‘We’re still standing … We can still do important work’

Climate researchers wrestling with losses of federal funding, data, and key tools

Harvard Gazette • harvard
June 3, 2025 ~7 min

‘I can just copy-paste things, so do I really need to learn?’

Panelists in University-wide symposium explore promise, peril of AI in academia

Harvard Gazette • harvard
May 16, 2025 ~7 min


When we say ‘smart,’ what do we mean?

Computer scientist says we should shift focus to 'educability'

Harvard Gazette • harvard
Oct. 16, 2024 ~5 min

Should kids play Wordle?

Early childhood development expert has news for parents who think the popular online game will turn their children into super readers

Harvard Gazette • harvard
Aug. 12, 2024 ~6 min

How moms may be affecting STEM gender gap

Research suggests encouragement toward humanities appears to be very influential for daughters

Harvard Gazette • harvard
Aug. 12, 2024 ~9 min

The answer to your search may depend on where you live

Researchers find ‘language bias’ in various site algorithms, raising concerns about fallout for social divisions among nations

Harvard Gazette • harvard
July 16, 2024 ~14 min

Is pandemic finally over? We asked the experts.

Harvard faculty discuss changes to views on school, work, winter’s likely surge, danger of "lethal inflexibility."

Alvin Powell • harvard
Oct. 11, 2022 ~11 min

Is the slow approach to reopening schools failing kids?

Harvard Chan School’s Joseph Allen gives America an “F” on school reopening efforts, and says we’re in danger of losing thousands of virtual dropouts and wasting mild late summer/early autumn weather we could use to boost in-person learning.

Alvin Powell • harvard
Oct. 14, 2020 ~15 min


‘I Am A Scientist’ offers students STEM role models

An initiative seeks to make scientists and their work more relatable to young students to promote STEM diversity.

Harvard Gazette • harvard
July 23, 2020 ~4 min

Study shows that students learn more when taking part in classrooms that employ active-learning strategies

A new Harvard study shows that, though students felt like they learned more from traditional lectures, they actually learned more when taking part in active-learning classrooms.

Peter Reuell • harvard
Sept. 4, 2019 ~8 min

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