University course materials
• Company and Industry reports
• Patents and Standards
• Tables and Figures
• Abbreviations used in referencing
• Medicine and Health sources
• Foreign language sources
• Music scores
• Journals and periodicals
• Government sources
• News sources
• Web and social media
• Games and apps
• Ancient and sacred sources
• Primary sources
• Audiovisual media and music scores
• Images and captions
• University lectures, theses and dissertations
• Interviews and personal communication
• Archival material
• In-Text Citations: Further Information
• Reference List: Standard Abbreviations
• Data Sheets (inc. Material Safety Data Sheets (MSDS))
• Figures & Tables (inc. Images)
• Lecture Materials (inc. PowerPoint Presentations)
• Reports & Technical Reports
• Theses and Dissertations
• Reference list guidelines
• Journal articles
• Government and industry publications
• Websites, newspaper and social media
• Conference papers, theses and university material
• Video and audio
• Images, graphs, tables, data sets
• Personal communications
• In-text Citations
• Journals / Periodicals
• Encyclopedias and Dictionaries
• Interviews and lectures
• Music Scores / Recordings
• Film / Video Recording
• Television / Radio Broadcast
• Online Communication / Social Media
• Live Performances
• Government and Organisation Publications
• Medicine & health sources
• Government/organisational/technical reports
• Images, graphs, tables, figures & data sets
• Websites newspaper & magazine articles, socia media
• Conferences, theses & university materials
• Personal communication & confidential unpublished material
• Video, audio & other media
• Generative AI
• Indigenous knowledges

MHRA Contents

• Introduction to MHRA Style
• Social media
• News Sources
• Government sources / industry reports
• Legal Sources
• Theses / dissertations
• Images: Print and Online
• Recordings: Speech / Music / Film
• Letter / Manuscript / Diary
• Play / Poem

Page contents

Conference paper, in conference proceedings, print.

Note: Use this to cite and reference an individual conference paper found in a the printed conference proceedings.

Conference proceedings, published, print

Note: Use this to refer to the proceedings as a whole ‘proceedings’ means the entire collection of papers from a conference.

Conference paper, online

Note: Use this to cite and reference and individual conference paper found in a the printed conference proceedings.

Conference proceedings, online

Note:  Use this to cite and reference and individual conference paper found in a the printed conference proceedings.

Harvard Reference Style

• Introduction
• Harvard in-text references
• Harvard reference list
• Films (Motion pictures)
• Government publications
• Images/Figures/Tables
• Journal articles
• Lecturer notes/handouts
• Magazine articles
• Newspaper articles
• Personal communication
• PowerPoint slides
• Proceedings from conferences
• Secondary sources
• Social media
• Television programmes
• Theses/Dissertations
• Harvard: Reference list example

Quick Links

• Harvard: Examples of references

Webinars: Reference format

A basic reference list entry for a webinar:

• Author/Presenter
• Title [medium]
• Publisher/Sponsor
• Available: URL [Date of access]

More details on finding author, date, title, and access information for webinars:

Author.  When citing a webinar, the author would be the individual or individuals delivering the webinar.  Most webinars include a slide with the presenters' names.

Date.  The date segment would be the date that the webinar was initially presented and not the date that an archive was viewed.  Again, the opening slide for the presentation will likely indicate the date of the presentation or the academic quarter when the presentation occurred.

Title .   The title of the webinar should be prominently listed on the first slide of the presentation. The title would be followed with a description of the resource type in brackets, ie. [webinar].  

Publisher or sponsor.   Add the name of the institution, organization, corporation, or other entity that published or sponsored the webinar, followed by a period. 

URL .  This segment of the citation provides information that a reader would need to retrieve the resource, in this case, the web link needed to access the webinar recording.

McGonagall, M. 2019.  Teaching transfiguration to teenagers  [Webinar]. Hogwarts School of Witchcraft and Wizardry. Available:  http://www.hogwarts.edu/webinars/McGonagall_4 [7 April 2020].

Webinars: Examples

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How to Present to an Audience That Knows More Than You

• Deborah Grayson Riegel

Lean into being a facilitator — not an expert.

What happens when you have to give a presentation to an audience that might have some professionals who have more expertise on the topic than you do? While it can be intimidating, it can also be an opportunity to leverage their deep and diverse expertise in service of the group’s learning. And it’s an opportunity to exercise some intellectual humility, which includes having respect for other viewpoints, not being intellectually overconfident, separating your ego from your intellect, and being willing to revise your own viewpoint — especially in the face of new information. This article offers several tips for how you might approach a roomful of experts, including how to invite them into the discussion without allowing them to completely take over, as well as how to pivot on the proposed topic when necessary.

I was five years into my executive coaching practice when I was invited to lead a workshop on “Coaching Skills for Human Resource Leaders” at a global conference. As the room filled up with participants, I identified a few colleagues who had already been coaching professionally for more than a decade. I felt self-doubt start to kick in: Why were they even here? What did they come to learn? Why do they want to hear from me?

• Deborah Grayson Riegel is a professional speaker and facilitator, as well as a communication and presentation skills coach. She teaches leadership communication at Duke University’s Fuqua School of Business and has taught for Wharton Business School, Columbia Business School’s Women in Leadership Program, and Peking University’s International MBA Program. She is the author of Overcoming Overthinking: 36 Ways to Tame Anxiety for Work, School, and Life and the best-selling Go To Help: 31 Strategies to Offer, Ask for, and Accept Help .

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Campus Protests Universities Make Arrests, or Deals, to Protect Commencement Events

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• George Washington University Kent Nishimura/Getty Images
• Massachusetts Institute of Technology Josh Reynolds/Associated Press
• University of California, Berkeley Coral Murphy Marcos for The New York Times
• Massachusetts Institute of Technology Sophie Park for The New York Times
• The New School Andres Kudacki for The New York Times
• The New School Kelly Presnell/Arizona Daily Star, via Associated Press
• University of Pennsylvania Matthew Hatcher/Agence France-Presse — Getty Images

Here’s the latest on campus protests.

Universities where protesters have pitched tents, occupied buildings and been arrested by the hundreds face another test this weekend: graduation.

Some of the campuses that have experienced the most turmoil over the war in Gaza, including Cal Poly Humboldt, Emerson College, the University of Texas, Austin, and the University of California, Berkeley, will try to hold commencement ceremonies without major disruptions.

Even high-profile speakers have become a potential flashpoint, with the author Colson Whitehead pulling out from speaking at the University of Massachusetts, Amherst, after arrests there, and the comedian Jerry Seinfeld, whose ardent support of Israel has become divisive in some circles , set to appear on Sunday at Duke University.

Arrests continued on Friday as more schools sought to secure their ceremonies, including at the Massachusetts Institute of Technology , the University of Pennsylvania and the University of Arizona . And the University of Wisconsin-Madison joined a handful of schools that have managed to strike deals with their demonstrators to clear out ahead of graduation.

Here are other developments:

A handful of people interrupted the ceremony for law school graduates at U.C. Berkeley on Friday with pro-Palestinian chants. Speakers, including Erwin Chemerinsky, the law school dean, and Elizabeth Prelogar, the solicitor general of the United States, struggled at times to be heard.

Asna Tabassum, the University of Southern California valedictorian whose graduation speech was canceled after she was criticized by pro-Israel groups, received her diploma on Friday morning. Students and families in the audience gave her a long round of applause, with a few standing ovations.

Xavier University in New Orleans this week became the second school to rescind an invitation to Linda Thomas-Greenfield, the American ambassador to the United Nations. The University of Vermont announced last week that she also would not be speaking there, agreeing to a key demand from student demonstrators.

Arizona State University has put the chief of its campus police department on paid administrative leave. The decision came after complaints were filed related to the chief’s actions in late April, when the campus police broke up a pro-Palestinian encampment and arrested dozens of people.

Administrators at the University of Wisconsin-Madison announced that they had reached a resolution with protesters, and that the encampment there would be cleared on Friday. The school said protesters agreed not to disrupt graduation in return for meeting with decision makers to discuss the university’s investments.

More than 2,800 people have been arrested at pro-Palestinian protests on U.S. campuses since April 18, according to New York Times tracking data .

— Matthew Eadie ,  Mattathias Schwartz ,  Anna Betts ,  Coral Murphy Marcos ,  Jacey Fortin and Jonathan Wolfe

After arrests at Arizona State, the campus police chief is put on leave.

Arizona State University has put the chief of its campus police department on paid administrative leave, two weeks after dozens of people were arrested at a pro-Palestinian encampment there.

The decision came after complaints were filed related to the actions of the chief, Michael Thompson, in late April, when the campus police broke up the demonstration. School officials said on Friday that the university’s general counsel was reviewing the complaints, but they did not provide further details about the allegations or who had filed them.

Twenty Arizona State students were among the people arrested after they refused to leave the campus. The students were temporarily suspended, and have since filed a lawsuit against the Arizona Board of Regents, which governs the state’s public university system. The suit, filed in Federal District Court in Arizona, argues that the school violated their First Amendment rights.

There were also reports that the police had removed at least one woman’s hijab during the arrests. Those reports were being reviewed by the general counsel’s office, the university said in a statement last week.

Azza Abuseif, executive director for Arizona’s branch of the Council on American-Islamic Relations, said in a statement on April 29 that she was calling for a full investigation.

University officials did not respond to questions about whether those reports were related to Chief Thompson being placed on leave. The assistant chief of the school’s police department, John Thompson, is now serving as acting chief. The two men are not related, according to the school.

Anna Betts contributed reporting.

— Jacey Fortin

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U.C.L.A. academic senate will consider a formal rebuke of the chancellor.

The academic senate at the University of California, Los Angeles, will weigh on Friday whether to formally rebuke the school’s chancellor, Gene Block, after pro-Palestinian demonstrators were attacked for hours last week without police intervention and more than 200 protesters were later arrested as their encampment was dismantled .

Many faculty members said this week that Mr. Block failed to keep students safe and was wrong to send police officers to arrest protesters at the encampment after initially recognizing it as a form of free speech.

Mr. Block, 75, has served as chancellor of U.C.L.A. since 2007 and has already announced that he will step down at the end of July. But the vote on Friday could still serve as an important indicator of how faculty members at the elite public university feel about free speech and the campus climate in a polarized era.

Members of the academic senate, which includes thousands of tenured or tenure-track faculty members, will be able to speak at a special virtual meeting on Friday afternoon. Then, members of a smaller group known as the Legislative Assembly, which consists of representatives selected by campus departments, will vote on a no-confidence resolution and a censure resolution. A vote of no confidence in Mr. Block would be the harsher of the two measures.

“For many of us, we feel strongly that the actions and inaction of our chancellor warrant a vote of no confidence,” said Carlos Santos, an associate professor of social welfare who represents the Luskin School of Public Affairs in the Legislative Assembly. “We feel strongly that it’s critical that we go down in history as centering our students’ safety, first and foremost.”

Mr. Block’s office did not comment on the resolutions before the meeting.

If the academic senate passes one or both resolutions, U.C.L.A. will join a growing list of universities whose faculty and staff have united with protesters to rebuke their administrators’ handling of pro-Palestinian demonstrations.

Earlier this week, the academic senate at the University of Southern California voted to censure its president . The University Senate at California State Polytechnic University, Humboldt, last month took a vote of no confidence in its president, Tom Jackson Jr., after law enforcement officers in riot gear responded to activists who took over an administration building .

Frustration with Mr. Block has mounted since the night of April 30, when a large group of counterprotesters confronted a pro-Palestinian encampment that had sprawled across a campus quad days earlier.

Administrators initially took a more hands-off approach to the encampment than other universities, citing University of California policy that law enforcement was to be called “only if absolutely necessary to protect the physical safety of our campus community.”

But on April 30, the sixth day of the encampment, Mr. Block declared the site illegal and warned protesters to leave. He cited some violent incidents between protesters and counterprotesters, as well as examples of pro-Palestinian demonstrators blocking access to parts of the campus.

Counterprotesters arrived later that night and sprayed students with pepper spray, shot fireworks into the encampment and used metal pipes and other objects to attack protesters. Police and security officers who were present for parts of the melee didn’t intervene for hours, and no arrests have been made in the attacks.

The next night, administrators authorized police officers from three agencies to clear the encampment.

Criticism from members of the campus community, as well as state and local officials, was swift. Mr. Block called it “a dark chapter in our campus’s history.”

He subsequently established an office of campus safety, with a former police chief at its head, to oversee the university’s police department. He also brought in outside consultants to investigate what happened during the attacks.

Until then, “we thought the university was handling it great,” said Matt Barreto, a professor of political science and Chicano studies who has been acting as a spokesman for a faculty group that has been supporting the protesters. So the sudden change in approach and particularly what Mr. Barreto said was an overly violent police response, was jarring.

Some Jewish organizations, however, were upset by videos of protesters blocking students from accessing walkways or buildings if they did not renounce Zionism. Jewish Federation Los Angeles said the climate had become hostile to Jewish students and that there had been a “horrifying escalation of antisemitism.”

At a news conference on campus on Thursday, members of the informal faculty group read statements condemning the university’s response to the protests. Some wore caps and gowns.

They said an open letter had been signed by more than 800 faculty members demanding that Mr. Block resign; that legal charges be dropped against any student or staff member who was arrested in connection with the protests; and that the university issue a report on its investments.

— Jill Cowan Reporting from Los Angeles

Two universities cancel speeches by the U.S. ambassador to the U.N.

In the span of less than a week, two universities have rescinded commencement speaking invitations to Linda Thomas-Greenfield, the American ambassador to the United Nations, because of student opposition to the United States’ support of Israel during the war in Gaza.

Xavier University, an historically Black institution in New Orleans, withdrew its invitation to Ms. Thomas-Greenfield earlier this week, saying in a statement that “a number of students” had objected to her giving a commencement address. The president of Xavier, Reynold Verret, indicated that he was concerned about the possibility of disruptions during the graduation ceremony this weekend, and came to the conclusion that Xavier could no longer host her — a situation he said was “regrettable.”

Mr. Verret added that he looked forward to having Ms. Thomas-Greenfield, one of only two Black women to hold the U.N. ambassador post, visit the school and speak “in the future.”

The University of Vermont announced last week that Ms. Thomas-Greenfield would not be speaking there, agreeing to a key demand by student demonstrators who set up an encampment on the campus in Burlington. The school’s president, Suresh Garimella, notified the student body last week that Ms. Thomas-Greenfield would not speak at graduation, and wrote, “I see you and hear you.”

A spokesman for Ms. Thomas-Greenfield said in a statement that the ambassador looked forward “to continuing to engage with young people on campuses” and elsewhere, and noted that she had recently spoken to high school students in Pennsylvania.

Opponents of Israel’s military campaign in Gaza, which has claimed the lives of more than 30,000 people, according to Palestinian health authorities, have focused some of their ire on Ms. Thomas-Greenfield because she has led the U.S. efforts in the Security Council to block several resolutions calling for a cease-fire. She argued against the resolutions on the grounds that Hamas, whose Oct. 7 attack on Israel killed 1,200 people, had not agreed to release the hostages it took that day.

Even so, in March the United States abstained from voting on one cease-fire resolution, a signal of the Biden administration’s growing displeasure with Prime Minister Benjamin Netanyahu’s handling of Israel’s war efforts. That abstention allowed the resolution to pass the Security Council, breaking a five-month impasse.

— Jeremy W. Peters

Police arrest protesters at M.I.T., where suspensions have ramped up tension.

The police cleared a pro-Palestinian encampment at the Massachusetts Institute of Technology early on Friday and arrested 10 demonstrators, after days of escalating tensions on the Cambridge campus.

About 4 a.m., police officers gave demonstrators a 15-minute warning to leave the tent encampment, then began loading people into police vehicles. The arrests, which occurred while about a dozen other protesters chanted from a nearby sidewalk, appeared largely peaceful.

In a letter to the M.I.T. community Friday morning, the university’s president, Sally Kornbluth, called the encampment’s removal by police “a last resort” and said the ongoing disruption had made its continuing presence “increasingly untenable.”

“We did not believe we could responsibly allow the encampment to persist,” Dr. Kornbluth wrote. “We did not take this step suddenly. We offered warnings. We telegraphed clearly what was coming. At each point, the students made their own choices. And finally, choosing among several bad options, we chose the path we followed this morning — where each student again had a choice.”

The move to end the encampment came after several protesters were arrested on Thursday afternoon while blocking access to a parking garage.

The university had set a Monday deadline for protesters to vacate the encampment or face suspension, and tensions had increased in recent days after some students who the university said defied the deadline received notices of suspension.

Administrators would not say how many students had been suspended.

“This means you will be prohibited from participating in any academic activities — including classes, exams or research — for the remainder of the semester,” said a letter received by one student and viewed by a reporter. “You will also be prohibited from participating in commencement activities or any cocurricular or extracurricular activities.”

The university had detailed the consequences of suspension in a letter to student protesters before the Monday deadline , making clear that those who had previously been disciplined “related to events since Oct. 7” would also be barred from university housing and dining halls.

As an additional condition of suspension, some students also lost their eligibility to be employed by the university, a penalty that cut off the income of graduate student employees who were suspended.

“I don’t know what comes next,” said Prahlad Iyengar, a first-year graduate student who said he had lost his income and housing as a result of his suspension. “I have friends and a community, and I can find a place, but there are people affected who are housing- and food-insecure, some with children.”

Dr. Kornbluth was one of three university leaders who were harshly criticized last year over their testimony in a congressional hearing about campus antisemitism. The other two, Claudine Gay of Harvard and Elizabeth Magill of the University of Pennsylvania, resigned in the fallout.

Although Ms. Kornbluth did not face the same level of criticism, hundreds of M.I.T. alumni signed a letter calling for the university to take stronger actions to combat campus antisemitism. Last week, a group of concerned parents wrote to administrators detailing the “poisonous” environment they said their children had faced since the encampment began on April 21.

— Matthew Eadie and Jenna Russell

Officers clear a pro-Palestinian encampment at Penn.

Police detain pro-palestinian protesters at penn, police officers in riot gear made arrests near an encampment on the campus of the university of pennsylvania..

Police officer: “You’re under arrest, do not resist.” [protester screaming] “What the [expletive]?”

The police in Philadelphia cleared an encampment of pro-Palestinian demonstrators off the campus of the University of Pennsylvania early Friday, making arrests and bringing an end to a two-week standoff between administrators and protesting students.

Video from the scene, shot by one of the protesters, showed a group of demonstrators on College Green, near a statue of Benjamin Franklin, encircled by police officers in riot gear. Some were taken away in police vans.

Thirty-three people, including nine Penn students, were arrested and cited for defiant trespass, and then later released, said Steve Silverman, a university spokesman, in a statement on Friday evening.

Sahir Muhammad, a 23-year-old Temple University graduate who had joined the protesters before dawn on Friday, said that he was lifted off his feet and carried out of the encampment when officers saw that he was shooting video.

“The police literally gripped me up and took me off the premises,” he said.

Mr. Muhammad was taken to the corner of 34th and Walnut streets, where he joined a group of protesters who were chanting and trying to block police vans from leaving. His video shows a group of roughly 40 protesters on College Green standing a few yards from a line of police in riot gear.

The arrests came a day after Gov. Josh Shapiro said it was “past time” for Penn’s administration to clear the encampment. “Over the last 24 hours at the University of Pennsylvania, the situation has gotten even more unstable and out of control,” he said, speaking at an unrelated news conference near Pittsburgh.

The governor, a Democrat, is a nonvoting member of Penn’s board of trustees.

In a letter sent Friday morning to Penn’s staff, the interim president, J. Larry Jameson said that “extraordinary circumstances” had forced the administration’s hand. He added that a university ID card would be needed to enter the campus green. “Passion for a cause cannot supersede the safety and operations of our university,” he wrote.

Mr. Jameson became Penn’s interim president late last year after his predecessor, Elizabeth Magill, resigned in the wake of harsh criticism of her testimony at a congressional hearing. In the hearing, Ms. Magill and the presidents of Harvard and M.I.T. were accused by Republicans of failing to crack down on campus antisemitism.

In a statement after the arrests on Friday morning, the executive committee of Penn’s chapter of the American Association of University Professors condemned what it called “repressive action” by the school’s administration and “a cowardly, shameful attempt to silence and punish speech.”

The committee demanded that Penn drop all of its pending disciplinary cases against the student protesters and the “mandatory temporary leaves of absence” it imposed on six of them on Thursday.

Justin Seward, a 20-year-old Penn undergraduate, said that he believed the university’s actions were contrary to the school’s mission and driven by pressure from donors and Congress. “I think they were disruptive,” he said of the demonstrators, “but I think that’s the whole point of protesting.”

— Mattathias Schwartz Reporting from the University of Pennsylvania in Philadelphia

Police clear protesters from the University of Arizona hours before commencement.

Police officers at the University of Arizona in Tucson removed an unauthorized encampment on campus early Friday, hours before the school’s scheduled graduation ceremony, school officials said.

The encampment structure, reportedly made from “wooden pallets and other debris,” was erected on campus property after 5 p.m. on Thursday against campus policy, the school said in a statement .

Officials said that they warned the protesters to remove the encampment and disperse, but the warnings were ignored.

“This evening, police vehicles have been spiked, and rocks and water bottles have been thrown at officers and university staff,” school officials said. “Those who have violated the law are subject to arrest and prosecution. University officials have taken action to ensure the safety of Centennial Hall convocation attendees.”

The campus incidents page on the university’s website said that “chemical munitions” were deployed as police were dispersing the crowd and the encampment was cleared shortly before 4 a.m. Eastern time. The clearing of the encampment came less than 24 hours before the school’s scheduled graduation ceremony at 7:30 p.m. local time on Friday.

A spokesman for the school said on Friday that there were no reported injuries and that two people who were affiliated with the school were arrested. One of the groups that organized the protest posted on Instagram early Friday asking people to show up outside Pima County Jail “until all our friends are free.” In another post , the group stated that two faculty members had been arrested.

This was the second time in less than a month that law enforcement had disbanded an encampment on the school’s campus. Several weeks ago, protesters set up an encampment that was cleared on April 30 . Four protesters were arrested that night, including an undergraduate student, a graduate student and two people unaffiliated with the university, the school said.

— Anna Betts

Faculty at The New School set up an encampment.

Faculty members at The New School in Manhattan this week set up what may be the first professor-led pro-Palestinian encampment on a college campus since the Israel-Hamas war has prompted waves of protests at schools across the country.

The New School’s urban campus in Greenwich Village lacks the open spaces and green lawns of other universities that have been the site of protest encampments, so the professors set up their camp inside the lobby of a university building on Fifth Avenue.

On Thursday afternoon, eight tents were visible on the same spot where some of the school’s students had previously set up a lobby encampment for several days. The university called in the police last week to remove it and arrest the student protesters.

One green-and-white tent had “faculty against genocide” written in red on it. A number of posters were affixed to the building’s windows, including one that read “All Eyes on Rafah,” an area of Gaza where many have taken refuge and where Israel has made incursions and is threatening a ground invasion.

“We call on faculty across all universities to escalate and take risk in solidarity with the student movement, their demands, and the people of Palestine,” the protesting faculty wrote in a social media post . A spokesman for the group declined to comment further on Thursday.

Faculty unrest at the New School, which has about 10,000 students, has been a feature of the historically progressive university in recent years. Around 90 percent of the school’s faculty are part-time adjunct professors, with some earning about $6,000 per course . A strike by part-time faculty demanding better wages shut down classes for three weeks in 2022.

The New School’s faculty encampment sprang up as more than 2,700 people across the country have been arrested or detained in recent weeks for their involvement in similar encampments on college campuses.

New School students had set up the university’s first indoor encampment last month to show their solidarity with Palestinians and publicize calls for the university to divest from companies connected to Israel, among other demands. In support, New School faculty passed a vote on May 2 in favor of the school divesting.

The next day, New School officials called in the police to quash the student-led protest there, leading to the arrests of 45 students .

University leaders have made some concessions, however. On Thursday, the university’s interim president, Donna Shalala, said in a statement that the school had decided against pursuing criminal charges against the students. She also announced that it would reconstitute a committee on “investor responsibility to provide input to the Board of Trustees.” That committee would include faculty and student members.

Members of the New School’s chapter of the American Association of University Professors had earlier passed a vote of no confidence in Dr. Shalala, who has expressed her support for Israel in the past and, in a 2018 interview, said she was opposed to divestment .

The faculty named their encampment after Refaat Alareer, a Palestinian professor and writer who was killed in December 2023 during an Israeli airstrike on northern Gaza . On Thursday afternoon, around a dozen protesters marched in a circle outside the building, the New School University Center. The protesters now refer to it as Bisan Hall, in honor of Bisan Owda , a Palestinian journalist who has been reporting from Gaza.

The demonstrators chanted, “The more they try to silence us, the louder we will be.” It was unclear whether any of those protesters were faculty members.

Later in the evening, several people were arrested outside the school, according to protesters, during an episode in which they said they were sprayed with a chemical and the police wrongfully detained a person thought to have been involved. Police officials said that 13 people were arrested but that they did not have any information about a chemical being sprayed.

Jadyce Wash, 22, a senior fashion student from Paterson, N.J., was leaving the building on Thursday after giving a presentation on bags she had designed. She said she thought it was “amazing” the faculty was standing their ground.

Ms. Wash, who has not been involved in the protests, said the university’s response to the pro-Palestinian protests were unsatisfying.

“It’s a little intimidating, honestly coming into the building every day and having police on every corner, but I think they should continue,” Ms. Wash said of the faculty protesters.

Dr. Shalala, in her message to the university , said the university had not requested that the police patrol the area, noting that the police “will not enter any university building without our consent.”

Some faculty members have given students the option to attend protests or not attend class during finals week. But a group of students leaving the building were frustrated by the disruption. One first-year student said it felt unfair, both to students and to parents paying money for classes that were then canceled.

The school has also moved some graduation ceremonies off campus.

Trishia Rinaldo, 22, a graduating senior from Honduras who has not been involved in the protests, said it was encouraging to see the faculty encampment. But, she added, graduation was “a touchy subject” because the coronavirus pandemic disrupted her high school graduation in 2020.

“I don’t want to have my graduation canceled,” Ms. Rinaldo said.

— Lola Fadulu and Julian Roberts-Grmela

New York’s commencement season opens with barricades and empty campuses.

University commencement season in New York City started on Friday, in a climate that was anything but normal.

Turmoil over protests related to the Israel-Hamas war is seemingly everywhere. At N.Y.U., dozens of graduate student workers are threatening to withhold grades if the university does not remove police officers from campus. At the Fashion Institute of Technology, the police made more than 50 arrests on Tuesday after breaking up a pro-Palestinian student encampment there.

At City College, Fordham University, The New School and Columbia, the police have made arrests after being called in by administrators to clear out pro-Palestinian student encampments and end other demonstrations.

The police barricades that still remain outside many college buildings are a visceral reminder of the intense divisions on campus, a marked contrast with the usual festive mood around the city each May, when thousands of students walk the city streets in their robes and regalia.

At Columbia, where a police crackdown on a large Gaza solidarity encampment on April 18 sparked an international student movement to pitch tents in protest, parents of graduating students peered through locked gates on Thursday at the green lawns and empty steps where their children’s commencement should have been.

Nemat Shafik, Columbia’s president, announced on Monday that the school was canceling its main commencement ceremony, largely for security reasons. Instead, each of its 19 colleges will hold a separate ceremony, many at the school’s large athletics complex some 100 blocks north.

The first of those celebrations began at 8:30 a.m. on Friday, with the School of Professional Studies ceremony at the athletics complex.

Hundreds of family members and friends filled the seats at Columbia’s soccer stadium. Many held flowers and balloons for their graduates.

Around the outdoor event tent were giant screens that displayed photos of Columbia students in their caps and gowns. However, slides also shown on the screen were not edited to reflect the ceremony’s new location and instructed guests to use Hamilton and Pulitzer Halls for access to indoor restrooms.

Police officers were present outside of the stadium but not on the field. Instead, a handful of private security officers roamed around the tent.

After almost two hours, the graduation ceremony for the Columbia School of Professional Studies concluded. Graduates, family and friends danced as Jay-Z’s “Empire State of Mind” played. There were no protests, although a couple of students wore kaffiyehs alongside their graduation stoles. One student waved a Ukrainian flag as she walked across the stage.

Amoura Whitney, 24, was among those who graduated on Friday. She said she was frustrated by the last-minute cancellation of the main graduation ceremony. “It definitely sucks because my immediate family was going to go to that one,” said Ms. Whitney, who graduated with a masters in technology management.

The ceremony for the School of Social Work will be held there at 4:30 in the afternoon.

N.Y.U. will hold its large commencement ceremony at Yankee Stadium next Wednesday. The New School will hold its commencement at Louis Armstrong Stadium in Queens next Friday. Graduations at other colleges continue through May 23.

At the end of a typical school year, Columbia’s Morningside Heights campus becomes a sweeping venue with bleacher seating and some 15,000 graduates and their guests arrayed around the steps of Low Library. The university president takes center stage, officially conferring degrees on the graduates from the school’s different colleges.

This year, it was not clear which of the 19 celebrations Dr. Shafik would attend. Students say they have rarely spotted her on campus since the police arrived on April 30 to clear out pro-Palestinian protesters from Hamilton Hall, a building they had occupied.

A Columbia spokeswoman, Samantha Slater, said she has been “on campus regularly” and noted that she had released a video to “make sure they heard from her, whether on campus or not, as students take final exams.”

The sidewalks in front of her official residence have been blocked off by barricades for about a week, after students gathered in front of her building at midnight and yelled at length for a noisy finals-week tradition known as the “primal scream.”

Many students on campus are deeply upset at how the semester has gone, and many say the administration has made repeated missteps in its handling of the student protests.

“The community’s completely destroyed,” said Zohar Ford, 19, a freshman who was helping a friend move out of a freshman dorm on Tuesday on the largely locked-down campus.

“It’s 65 degrees out,” he said. “Warm, sunny, brilliant. This is supposed to be our finals week. Do you see anyone on the lawns playing around having fun? There’s nothing.” Over the past week, he said, campus “has been a ghost town that has felt like a police state.”

Dr. Shafik has not made an official announcement to the Columbia community since last week, when she explained that she had called in the police to remove protesters from Hamilton Hall because the escalation had brought “safety risks to an intolerable level.” She also called for civility to return to campus.

She has not publicly acknowledged the allegations, made by protesters and some faculty members , that there was police brutality during the crackdown. Nor has she commented on how one officer, during the operation, accidentally fired his gun , hitting a wall . Instead, in her announcement, Dr. Shafik thanked “the N.Y.P.D. for their incredible professionalism and support.”

On Thursday, she wrote an opinion essay for The Financial Times that look a long view on how universities can weather outside influences that seek to harden differences on campus. She also called on schools to “better define the boundaries between free speech and discrimination.”

“Rather than tearing ourselves apart, universities must rebuild the bonds within ourselves and between society and the academy based on our shared values and on what we do best: education, research, service and public engagement,” she said.

Dr. Shafik also wrote a letter to faculty members on Thursday, where she said “I know that many of you are angry, and that you feel let down by me and by other University leaders for many different reasons.”

The university spokeswoman, Ms. Slater, said in a statement that Dr. Shafik has spent the week consulting with members of the Columbia community, including the faculty, in private meetings “to allow for candid conversations.”

She faces more difficulties ahead.

More than 200 faculty members at Columbia and Barnard have “actively pledged to strike,” said Rebecca Jordan-Young, a Barnard professor, during a news conference on Friday.

A strike at this time of year would mean faculty members would still engage in student-facing work, but would stop doing work for the university, such as creating and finalizing department budgets for the fall or doing work on committees.

“There is an assumption that the work of the university, even for faculty, closes at graduation and that is just not the case,” said Shana Redmond, a Columbia professor, adding, “We are stopping this constant request for labor until such time as these demands are met.”

The demands included removing the police from campus and granting amnesty for students facing disciplinary action for pro-Palestinian speech and advocacy, Ms. Redmond said.

And about 1,000 professors and lecturers at Columbia, in the faculty of arts and sciences , are currently considering a vote of no confidence in Dr. Shafik, with the final votes to be cast on May 16.

Lola Fadulu and Liset Cruz contributed reporting.

— Sharon Otterman

Colson Whitehead cancels his commencement speech at UMass Amherst after arrests of protesters.

The Pulitzer Prize-winning author Colson Whitehead said Thursday that he would not give the commencement address at the University of Massachusetts Amherst on May 18 as planned, citing the administration’s decision to call the police on campus protesters.

“I was looking forward to speaking next week at UMass Amherst,” Mr. Whitehead wrote on the social network Bluesky. “But calling the cops on peaceful protesters is a shameful act. I have to withdraw as your commencement speaker. I give all my best wishes and congratulations to the class of ’24 and pray for the safety of the Palestinian people, the return of the hostages, and an end to this terrible war.”

Michael Goldsmith, a representative for Mr. Whitehead, said the author had no further comment.

The school said that the ceremony would proceed without a commencement speaker.

“We respect Mr. Whitehead’s position and regret that he will not be addressing the Class of 2024,” Ed Blaguszewski, a spokesman for the University of Massachusetts Amherst, said in a statement.

The police arrested about 130 people at the University of Massachusetts Amherst on Tuesday night after pro-Palestinian protesters refused to remove their encampments.

Mr. Whitehead, whose novels include “The Underground Railroad” and “The Nickel Boys,” is an extraordinarily decorated author. He has won the Pulitzer Prize twice, in 2020 and 2017, and was a finalist in 2002. He also won the National Book Award, a MacArthur Fellowship and a Guggenheim Fellowship.

He is also something of shape-shifter, moving easily between disparate genres. His book “Sag Harbor” was a coming-of-age novel, “Zone One” was a postapocalyptic zombie story, and “The Underground Railroad” followed a young enslaved woman who escapes from a Georgia plantation.

C Pam Zhang, the author of “How Much of These Hills Is Gold,” and Safiya Umoja Noble, author of “Algorithms of Oppression” and a professor at the University of California, Los Angeles, have also withdrawn from commencement speeches this year, according to the website LitHub . Both were scheduled to speak at the University of Southern California’s Rossier School of Education.

— Elizabeth A. Harris

How Columbia University lost support from the Russell Berrie Foundation.

On Jan. 19, Angelica Berrie sent an email to Nemat Shafik, the president of Columbia University. Ms. Berrie reported that the Russell Berrie Foundation, named for her late husband, had scheduled three grant payments to Columbia.

But after months of campus protests around the Israel-Hamas war, Ms. Berrie also delivered a warning.

As the foundation prepared to transfer almost $613,000, Ms. Berrie told Dr. Shafik that future giving would partly hinge on “evidence that you and leaders across the university are taking appropriate steps to create a tolerant and secure environment for Jewish members of the Columbia community.”

Months passed, and the foundation, which has donated about $86 million to Columbia over the years, did not like what it saw. Frustrated and flummoxed by the sustained tumult at Columbia, the foundation suspended its giving to the university late last month.

Columbia has spent months under siege, bombarded by public demands from protesters, faculty members, alumni, members of Congress and religious groups since the Hamas attack on Oct. 7 that precipitated the war. But the foundation’s admonition, included in correspondence that it shared with The New York Times, illustrates the pressures that Columbia administrators have also had to confront in private with donors, with longstanding relationships and enormous sums at stake.

The Berrie Foundation’s pause threatens to cost Columbia tens of millions of dollars over the coming years. And it represents a sobering turnabout for a foundation so prolific at Columbia that it underwrote both the Russ Berrie Medical Science Pavilion and the Naomi Berrie Diabetes Center.

“It’s a painful decision for us to have come to this point where we have to tell them, ‘There’s a disconnect between your values and ours,’” Angelica Berrie, the president of the foundation’s board, said in an interview. The turmoil at Columbia, she said, had left foundation leaders “to weigh the passion my husband had for diabetes against the greater values of our foundation about pluralism, bridge-building and the fact that our Jewish values infuse our philanthropy.”

A Columbia spokeswoman, Samantha A. Slater, said in a statement that the university “values its longstanding relationship with the Russell Berrie Foundation, and is grateful for their generosity and support of innumerable and impactful diabetes initiatives throughout the years.”

She added: “As we have relayed to foundation leaders, we are committed to sustained, concrete action to make Columbia a community where antisemitism has no place and Jewish students feel safe, valued and are able to thrive.”

As protests have raged on campuses across the country, other leading donors have warned universities that future gifts are at risk. Last week, the billionaire real estate mogul Barry Sternlicht eviscerated Brown University for pledging to consider divestment from Israel, and suspended donations to the school. Marc Rowan, Apollo Global Management’s chief executive, led a donor uprising at the University of Pennsylvania last year, and Robert K. Kraft , who owns the New England Patriots, recently put future contributions to Columbia on hold.

But as the Berrie Foundation, whose giving has often been tied to Israel and Jewish causes in the United States, considered its options after the first protests began, it commanded neither the public clout of Mr. Kraft nor the swagger of Mr. Rowan or Mr. Sternlicht.

What it did have was a quieter influence that it had cultivated at Columbia for decades, since Russell Berrie, who built a fortune with a company whose wares included stuffed animals and troll dolls , received diabetes care there. In the years before the Bronx-born Mr. Berrie died in 2002 , the foundation began to pour millions into the university.

Within five weeks of the Hamas attack on Israel last October, though, foundation trustees were alarmed by the pro-Palestinian protests and rhetoric at Columbia, which some Jewish students believed was becoming a hub of antisemitism.

The board discussed events at the university during its meeting on Nov. 9, but it kept its misgivings out of view. Scott Berrie, the board’s vice president and a son of Russell Berrie, compared the internal mood then to a collective “deep sigh.”

A day later, Columbia suspended its chapters of Students for Justice in Palestine and Jewish Voice for Peace, a step that heartened foundation officials.

But the foundation still began a private campaign to pressure the university to do more, including during a Nov. 29 meeting with Dr. Shafik, who had taken over as Columbia’s president only in July.

Foundation executives were cautious, wary of being perceived as improperly meddlesome. They refrained, records show, from demanding that Columbia embrace a specific new policy or tactic. Rather, in a strategy familiar to many higher education leaders, they adopted a more subtle plan, describing their vision for Columbia in sweeping terms and nudging the university toward their interpretations of already-proclaimed principles, like protection from harassment.

“Considering our conversation, we’re curious whether your administration will enforce the policies you’ve established to prevent speech and conduct that could constitute harassment and appropriately discipline those responsible,” Scott Berrie wrote in an email to Dr. Shafik on Dec. 14.

“In this escalating climate of hate speech,” he added, “we look to Columbia for leadership that will inspire other universities to act with moral courage.”

But in January, Ms. Berrie, her board still unnerved, issued her warning to Columbia. Mr. Berrie, himself a Columbia alumnus, recalled that the idea was to “make it clear that this is an uncomfortable position for us to be in as funders, when the values of our foundation are being so severely tested by what’s happening on the campus.”

Dr. Shafik replied on Jan. 24, five days later, making no explicit mention of the funding threat but detailing her efforts to ensure “a safe and respectful environment” for students, which she characterized as “my highest priority.”

Columbia’s troubles, though, were only growing. By April 17, when Dr. Shafik arrived on Capitol Hill to testify before a House committee, Columbia students were in open defiance of the administration and gathering at a new protest encampment on the college green.

Dr. Shafik called in the New York Police Department the next day to empty the encampment, and the university lurched to the center of the protest movement still unfolding across the country.

The decision to bring in the police infuriated many people on campus. The crackdown, though, did not fully assuage the Berrie Foundation’s fears. The board, disturbed by the vitriol on campus, decided unanimously on April 26 that the foundation’s giving would stop for now. The chaos that had enveloped Columbia for part of April, Ms. Berrie said, made the decision easier, if still deeply painful.

“For us, this didn’t start with the encampment — this has been an escalation of faculty with their ideological positions in the classrooms, Jewish students unable to participate fully in university life because of what they believe or who they are,” said Idana Goldberg, the foundation’s chief executive.

Most immediately, the pause affects $153,000 that the foundation had expected to put toward a diabetes research grant. A lasting suspension, though, could have far more costly consequences: The foundation, which is expected to wind down its operations in about a decade, has been weighing another gift of at least $10 million.

Daniel W. Jones, a former chancellor of the University of Mississippi who previously served as the dean of the medical school there, said it was “uncommon” for a donor to cut off support tied to medical research and care. Such causes, he said, are often seen as sacrosanct and insulated from the day-to-day turmoil of a major university.

“Rarely did I have someone who was interested in supporting research tie it to anything other than the research agenda,” Dr. Jones said.

Mr. Berrie acknowledged the struggle of picking among priorities. But, he said, “at some point, the rubber has to hit the road.” (Mr. Berrie said he did not believe the foundation’s decision would disrupt patient care, an assessment shared by Columbia officials.)

After the board made its move, he said, he did not feel resolve or relief — only regret.

“There’s a phrase I heard that’s like, ‘Where your attention goes, your energy flows,’” Mr. Berrie said. “And the fact that we are spending so much on energy on this rather than spending energy on bettering the world, is a regret.”

In a separate interview, Ms. Berrie resisted setting clear benchmarks for Columbia’s funding to be reinstated.

“We cannot dictate what happens in an institution of learning,” she said on Monday. “But we will watch and see whether their actions actually rectify the situation.”

— Alan Blinder

U.S.C.’s valedictorian graduates without a speech, but with cheers.

For weeks, Asna Tabassum, the valedictorian at the University of Southern California, has been at the center of a maelstrom that upended the school’s longstanding commencement traditions and left campus leaders scrambling.

School administrators said last month that it would have been too dangerous to let her speak at a schoolwide ceremony after pro-Israel groups condemned the selection of Ms. Tabassum, a Muslim student who had sympathized with Palestinians on social media. She became the target of criticism and harassment.

But at her graduation ceremony on Friday morning, Ms. Tabassum received her degree to cheers and loud applause from students and parents.

In mere weeks, Ms. Tabassum has gone from a relatively obscure undergraduate at the U.S.C. Viterbi School of Engineering to a national symbol of free speech and a voice for the Palestinian cause. She still has critics — a conservative nonprofit paid for a moving billboard near campus this week that attacked her — but has also won over students and academics who felt that she had been unfairly treated by the university.

Since the school canceled Ms. Tabassum’s speech, there have been protests over the decision and against the war in Gaza. The first of the demonstrations resulted in a swift crackdown ordered by the school president, Carol Folt, and 93 arrests by the Los Angeles Police Department.

A subsequent protest was allowed to linger on campus for days, a sign that Dr. Folt and U.S.C. leaders had softened their approach. But that was also shut down early Sunday, this time without arrests.

“The world is in angst and it is in pain,” Yannis Yortsos, the dean of the engineering school, told students on Friday. “International events take place thousands of miles away in different parts of the world, but we feel them here on our campuses. Through it, you demonstrated dignity, moral compass and true grace.”

Some universities have faced protest disruptions during their graduation ceremonies, including on Friday at the University of California, Berkeley, where some law school graduates chanted during speeches.But the engineering graduation at U.S.C. on Friday was drama free. There were no outbursts and no visible signs of protest, aside from a few students who wore keffiyehs, a checkered scarf that has become a symbol of the pro-Palestinian movement.

Still, traces of the turbulence of the last few weeks could still be seen across the campus on Friday. Entrances to the campus were tightly controlled and signs erected along campus walkways warned that the university reserved the right to eject anyone who disrupted graduation ceremonies.

Ms. Tabassum did not give a speech at the engineering school ceremony on Friday and declined to speak to a reporter after the event. Despite the intense focus on her, she seemed like any other graduate, smiling and taking photos with friends, and cheering with fellow classmates when a speaker singled out their degree program.

In the end, Ms. Tabassum may have had the last word. The Daily Trojan, the student newspaper, published what was billed as the speech that she had hoped to give. After initial greetings, Ms. Tabassum blacked out the rest of the contents aside from offering congratulations and thanks.

Shawn Hubler contributed reporting from Los Angeles.

— Jonathan Wolfe Reporting from the University of Southern California campus in Los Angeles.