Promising Practices Catalog

For each of theTask Force's Four Goals and Four Tools, we have gathered examples of promising practices from across the University.  Options to develop a user-friendly online database for the Promising Practices Catalog are currently being considered. In the meantime, an online read-only spreadsheet of promising practices can be found here.

The teaser of the promising practices catalog included in the online version of the Task Force report is recreated below.

HKS Visual Design Consultant

HKS has hired a consultant to help developa visual design that will pull together the old and new buildings on its campus. Afterthat design has been set, the School will examine the use of spaces to enhancediversity, inclusion, and belonging.


This School is reviewing art and iconography to create appropriately inclusive spaces.

College Diversity Report

Senior leaders are held accountable to ensure that the areas they oversee achieve the diversity, inclusion, and belonging goalsas defined — and included in this are strategic planning efforts such as multiyearplanning to create and populate pipelines.An annual “state of the department” staffdiversity report is shared with individual senior leaders by the dean, and a conversation about obstacles to staff diversity is part of the performance review process.


This practice is an example of elevating diversity, inclusion, and belongingwork to the same...

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GSAS “Dual Citizens”

Because GSAS students may have “dual citizenship” in other Schools, there are alsocollaborative efforts with offices in these Schools. For example, GSAS has collaborated with colleagues in the Chan School of Public Health,Harvard Business School, and the Kennedy School of Government to develop GSAS-wide pipeline andretention programs. Collaborations exist with diversity and inclusion (D&I) officesacross Harvard on recruitment efforts. Finally, under the leadership of the Officeof the Assistant to the President for Institutional Diversity and Equity, individualsinvolved in D&I...

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RIAS Responsibility and Resources

Over the past several years Radcliffe hasworked proactively to ensure that all staffwith formal responsibility have the autonomy, staff, and fiscal resources to achievethe diversity and inclusion goals set in theirstrategic plans. While the positions listedabove have formal responsibility, the deanhas repeatedly emphasized that all Radcliffestaff members, regardless of department orgrade level, play an essential role in creatinga diverse and inclusive community.


This practice is about a School’s thinkingexplicitly about how to align authority...

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The Center for Education Policy Research(CEPR) successfully created OneCEPR, aspace where information related to diversity, equity, and inclusion (DEI) is shared,and began making more connectionsbetween DEI and CEPR’s work. This was prompted after CEPR’s leadership reflected on the following:

  • What are our core values?
  • Is diversity at the organizational level reflected here?
  • Does the Center value people’s individual diversity?
  • Are folks satisfied with CEPR’s culture?

Had the leadership not posed...

Read more about GSE OneCEPR

HKS Class Discussion Software

HKS is prototyping cloud-based softwarethat tracks how frequently — or infrequently — students join class discussions.The software can produce charts that showstudents’ gender and nationality, ranking them by those who have participated least.This system is just one tool faculty canadopt to create a classroom environment where more students feel welcome to chime in and professors can level the playingfield. Nine faculty members are using thisnew software in 13 classes with more than 300 students.


This School is developing systems to leverage data in order...

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HMS Entrance Interviews

The School’s entrance interviews with all first-year underrepresented minority (URM) students and feedback from the Office of Recruitment & Multicultural Affairs (ORMA) Student Advisory Group (SAG) are essential to providing negativeand positive insights from the applicants’perspective on the interview experienceand the subsequent implementation ofchanges to enhance it the following year.In 2017, ORMA initiated post-interview (pre-decision) anonymous surveying ofURM applicants to identify best practicesand also challenges on the interview day from the applicants’ perspective.

... Read more about HMS Entrance Interviews

GSD Joint Faculty-Staff Meeting

A joint faculty-staff meeting at thestart of each academic year promotes asense of shared vision in which the dean, faculty, and administrative leadershiplay out selected accomplishments andgoals. Human Resources (HR) provides staff and faculty opportunities to connect outside of the regular daily routine. HR coordinates regular Druker Design Gallerytours of current exhibitions led by faculty curators. In collaboration with the GSD Joint Council, HR hosts an annual “DesignToday” lecture given by a GSD facultymember to provide an opportunity forstaff to learn about the intellectual...

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HSDM Alumni of Color Portraits

In conjunction with the 150th anniversary celebration and the launch of theFreeman, Grant, and Franklin Scholarship (named for key African-American alumni), the Office of Diversity andInclusion and the Office of Developmentand Alumni Relations are working oncreating a wall of portraits to celebratealumni of color.There is also a discussion about displaying flags that representstudents’ countries of origin in the lobbyof the Research Education Building.HSDM is also working on replacinggendered signs of single-stall bathroomswith gender-neutral ones.



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SEAS Blind Grading

A guide on implementing blind grading onvarious software platforms used at SEAS is being developed. Additionally,Women in Computer Science (WiCS) hosts avariety of community events to encouragecollaboration among all levels of studentspursuing a concentration in computerscience (CS). As a result of an area-wide diversity committee, CS also launched a freshman advising initiative to provide eachfemale student who indicates a primary interest in CS with a CS faculty member as a freshman adviser. This required collaboration with admissions and faculty.



Read more about SEAS Blind Grading

HLS Faculty Teaching Workshops

Each summer two or three of the faculty workshops focus on teaching, includingtopics such as gender and race in the classroom; experiential learning; and learning outcomes and assessments. These are workshops in which faculty share bestpractices for creating environments that foster inclusion and belonging in teachingand learning.


This practice provides an example ofhow to schedule formal time and spacefor faculty members to share how theycreate and foster inclusion and belonging through teaching and learning. Thebroader practice of sharing knowledge...

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DCE Courses on Diversity

While it’s difficult to know which courses explicitly incorporate content related toinclusion and belonging into the curriculum, ongoing efforts have been made to increase the number of courses that address related topics, such as race, sexuality,gender, religion, and culture.The HarvardExtension School (HES) currently offers more than 41 courses on these topics,including “Understanding Islam andContemporary Muslim Societies” and“Gender, Leadership, and Management.”These types of courses are very popularamong HES students and receive strong reviews each semester.


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SEAS Funds for Staff Professional Development

SEAS encourages staff to utilize training sessions and professional developmentconference funds to develop and/orimprove skills used in their daily roles,or to develop a deeper knowledge in new areas of interest to their overall career paths. The FAS and the University have programs/offices/centers in place whichoffer professional development opportunities, research and funding applicationsupport, and teaching support to all faculty.There is a particular emphasis on providingmentoring support to tenure-track faculty.


This practice highlights the...

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CHAN Schoolwide Climate Survey

In 2016 the Chan School completed aSchoolwide climate survey that examinedinclusion and belonging for all constituents. The survey data were collected and analyzed by an outside agency (the Culturally Engaging Campus EnvironmentsProject) and are available to all, and the findings were also presented in a number of live forums. During the last threeyears, the School has included questions on diversity and inclusion in student and staff exit surveys and has also added thesequestions to course evaluations. Exit surveyand course evaluation D&I questions are used for quality-improvement...

Read more about CHAN Schoolwide Climate Survey

HBS 5i

The governance model of HBS is much likethat of Harvard more broadly — a matrixwhere strategy, decisions, and activitiesbubble up or exist or are made at the locallevel (e.g., within a particular departmentor program), but then are hopefully woventogether in service of a School-wide strategy. One of the most significant factors incausing inclusion to be felt and experiencedas a shared responsibility at HBS was the dean early in his tenure naming “inclusion”as among his “5i” priorities (innovation, intellectual ambition, internationalization, inclusion, and integration) — specifically,“to...

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