Session 1: Welcome and Introduction
Tarun Khanna, Director of SAI and Jorge Paulo Lemann Professor of Harvard Business School
Click here to view the Introductory Powerpoint Presentation
Parimal Patil, Professor of Religion and Indian Philosophy; Chair of the Department of South Asian Studies, Faculty of Arts and Sciences, Harvard University
No readings
Session 2: Building A World Class Institution
Jorge Dominguez, Antonio Madero Professor for the Study of Mexico; Vice Provost for International Affairs, Harvard University
Please come prepared to answer the following questions:
1) How does Harvard’s evolution into a meritocratic university – with faculty selected primarily on the basis of their scholarly reputation, a student body chosen primarily for its intellectual abilities, and a campus culture that places a high priority on national and international ranking – resonate with your experience as a senior academic leader?
2) Harvard University has successfully been able to establish itself as a meritocratic, affluent and worldly institute – a model that other American universities have tried to follow. Given the tapestry of higher education in India, would such a blend be achievable in your own context?
Session 3: Think Again: Adult Developmental Frontiers in Higher Education
Michael Shiner, Harvard Graduate School of Education
Click here to view the powerpoint presentation for this session.
Session 4: Building an Outstanding Student Body
Bill Fitzsimmons, Dean of Admissions and Financial Aid to Students in Harvard College; Member of the Faculty of Arts and Sciences
Deidre Leopold, Managing Director, MBA Admissions and Financial Aid, Harvard Business School
Session 5: Bringing Global Studies to K-12 Classrooms: Why It Matters for Universities
Dinner with Deborah Cunningham, Senior Programs Director, Primary Source
Please come prepared to answer the following questions:
1) What kind of educational experiences did you have as a child that influenced your thinking about other cultures?
2) What kinds of conversations do you think would be useful for university educators in India to have with primary and secondary school educators in India?
3) Would you describe the teachers you have encountered at the pre-university or university level in India as culturally proficient (knowledgeable about their students’ cultural backgrounds)? Why or why not?