About Harvard College
Harvard College adheres to the purposes for which the Charter of 1650 was granted: "The advancement of all good literature, arts, and sciences; the advancement and education of youth in all manner of good literature, arts, and sciences; and all other necessary provisions that may conduce to the education of the … youth of this country." In brief: Harvard strives to create knowledge, to open the minds of students to that knowledge, and to enable students to take best advantage of their educational opportunities.
To these ends, the College encourages students to respect ideas and their free expression, and to rejoice in discovery and in critical thought; to pursue excellence in a spirit of productive cooperation; and to assume responsibility for the consequences of personal actions. Harvard seeks to identify and to remove restraints on students’ full participation, so that individuals may explore their capabilities and interests and may develop their full intellectual and human potential. Education at Harvard should liberate students to explore, to create, to challenge, and to lead. The support the College provides to students is a foundation upon which self-reliance and habits of lifelong learning are built: Harvard expects that the scholarship and collegiality it fosters in its students will lead them in their later lives to advance knowledge, to promote understanding, and to serve society.
Student Live
Living at Harvard
From the very beginning, Harvard College has sought to establish a connection between living and learning. Originally patterned after the Colleges at Oxford and Cambridge, the House system reflects the founders' goals of a true residential college, a "collegiate way of living." Across all four centuries of Harvard's history, learning together has meant living together. A special residential plan for freshmen followed by three years in the comprehensive House system for upperclassmen provides students more than simply a place to live. Harvard guarantees every student College housing for four years. By design, residential life that brings together students and faculty is an essential part of the Harvard experience. Nearly all students choose to live on campus for their full undergraduate careers.
Harvard’s extracurricular and co-curricular opportunities are virtually unlimited—including more than 400 official student organizations, whose number and nature are always evolving. The College provides considerable support to student organizations and other activities, and both novices and accomplished practitioners find opportunities to participate and explore. Indeed for many students extra-curricular activities provide an important part of their Harvard education, as well as ways to contribute to the rich community life of the College. The future careers of many students are influenced by their non-academic commitments, in journalism and literature, music and the arts, public service, religious life and business, to name just a few.
Academics
Learning at Harvard
Advising and Counseling
Advising at Harvard
As students progress through Harvard College, advising relationships offer them opportunities to further their understanding of who they are and the pathways they will take.
There are many sources of advice to help students plan their academic experiences to take the best advantage of the opportunities found at Harvard. General academic advising for first-year students is overseen by the Freshman Dean's Office. Harvard College’s Advising Programs Office (APO) coordinates and supports academic advising programs for all undergraduates. Believing that good advising programs provide many opportunities for personal transformation through productive conversation, the APO helps ensure that all students have multiple sources of advice and counsel at every turn.
Once a student declares a concentration, the concentration assumes primary academic advising responsibility for the student. The student works with a concentration adviser or with an advising team, depending on the concentration advising structure.
Over four years, students are encouraged to expand their network of advisers and balance multiple sources of advice. Students can position themselves not only to make highly informed choices while here, but also to develop valuable relationships with advisers that may enrich their lives for years to come.
Harvard College adheres to the purposes for which the Charter of 1650 was granted: "The advancement of all good literature, arts, and sciences; the advancement and education of youth in all manner of good literature, arts, and sciences; and all other necessary provisions that may conduce to the education of the … youth of this country." In brief: Harvard strives to create knowledge, to open the minds of students to that knowledge, and to enable students to take best advantage of their educational opportunities.
To these ends, the College encourages students to respect ideas and their free expression, and to rejoice in discovery and in critical thought; to pursue excellence in a spirit of productive cooperation; and to assume responsibility for the consequences of personal actions. Harvard seeks to identify and to remove restraints on students’ full participation, so that individuals may explore their capabilities and interests and may develop their full intellectual and human potential. Education at Harvard should liberate students to explore, to create, to challenge, and to lead. The support the College provides to students is a foundation upon which self-reliance and habits of lifelong learning are built: Harvard expects that the scholarship and collegiality it fosters in its students will lead them in their later lives to advance knowledge, to promote understanding, and to serve society.
Student Live
Living at Harvard
From the very beginning, Harvard College has sought to establish a connection between living and learning. Originally patterned after the Colleges at Oxford and Cambridge, the House system reflects the founders' goals of a true residential college, a "collegiate way of living." Across all four centuries of Harvard's history, learning together has meant living together. A special residential plan for freshmen followed by three years in the comprehensive House system for upperclassmen provides students more than simply a place to live. Harvard guarantees every student College housing for four years. By design, residential life that brings together students and faculty is an essential part of the Harvard experience. Nearly all students choose to live on campus for their full undergraduate careers.
Harvard’s extracurricular and co-curricular opportunities are virtually unlimited—including more than 400 official student organizations, whose number and nature are always evolving. The College provides considerable support to student organizations and other activities, and both novices and accomplished practitioners find opportunities to participate and explore. Indeed for many students extra-curricular activities provide an important part of their Harvard education, as well as ways to contribute to the rich community life of the College. The future careers of many students are influenced by their non-academic commitments, in journalism and literature, music and the arts, public service, religious life and business, to name just a few.
Academics
Learning at Harvard
Harvard College offers academic opportunities to its students
that are virtually unsurpassed at American universities. Courses
taught by world-class scholars are available on topics that span
the globe, cover the latest scientific discoveries, delve deeply
into the realms of art and culture and into the past. Harvard
College students pursue knowledge both broadly and in depth,
intellectually tasting a range of important topics and approaches
to human knowledge while they also undertake advanced work within a
special area of concentration.
The Faculty's departmental structure supports programs that guide concentrators from their first introduction to a field to greater levels of sophistication, while a number of other academic programs support Harvard students’ broader educational needs and specialized academic opportunities. Students negotiate the array of academic offerings with the help of an extensive advising system that is offered through the concentrations and in the residences, and that addresses student concerns from the most routine administrative questions to questions about shaping academic programs that are right for an individual student's needs. Many non-curricular resources are available that help translate our students' goals into reality.
The recently completed Harvard College Curricular Review has resulted in innovations and advances in a number of academic areas: the Program in General Education replaces the thirty-year-old Core Curriculum with new courses and innovative pedagogies; expanded opportunities now exist for students to study abroad, to conduct research with a faculty member, and to take small seminars in the first year; changes to the language requirement allow more flexibility in the first year; secondary fields offer the opportunity for guided coursework in a field outside the concentration. Additional information on innovations, and more, can be found in the various departments and programs linked on this website.
The Faculty's departmental structure supports programs that guide concentrators from their first introduction to a field to greater levels of sophistication, while a number of other academic programs support Harvard students’ broader educational needs and specialized academic opportunities. Students negotiate the array of academic offerings with the help of an extensive advising system that is offered through the concentrations and in the residences, and that addresses student concerns from the most routine administrative questions to questions about shaping academic programs that are right for an individual student's needs. Many non-curricular resources are available that help translate our students' goals into reality.
The recently completed Harvard College Curricular Review has resulted in innovations and advances in a number of academic areas: the Program in General Education replaces the thirty-year-old Core Curriculum with new courses and innovative pedagogies; expanded opportunities now exist for students to study abroad, to conduct research with a faculty member, and to take small seminars in the first year; changes to the language requirement allow more flexibility in the first year; secondary fields offer the opportunity for guided coursework in a field outside the concentration. Additional information on innovations, and more, can be found in the various departments and programs linked on this website.
Advising and Counseling
Advising at Harvard
As students progress through Harvard College, advising relationships offer them opportunities to further their understanding of who they are and the pathways they will take.
There are many sources of advice to help students plan their academic experiences to take the best advantage of the opportunities found at Harvard. General academic advising for first-year students is overseen by the Freshman Dean's Office. Harvard College’s Advising Programs Office (APO) coordinates and supports academic advising programs for all undergraduates. Believing that good advising programs provide many opportunities for personal transformation through productive conversation, the APO helps ensure that all students have multiple sources of advice and counsel at every turn.
Once a student declares a concentration, the concentration assumes primary academic advising responsibility for the student. The student works with a concentration adviser or with an advising team, depending on the concentration advising structure.
Over four years, students are encouraged to expand their network of advisers and balance multiple sources of advice. Students can position themselves not only to make highly informed choices while here, but also to develop valuable relationships with advisers that may enrich their lives for years to come.
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