【正文】 of the more than 50,000 Harvard alumni who live outside the United States, and I have visited Harvard initiatives that address issues from AIDS in Botswana to preschool education in Chile to Renaissance studies in Italy to disaster response in new Harvard Center Shanghai joins 15 offices supporting Harvard faculty and student research and engagement have over the past several years launched the universitywide China Fund, the South Asia Initiative, and an enhanced African Studies effort that recently received a coveted Title VI recognition as a National Resource experiences abroad have more than doubled since School field studios reach from the favelas of Sao Paolo to the townships of Mumbai, and Harvard’s clinical and research opportunities in medicine and public health range from tuberculosis in Siberia to adolescent health in in Cambridge, teaching incorporates an enhanced global perspective, from newly required international legal studies at the Law School to an international immersion experience beginning next year for all MBA students at the Business School, where 40% of case studies now have a significant international we benefit from an increasingly international faculty and student body — 20% of our degree students it is not just knowledge that knows no world’s most critical challenges are most often borderless as well, and it is these pressing problems that attract the interest and talents of so many in our are critical resources in addressing issues from economic growth to global health, to sustainable cities, to privacy and security, to borrow a phrase from the Business School mission statement, Harvard faculty and students want to “make a difference in the world” by creating and disseminating critical we increasingly understand how to bring the elements of knowledgecreation together by crossing intellectual and disciplinary boundaries just as we cross international speak often of “one university,” for it is clear that we work most effectively when we unite Harvard’s unparalleled strengths across its schools and fields — and do so at every stage of the educational process, from College freshmen through our most acplished senior faculty new Harvard Global Health Institute is a case in point, engaging more than 250 faculty from across the university in addressing issues that range from postearthquake response in Haiti and Chile to reducing cardiovascular disease in the developing have established an undergraduate secondary field in Global Health, and over 1,000 College students are involved in courses, internships and related , the Harvard Center for the Environment draws on graduate and undergraduate students and more than a hundred faculty, in law, engineering, history, earth sciences, medicine, health policy and business — to look prehensively at problems like carbon capture and sequestration, or the implications of the Gulf oil spill for structures of environmental brings us finally to innovation, a third powerful force in higher education — and in the wider world in which higher education plays such an important and faculty working together in new ways and across disciplines, are developing wondrous things — from inhalable chocolate to inhalable tuberculosis undergraduates have invented a soccer ball that can generate enough power to light villages。Business School students are launching more and more startups。Medical School experiments have reversed the signs of aging — in mice at Dean of our School of Education has been named one of the region’s foremost innovators for inventing a new degree, a doctorate in educational leadership — the .— whose graduates, trained by faculty from the Business, Kennedy and Education schools, will be ready to lead change in America’s ideas and new ways of enabling those ideas to reach a wider is the essence of what we are we as an institution have some new ideas about how we do our own work as have innovated after 350 years with governance, expanding and enhancing the are innovating(after almost as long)with the organization of our libraries — at the heart of how we learn and are in the second successful year of a new undergraduate created a new School of Engineering and Applied are exploring new ways of teaching, with new technologies and new are integrating the arts into our teaching across fields, recognizing that the act of “making” — whether in the arts or, perhaps, engineering — is an essential part of creative the fall we will open a new Innovation Lab, to foster teambased invention that connects students across disciplines and with local every generation believes that it lives in special times and perhaps every cohort of graduates is told just that at ceremonies like both the depth of the challenges we face and the power of knowledge — and thus of universitiesto address them is must embrace this responsibility, for it is accountable to you, its alumni, and to the wider are among humanity’s greatest innovations and among humanity’s greatest universities we find a better future, where our graduates and their children and the greater global munity may lead lives of peace, prosperity and purpose in the centuries to you very 第四篇：哈佛大學女校長畢業(yè)典禮演講全文哈佛大學女校長畢業(yè)典禮演講全文Universities nurture the hopes of the world: in solving challenges that cross borders。in unlocking and harnessing new knowledge。in building cultural and political understanding。and in modeling environments that promote dialogue and debate...The ideal and breadth of liberal education that embraces the humanities and arts as well as the social and natural sciences is at the core ofHarvard’s 。哈佛大學女校長福斯特（Drew Gilpin Faust，1947年9月18日－，美國歷史學家）在畢業(yè)典禮上發(fā)表了演講。福斯特是哈佛大學歷史上第一位女校長，也是自1672年以來第一位沒有哈佛學習經(jīng)歷的哈佛校長。福斯特1947年出生于紐約，1964年畢業(yè)于馬薩諸塞州的私立寄宿中學 Concord Academy，后就讀于位于賓州費城郊外的一所女子文理學院 Bryn Mawr College；文理學院畢業(yè)后福斯特進入賓夕法利亞大學攻讀歷史學碩士，攻讀歷史碩士學位，1975年獲得了賓大美洲文明專業(yè)的博士學位，同年起留校擔任美洲文明專業(yè)的助教授。后由于出色的研究成果和教學，她獲任歷史學系教授。福斯特是一位研究美國南方戰(zhàn)前歷史和美國內(nèi)戰(zhàn)歷史的專家，在美國內(nèi)戰(zhàn)時期反映南方陣營思想的意識形態(tài)和南方女性生活方面都卓