Word: one
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Dates: during 2010-2019
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...teaching of science to a freshman audience that is particularly fulfilling and at the same time challenging—partly because my colleagues and I don’t subscribe to the long-standing notion that one should teach one kind of science to future science concentrators and another to future non-science concentrators. In the freshman year we believe that all students should have access to a meaningful introduction to science—one that prepares future science concentrators to take further coursework, but also one that gives future non-science concentrators a solid ground to understand a wide...
Introducing undergraduates to an interdisciplinary perspective on science is often positioned as antagonistic to delving deeply into the concepts and methods of individual fields, which perhaps explains why the latter so often precedes the former in traditional curricula. This antagonism is a fallacy, and is one that threatens to narrow the pipeline of students engaged in science as we delay their exposure to the way so many scientists operate today. In 2004, colleagues from all the life-science departments got together to address this and other challenges related to the teaching of science at Harvard. The outcome...
...depth pursuit of a particular science. Thus, not only does science belong as an integral part of a liberal-arts curriculum, but the fundamental principles of the liberal-arts approach are fully convergent with the interdisciplinary teaching of science. It is time we stopped viewing science as simply one of several specialized plug-ins that go into a liberal-arts curriculum and focused instead on the benefits of integrative thinking both within the natural sciences and between the other fields represented at Harvard. It is time we liberated science within the liberal arts...
Mitzenmacher highlighted Wei’s collaborative spirit as one of the ways he would contribute to SEAS in the future...
Still, I think I can understand why Wheeler did it, why he fabricated an academic history worthy of a university president. Even though his resume has significantly more padding than most, one can imagine that there are a few resumes floating out there among the Harvard senior class that do look quite similar to Wheeler’s work of art. As we have been told ad nauseum, the students here at Harvard are incredible and have the credentials to prove it—prizes, published works, and scholarships out the wazoo. But I am not one of those students...