- National Scientific Council on the Developing Child
- National Forum on Early Childhood Policy and Programs
- Global Children's Initiative
- Frontiers of Innovation
- Science of Adversity and Resilience
- Students, Education and Leadership Development
The Center's Education and Leadership Development (ELD) agenda is focused on creating a new breed of change agents who are prepared to think differently, work differently, and drive innovation in research, policy, and practice to improve the well-being of vulnerable children. Our two-pronged strategy includes attention to the growth and development of the next generation of scholars and professionals during the critical early stages of their intellectual development, as well as attention to building the capacity of current professionals to translate research into policy and action within a culture of entrepreneurism. Together, this leading edge cohort of scholars, policymakers, practitioners, and philanthropists will steward a new era in policy and practice focused on achieving breakthrough outcomes for children facing adversity.
Our ELD activities are designed to introduce undergraduates, graduate students, and professionals to new paradigms of thought that will open up new avenues of thinking and doing—whether that be at the University or in the real world—and to draw a link to how scientific discovery combined with a mindset of innovation can be translated into policy and action. As such, we are committed to:
- Providing a suite of formal and informal opportunities to educate Harvard students about the underlying science of learning, health, and behavior and its implications for driving new thinking about how to reduce persistent disparities in outcomes;
- Supporting innovative and multidisciplinary research of the next generation of scholars who will build the knowledge base for application to policy and practice; and
- Providing professional development opportunities for current leaders in the field in order to enhance their capacity to develop and move innovative, science-based policy and practice agendas.
Register for 2014-15 SESSIONS
Student Seminar Series
The Center on the Developing Child's Student Seminar Series is designed to foster interdisciplinary conversations among Harvard undergraduates and graduate students who are interested in promoting the healthy development of young children in the United States and abroad.
Led by a doctoral student facilitator, the yearlong, non-credit Student Seminar Series will focus on a variety of topics and employs various formats, including conversations with practitioners, policymakers, and researchers and discussion of current events. The seminars will be on Tuesdays of select months, from 6:00 to 7:30 p.m. at the Center, and dinner will be served.
Doctoral Student Collaborative
The Center on the Developing Child's Doctoral Student Collaborative is a student-driven forum that meets monthly throughout the academic year. The Collaborative is for doctoral students across Harvard's graduate schools to explore their interest in child and adolescent health and development, to engage in cross-disciplinary learning and skill building, and to network with like-minded students across the University.
Mapping Brain Connectivity
The new field of "connectomics" aims to understand how brains behave at a level not previously possible—examining how entire brains are wired together, how wiring changes as brains grow up, and how interactions with the external world affect this wiring. The Lichtman Lab at Harvard University has pioneered tools to potentially map every connection in a complete brain and started to map the connectome in mouse brains. Now, in collaboration with the Center on the Developing Child, and as part of the Conte Center at Harvard, the lab is recruiting students to contribute to this mapping effort.
Read more & find out how to apply >>
Julius B. Richmond Fellowships
This one-year fellowship provides students with a $10,000 stipend in support of independent research that aligns with the mission of the Center. Award decisions were made in March 2015, and this year's fellows will begin this following September. All Harvard University doctoral students from the biological and social sciences as well as the professional schools are eligible to apply. Candidates should have excellent academic records and defined research interests in child health, learning, and behavior. Priority will be given to candidates whose work aligns with the Center's mission, crosses disciplinary boundaries, and offers promising new thinking as to what could be done differently in policy and practice to support the healthy development of children and their families.