Community Support, Partnerships, and Inclusive Environments for Black Students and Professionals in Science, Engineering, and Medicine Proceedings of a Workshop (2024) / Chapter Skim
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8 Making Institutional Walls More Porous
Pages 63-72

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From page 63...
... . • Purpose-driven education, such as the Affordable Design and Entrepreneurship program, allows students to get proximate to the world around them, strengthens internal learning ­communities, and creates more porous institutional walls (Linder)
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From page 64...
... ; and Joan Reede, M.D., M.S., M.P.H. (Harvard Medical School)
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From page 65...
... . Twelve years old, ADE involves undergraduate students in engineering, business, and the liberal arts at Olin, Babson, and Wellesley Colleges.3 He explained that the term "affordable" signals equitable design and entrepreneur­ship with respect to communities' social, political, economic, and environmental contexts.
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From page 66...
... Family Van and Harvard Medical School Picking up on the theme of getting proximate, Dr. Oriol discussed the Family Van, a mobile health unit she helped create in 1992.
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From page 67...
... The Family Van is funded by philanthropy with Harvard Medical School supporting about 20 percent of the budget. She noted that the school has never tried to control or brand the van.
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From page 68...
... It began in her office at Harvard Medical School but is now a separate nonprofit. It supports students of every race, ethnic background, financial status, and gender, from high school to postdoctoral.
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From page 69...
... Dr. Reede added that the curriculum can also incorporate meaningful community input such as in grand rounds, faculty training, and other ways to share expertise.
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From page 70...
... Having positionality around questioning education itself and serving as a lab school with experiments like ADE and engaging in conversation with peers like Insper in Brazil, leads to change." Dr. Reede suggested the importance of developing and designing efforts to bring people in, open their eyes to possibilities, and carry them forward, while also creating spaces for individuals who can become decision makers and challenge assumptions.
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From page 71...
... Dr. Charleston described her involvement with a group of community leaders in Milwaukee to use data to move programs forward.
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From page 72...
... Dr. Jones concluded, "Each of us has to take our own strengths and passions and dig in where we are, recognizing that we do not have all the answers, but that everyone has something to teach us." REFERENCES Harvard University.
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Key Terms

  • institutional walls
  • community support
  • infant mortality
  • student success
  • porous institutional

  • community beyond
  • charleston described
  • internal learning
  • careers program
  • biomedical science

  • student volunteers
  • charleston noted
  • purposeful work
  • morgan state
  • black colleges

  • support students
  • science careers
  • affect medical
  • community efficacy
  • community health

  • community foundation
  • community leaders
  • medical students
  • shared community
  • community values

  • institutional examples
  • meaningful community
  • community input
  • medical education
  • medical home


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