THE OPPORTUNITY

Harvard University invites inquiries, nominations, and applications for the position of associate dean of students for inclusion and belonging. This is a reconfigured senior-level position that will lead a newly created department within the Dean of Students Office. The person appointed to this position will have the unique opportunity to be an architect in designing this new area, which will embed principles of diversity, inclusion, and belonging in the co-curricular and residential experience of all Harvard College students. The associate dean will lead the development of a structure that both serves students of today and orients toward the future, ensuring that programs and services are responsive to the changing demographics and needs of the Harvard College student body. A key component of the role will be developing and strengthening partnerships with other units within the College and University.

This position offers the right individual a truly unique and exciting opportunity. The associate dean will serve as an important colleague and strategic partner on the Dean of Students Office senior team. The associate dean will provide strategic vision, design, and direction for this new area within the Dean of Students Office; directly supervise three director-level positions and nine indirect reports; work collaboratively with the associate dean of students in the residential life area to coordinate resident tutor and First-Year proctor training and design, implement, and evaluate annual training programs for resident tutors, proctors and specialty tutors within the house system; provide support to senior leadership on campus when issues or incidents related to equity, identity, race relations, intercultural or other intersecting issues impact the student community; assess climate data and other student survey data to ensure that the office is adapting to and responding appropriately to the evolving needs of the community; oversee the directors in coordinating a broad slate of signature student programs within each of the areas (e.g. Cultural Rhythms, National Coming Out Day, Women’s Leadership Awards, Humanitarian of the Year) as well as episodic or timely programs like lectures and town halls in response to emerging issues; and represent the Dean of Students Office and Harvard College on various committees and working groups.

The Position

ROLE OF THE ASSOCIATE DEAN OF STUDENTS FOR INCLUSION AND BELONGING

Reporting to Dean of Student Katie O’Dair, the associate dean will serve as a senior strategic leader within the Dean of Students Office and Harvard College, advancing efforts that build a diverse and welcoming learning environment and culture in addition to furthering inclusive excellence, belonging, and inclusion for all Harvard College students.

The associate dean will ensure that belonging and inclusion efforts are infused in all aspects of the student experience within Harvard College and will attend to the issues of intersectionality within and among students. The associate dean will have a strong presence on campus, engaging with students across differences and in the residential and co-curricular realm where students find community at Harvard College. The associate dean will serve on the senior leadership team in the Dean of Students Office, collaborate closely with senior leaders within the College and University, and provide expert vision and direction for initiatives related to belonging and inclusion at Harvard College.

HISTORY OF THE POSITION

The associate dean will lead a new office – yet to be named – that will be a new entity within the Dean of Students Office which will structurally integrate the work and missions of the Harvard Foundation for Intercultural and Race Relations and the Office of Equity, Diversity, and Inclusion (which includes the Office of BGLTQ Student Life,  The Office of Diversity Education and Support, Title IX, and the Harvard College Women’s Center). These two offices have been structurally separate within Harvard College, yet share synergies and principles of diversity and inclusion with a focus on the student experience. This office will serve as a central clearinghouse for diversity-related issues, and the staff within the area will work with departments and offices throughout the College to infuse principles of belonging and inclusion throughout the co-curricular and residential student experience.

With assistance from Spelman Johnson, Harvard is conducting an aggressive nationwide search for this newly created position. The successful candidate will be expected to take office in the summer of 2019.

QUALIFICATIONS AND CHARACTERISTICS

The associate dean will be an experienced and successful strategic leader, manager, and effective communicator with a proven record of bringing diverse communities together. The associate dean will have demonstrated experience in ensuring that principles of belonging and inclusion are embedded within all areas within the Dean of Students Office and across departmental boundaries. The associate dean will have outstanding supervisory, management, and budget experience.

The position requires a thoughtful, collaborative leader who can forge partnerships across department boundaries, who has a proven record of responding effectively to challenging student and community issues, and who understands how to approach issues and situations with students. They will possess understanding of and experience with effective assessment practices with a focus on student learning and the ability to guide data-driven efforts across a large department. Knowledge of professional development modalities and needs within student affairs/student life and experience developing professional development activities for staff and student leaders. The successful candidate will have demonstrated success in working across traditional boundaries with a diverse group of people, including students, faculty, administrators, and alumni, and will have a track record of strong presence on campus with students, student organizations, and campus events.

An earned doctorate or comparable educational background is strongly preferred; A master’s degree is required; with a minimum of 10 years of progressive experience in a complex, student-centered environment or similarly complex organization with expertise in the functions and purpose of diversity and inclusion efforts within communities; evidence of innovation and organizational design; a keen political acumen; deep theoretical and practical knowledge of issues of inclusion and equity and the role of diversity within a residential liberal arts environment.

OPPORTUNITIES AND CHALLENGES

The associate dean of students for inclusion and belonging will be expected to address the following opportunities and challenges:

Strategy and vision: Provide strategic vision, design, and direction for this new area within the Dean of Students Office; manage short- and long-range strategic planning and program development, including the assessment of all programs and services; work collaboratively with senior leaders within the College, particularly within the Office of Undergraduate Education (OUE) and University to oversee the development and implementation of a comprehensive support and educational program; lead College efforts to support communities of color, women and BGLTQ+ students, first generation and low-income students; develop, lead, and support diversity awareness efforts in partnership with the residential life and student engagement area.

Management and Supervision: Directly supervise three director-level positions; responsible for 9 indirect reports. Oversee policy development and evaluate procedures to ensure effectiveness; ensure that administrative fellows and graduate assistants are hired, trained, and evaluated; oversee budgets associated with staffing, administrative operations, and programs, and identifies resources and campus partnerships in support of future belonging and inclusion initiatives.

Residential Life Training and Orientation: Oversee and provide direction for various specialty tutor (BGLTQ+, race relations, sexual assault/harassment, wellness, and public service) programs within the residential system, including coordinating communication, outreach, and resources. Work collaboratively with the associate dean of students in the residential life area to coordinate resident tutor and First-Year proctor training and will design, implement, and evaluate annual training programs for resident tutors, proctors and specialty tutors within the house system.

Crisis Response: Manage director-level staff and provide support to senior leadership on campus when issues or incidents related to equity, identity, race relations, intercultural or other intersecting issues impact the student community; attend to community needs by having a strong on-campus presence and communicates regularly to students, staff, and the community; deploy staff across the residential and campus system to address immediate campus impact, and necessary programmatic interventions.

Specialized Student Support Services: Assess climate data and other student survey data to ensure that the office is adapting to and responding appropriately to the evolving needs of the community; engage in ongoing professional development to keep abreast of current issues affecting historically underrepresented or marginalized communities; maintain a database of current campus and community resources; and, develop written and web-based communication materials.

Programming: Oversee the directors in coordinating a broad slate of signature student programs within each of the areas (e.g. Cultural Rhythms, National Coming Out Day, Women’s Leadership Awards, Humanitarian of the Year) as well as episodic or timely programs like lectures and town halls in response to emerging issues.

Committees and Working Groups:  Represent the Dean of Students Office and Harvard College on various committees and working groups.

Institution & Location

HARVARD UNIVERSITY: AN OVERVIEW

Harvard University is the oldest institution of higher education in the United States, established in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was named after the College’s first benefactor, the young minister John Harvard of Charlestown, who upon his death in 1638 left his library and half his estate to the institution. A statue of John Harvard stands today in front of University Hall in Harvard Yard and is perhaps the University’s best-known landmark.

Harvard University is devoted to excellence in teaching, learning, and research and to developing leaders in many disciplines who make a difference globally. The University, based in Cambridge and Boston, Massachusetts, has an enrollment of more than 20,000 degree candidates, including undergraduate, graduate, and professional students. Harvard has more than 360,000 alumni around the world.

Harvard faculty are engaged with teaching and research to push the boundaries of human knowledge. For students who are excited to investigate the biggest issues of the 21st century, Harvard offers an unparalleled student experience and a generous financial aid program, with more than $160 million awarded to more than 70 percent of our undergraduate students. The University has 12 degree-granting schools in addition to the Radcliffe Institute for Advanced Study, offering a truly global education.

When people refer to Harvard students, often they mean the subset of roughly 6,700 students who attend Harvard College. Students arrive every year in late August.

Harvard College’s diverse student population makes it difficult to describe the typical student and even more difficult to describe the quintessential Harvard student experience. Students come from all 50 states and from more than 80 countries; from cities, suburbs, small towns and farms; from public, private, and parochial schools; from every ethnic and religious background; and from across the economic spectrum. Based on long-standing tradition and an extensive financial aid program, Harvard is committed to making educational opportunity accessible to all, with more than 70 percent of the undergraduate population receiving financial aid.

With more than 400 official student organizations including extracurricular, co-curricular, and athletic opportunities in addition to academics, Harvard students are active around and beyond campus. Whether in Harvard Stadium playing on the field or cheering on one of 42 Division I intercollegiate Crimson teams, volunteering through organizations like PBHA, fostering entrepreneurial activities in the Harvard innovation lab, writing or editing at The Harvard Crimson or The Harvard Lampoon, or researching alongside graduate students and post-doctoral students in top-flight research labs, Harvard students are continuously learning—and constantly busy!

Demographics for the class of 2022 (see https://college.harvard.edu/admissions/admissions-statistics):

  • 16.8% percent are from New England
  • 20.9% percent are from the Mid-Atlantic region
  • 15.6% percent are from the Pacific region
  • 18.8% percent are from the South
  • 9.4% percent are from the Midwest
  • 5.3% percent are from the Central and Mountain states
  • 12.8% percent are from international countries or from U.S. territories

 

The House System

The housing system at Harvard is designed to create a full collegiate experience for all four years of undergraduate education. As freshmen, students live in one of 17 dormitories in the historic Harvard Yard, a prime location at the very heart of campus, and eat in the majestic and picturesque Annenberg dining hall.

After their first year at Harvard, students are randomly assigned into one of the 12 houses on campus and continue to live there for the remainder of their residential life at Harvard. More than 97 percent of Harvard undergraduates choose to live on campus for all four years, creating a strong campus community and undergraduate experience. A 13th house (Dudley) is designated for use by those students who live off campus, to provide a community and sense of identity similar to that afforded to resident students.

Each house has resident faculty deans, a resident assistant dean, and a staff of tutors and administrators who support between 300 and 400 students. Houses tend to span multiple proximate buildings and include a dining hall, common areas, and recreational and cultural spaces that give them each a distinct character. Many even field their own intramural sports teams or theater ensembles. The houses themselves also have unique histories and traditions that bring students together and help to foster the close and long-lasting ties amongst the residents of each house.

In 2012, the Faculty of Arts and Sciences and Harvard College launched a $1.3 billion effort to renew many of the University’s 12 undergraduate Houses. Since then, two partial house renovations (Quincy and Leverett) and one full house renovation (Dunster) have been undertaken. After a year of assessment in 2015-16, construction is about to begin this summer at Winthrop House, and planning is underway for the Lowell House renovation to begin in 2017-18. This ambitious physical construction project represents an important investment in residential education at Harvard College and requires a similarly ambitious programmatic initiative to re-center student life in the Houses.

Cambridge, Massachusetts

Cambridge embodies the American democratic ideal—a stimulating and accommodating place where future presidents and immigrants study together and where residents strive for higher goals and a richer life. It’s also one of the most exciting cities in the world, with a dazzling variety of recreation and culture packed into a very convenient 6.5 square miles.

Over the course of its 350 years of history, Cambridge has welcomed different populations. The result is a rich collection of neighborhoods—many of them might be called “urban villages”—providing attractive housing of every kind, from Colonial mansions to town houses to riverfront high rises, for a wide range of budgets. A powerful sense of history and community serves to tie neighborhoods and families together.

Cambridge is also a “walker’s city,” where most shopping and major cultural attractions are no more than a short walk from home and where a European style café culture makes every afternoon a pleasure.

Few of America’s largest cities offer as much cultural enrichment as Cambridge. There are 12 major museums, such as Harvard’s Fogg Museum and the Museum of Science, featuring a planetarium and a special effects theater. The city also hosts a chamber orchestra, the Cambridge Pro Arte, judged among the world’s best, and the Dance Umbrella, which has premiered works by leading international choreographers like Mark Morris.

Cultural variety extends to the nightlife, too, with nearly 250 restaurants representing every cuisine imaginable, and with clubs for every musical and performance specialty—even poetry “slams” that attract local laureates and Nobel Prize winners alike.

Neighboring Boston, of course, is a center for world-class entertainment of all kinds, including the Red Sox, the Celtics, the Bruins, the Boston Symphony Orchestra, the Boston Pops, the Museum of Fine Arts with its prized collection of Impressionists, the Children’s Museum, the Computer Museum, and the “Freedom Trail,” a unique collection of Revolutionary-era landmarks.

Within a few hours of the city there are altogether different kinds of activities—to the north, skiing; to the south, summer getaways on Cape Cod; to the west, the Berkshire Mountains and the music of Tanglewood; to the east, fishing and sailing the Atlantic.

Cambridge has so much more to offer its residents and visitors. Here is a small sampling:

  • Farmers’ markets, street fairs, and festivals around the city throughout the year
  • A public library with nearly 500,000 volumes and six neighborhood branches
  • Three fine hospitals—Cambridge, Youville, and Mt. Auburn—and access to Boston’s medical centers, the best in the world
  • A nine-hole public golf course at Fresh Pond
  • Nearly 60 houses of worship embracing more than 20 religions
  • Twelve public elementary schools, five upper schools, and a comprehensive high school  with curricula tailored to a diverse range of learning styles and interests
  • Public transportation at nearly every corner: six major T stops on both the Red and Green lines, countless bus routes criss-crossing the city, and a commuter rail station
  • Close proximity to Logan International Airport: 10 minutes by car and 30 minutes by subway
  • Youth programs at both the YMCA and the YWCA
  • A centrally located, state-of-the-art seniors center
  • Dedicated bicycle lanes along major routes, including the MinuteMan Bike Path that winds from North Cambridge to Lexington
  • Countless lush green parks and playgrounds, with regulation ball fields, football fields, and tot lots
  • Private and public health clubs to suit every need

Chamber of Commerce link: http://cambridgechamber.org/.

Harvard College Mission, Vision, and Strategic Priorities

Mission

The mission of Harvard College is to educate the citizens and citizen-leaders for society—a mission achieved through a commitment to the transformative power of a liberal arts and sciences education. Beginning in the classroom with exposure to new ideas, new ways of understanding, and new ways of knowing, students embark on a journey of intellectual transformation.  Through a diverse living environment, where students live with people who are studying different topics, who come from different walks of life, and who have evolving identities, intellectual transformation is deepened and conditions for social transformation are created.  Students will begin to fashion their lives by gaining a sense of what they want to do with their gifts and talents, assessing their values and interests, and learning how they can best serve the world.

Vision

Harvard College will set the standard for residential liberal arts and sciences education in the 21st century. The College is committed to creating and sustaining the conditions that enable all Harvard students to experience an unparalleled educational journey that is intellectually, socially, and personally transformative.

Strategic Priorities

Following are the College’s five strategic priorities for the 2016-17 year:

  • Renew the meaning and purpose of a liberal arts and sciences education in the 21st century;
  • Promote faculty engagement with students in the House and Yard;
  • Create effective programs for deepening a sense of belonging and connection among all Harvard College students;
  • Invigorate the culture of academic, social, and personal integrity on campus;
  • Participate actively in the planning for the School of Engineering and Applied Sciences (SEAS) expansion to Allston (note: all SEAS students are Harvard College students).

Leadership

Rakesh Khurana, PhD.

Danoff Dean of Harvard College, Marvin Bower Professor of Leadership Development, Professor of Sociology, and Faculty Dean of Cabot House

Rakesh Khurana, professor of sociology and organizational behavior at Harvard University, and Faculty Dean of Cabot House, became Danoff Dean of Harvard College on July 1, 2014.

A distinguished scholar of organizational behavior and leadership, an award-winning teacher, and a Faculty Dean, Khurana has been deeply involved in undergraduate issues throughout his time at Harvard, having served on a number of important policy committees.

Khurana’s research uses a sociological perspective to focus on the processes by which elites and leaders are selected and developed. He has written extensively about the CEO labor market and business education.

In 2000, Khurana was appointed to the Harvard Business School (HBS) faculty and was named the Marvin Bower Professor of Leadership and Development in 2008. He and his wife, Stephanie (MBA, MPP ’96), became Faculty Deans of Cabot in 2010, where they continue to serve and live with their three children.

Khurana has also been recognized for his commitment to pedagogy, twice earning the Charles M. Williams Award for Excellence in Teaching (2008, 2012) and being nominated in 2013 for the Star Family Prize for Excellence in Advising. He has also co-edited “The Handbook for Leadership Theory and Practice” (2010) and “The Handbook for Teaching Leadership” (2012), seminal texts on leadership theory and pedagogical practice.

As a member of the Harvard community, Khurana led or served on a number of policy-making panels, including committees on Academic Integrity, Campus Culture, and Alcohol and Other Drug Services. In 2011-2012, he co-chaired the Committee on Harvard College Alcohol Policy. Most recently, he served on the task force charged with recommending policies related to the privacy of electronic communications conducted at Harvard.

Khurana received his BS from Cornell University and began graduate studies at Harvard in 1993, earning his PhD in 1998 through a joint program between Harvard Business School (HBS) and the Graduate School of Arts and Sciences (GSAS).

He taught at Massachusetts Institute of Technology between 1998 and 2000. Prior to graduate school, he worked as a founding team member of Cambridge Technology Partners.

Academics

For its first 200 years, Harvard College followed a curriculum consistent with the instructional style of the period. It emphasized rhetorical principles, rote learning, and constant drilling. Harvard’s then-small faculty was distinguished from the beginning. John Winthrop (AB 1732), who held the Hollis Professorship and taught mathematics and natural philosophy from 1738 to 1779, was one of America’s greatest men of science in the Colonial era.

Initially established to provide a learned ministry to the colonies, Harvard only later created graduate programs. The first was medical studies in 1782, followed by law and divinity in 1816 and 1817 respectively.

Under the presidency of Charles William Eliot (1869–1909), the number and variety of classes multiplied, the lecture system supplanted recitation, and students were permitted a free choice of courses.

Eliot’s successor, A. Lawrence Lowell, believed there was “too much teaching and too little studying” in Harvard College. Accordingly, throughout his presidency (1909–1933), Lowell emphasized scholarship and honors work, eventually introducing the system of “concentration and distribution,” together with general examinations and tutorials, which continues essentially unchanged today.

James Bryant Conant (1933-1953) further emphasized the need for breadth by introducing the first General Education curriculum through his 1945 report General Education in a Free Society, known as the “Red Book.”

When dissatisfaction grew over the General Education program in the 1970s, President Derek Curtis Bok (1971–1991) oversaw its replacement by the Core Curriculum. While reaffirming the principle that every Harvard undergraduate should be broadly educated, the Core emphasized ways of knowing, allowing for students to choose from a range of courses in seven areas.

In 2006, Harvard conducted a review of undergraduate education, which led to a new focus on study abroad, the creation of secondary fields, and the new Program in General Education, which replaced the Core Curriculum in 2013. The new approach to General Education offers courses that connect in explicit ways what students are learning in the classroom to the lives they will lead beyond college. The Program underwent a planned review by the Faculty in 2016, and a revised program will be implemented beginning in the Fall of 2018.

Buildings

Many of Harvard’s historic buildings, several of which date back to the 18th century, still stand today. Massachusetts Hall (1720), Wadsworth House (1726), and Holden Chapel (1744) are the earliest. Hollis Hall has been a dormitory since it was built in 1763.

Although nothing remains of the University’s original 17th-century buildings, brass markers in the middle of Massachusetts Avenue now indicate where the Goffe and Peyntree Houses once stood.

Harvard Hall (1766) stands on the site of a 17th-century building of the same name. The first Harvard Hall burned down one wintry night in 1764, destroying the 5,000-volume college library, then the largest in North America.

Old Stoughton College suffered so much damage from occupation by Continental troops during the Revolution that it had to be torn down in 1781. A new Stoughton Hall (1805), Holworthy Hall (1812), and University Hall (1815) now form the outline of the original Yard.

The College began taking on the aspect of a true university in the 19th century, when a library building (1841), an observatory (1846), a scientific school (1847), a chemistry laboratory (1857), and a natural history museum (1860) were built.

Early in the 20th century the professional schools each acquired a new building: Medicine in 1906, Law in 1907, and Business Administration in 1926. The great central library building, named for Harry Elkins Widener, who perished on the Titanic, dates from 1915. The present Fogg Museum dates from 1927 and the Mallinckrodt chemical laboratory from 1929.

During the presidency of Nathan Marsh Pusey (1953–1971), government subsidy for science enabled the building and renovating of major facilities in the areas of medicine, public health, and the basic and applied sciences.

Diversity and Accessibility

The 20th century saw substantial efforts to open Harvard’s doors to an increasingly broad range of students. President Pusey led fundraising campaigns that increased student financial aid, and his successor, Derek Curtis Bok, conducted a capital campaign that included a $350 million effort to support policies that encouraged the recruitment and appointment of outstanding women and minority scholars to permanent faculty positions. More on Bok’s work on diversity, through the creation of the Harvard Foundation for Intercultural and Race Relations, here: http://harvardfoundation.fas.harvard.edu/.

Neil L. Rudenstine, Harvard’s 26th president (1991–2001), made substantial efforts to keep Harvard’s doors open to outstanding students from across the economic spectrum. Rudenstine is credited, among other things, with guiding the creation of the new Radcliffe Institute for Advanced Study. He strongly advocated the educational importance of student diversity and helped raise a record $2.6 billion for student financial aid, professorships, building renovation, and educational and research programs.

In July 2001, Lawrence H. Summers (PhD 1982) became Harvard’s 27th president. In addition to a focus on renewing the undergraduate experience, Summers led efforts to reach out to many more undergraduates from low-income families.

Drew Gilpin Faust took office as Harvard’s 28th president on July 1, 2007. Previously, Faust served as founding dean of the Radcliffe Institute for Advanced Study, where she guided the transformation of Radcliffe from a college into a wide-ranging institute for advanced study.

Under her leadership, Radcliffe emerged as one of the nation’s foremost centers of scholarly and creative enterprise.

Radcliffe

Radcliffe College was founded in 1879 “to furnish instruction and the opportunities of collegiate life to women and to promote their higher education.” From 1879 to 1943, Harvard professors repeated to Radcliffe students the lectures they gave at Harvard.

In 1946, the majority of Harvard courses were made coeducational.

Integration quickened in the 1960s. Harvard degrees were awarded to Radcliffe students for the first time in 1963, and in the same year women were admitted to the Graduate School of Arts and Sciences. In 1967, the doors of Lamont Library were opened to women.

President Derek Bok took the most dramatic initial steps in integration. In 1975, the two Colleges combined admissions offices, and an equal access admissions policy was adopted.

In 1977, Harvard assumed all responsibility for undergraduate education of women. Radcliffe then devoted increasing attention to cultivation and development of research and postgraduate programs.

On September 14, 1999, the governing bodies of Harvard and Radcliffe completed the merger of the two institutions. Harvard College then created the Ann Radcliffe Trust, “a set of programs for Harvard undergraduates that seeks to raise the awareness of women and women’s issues at Harvard.”

In fall 2006, the Harvard College Women’s Center opened in Harvard Yard. The Center absorbed the Ann Radcliffe Trust and continues outreach work on behalf of undergraduate women. The merger also established the Radcliffe Institute for Advanced Study, which offers non-degree instruction and executive education programs.

Dean of Students Office

Leadership

Dr. Katherine O’Dair, Dean of Students

Dr. Katherine (Katie) O’Dair is the Dean of Students at Harvard College. In her role, she oversees Harvard’s distinctive residential and co-curricular experience including first-year Yard life, the distinctive upper-class House system, student engagement, leadership, and creating an inclusive and welcoming community experience for Harvard students. O’Dair joined the Harvard College community in 2016. Her professional experience spans nearly three decades, and most recently she served as the associate vice president for student affairs at Boston College and prior to that as assistant dean in the division of student life at the Massachusetts Institute of Technology.

O’Dair holds a bachelor’s degree in communication from Miami University in Oxford, Ohio, a master’s degree in student personnel and counseling from Northeastern University, and a PhD in higher education from the Lynch School of Education at Boston College. Her expertise and scholarly interests include student engagement, student learning, and assessment in student affairs.

O’Dair is active in Student Affairs Administrators in Higher Education (NASPA) and served on the 2019 conference committee in Los Angeles. She also serves as an evaluator for the New England Association of Schools and Colleges (NEASC) and as a member of the Board of Trustees of a private secondary school in the Boston area. She is a competitive master’s swimmer, avid runner and serves on the volunteer leadership team for the Pan-Massachusetts Challenge (PMC). In addition, she has been a contributing feature writer to Swimmer magazine.

Dean of Students Office

In support of the academic mission of Harvard College, the Dean of Students Office oversees an integrated four-year residential and campus life experience for Harvard College students, seeking to create a campus residential and social community that is welcoming, open and accessible and supports the learning of all students. The three key areas that comprise the Dean of Students Office are residential life, student engagement, and equity, diversity, and inclusion programs.

Mission

In partnership with students and colleagues, the Dean of Students Office cultivates engagement, belonging, and respect; fosters an integrated living and learning community; and inspires self-discovery among Harvard College students.

Organization

Benefits Overview

Harvard offers comprehensive benefits as part of a competitive total rewards package. Click here for a total compensation summary for administrative and professional staff.

 

Application & Nomination

Harvard has retained Spelman Johnson to assist with this search. Review of applications will continue until the position is filled. To apply for this position please click on the Apply button, complete the brief application process, and upload your resume and position-specific cover letter. Confidential inquiries and nominations for this position may be emailed to Jim Norfleet at jmn@spelmanjohnson.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.

Visit the Harvard website at www.harvard.edu

Harvard University values diversity and is committed to equal opportunity for all persons regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, veteran status, or any other status protected by law.