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Two MIT films nominated for New England Emmy Awards

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Future of blockchain technology: Myths and facts

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MIT graduate programs provide collaborative environments for advanced study by students and faculty working together to extend the boundaries of knowledge. MIT boasts globally prominent graduate programs in engineering, science, computation, architecture and planning, management, and the social sciences and humanities. MIT's five schools and one college encompass a broad variety of degree paths, each with their unique requirements. Across all schools and the college, MIT graduate programs offer students the opportunity to gain unparalleled discipline-specific knowledge; to master the tools needed to advance research; and to acquire a bedrock foundation in the skills necessary for career advancement.

This section outlines the general requirements together with other important aspects of graduate education, including admissions and financial aid.

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The PDF includes all information on this page and its related tabs. Subject (course) information includes any changes approved for the current academic year.

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The MIT Scheller Teacher Education Program

And the education arcade.

PLAYFUL, POWERFUL LEARNING

Our mission, the mit scheller teacher education program and the education arcade focus on creating playful, powerful learning experiences using the affordances of new educational technologies. we leverage design-based research to study and develop solutions to pervasive challenges in teaching and learning.

Design and Create New Experiences

We use games and other tools to help kids experiment, explore, and build math and science skills.

Implement and Scale Experiences

We use technology to create powerful learning environments in schools, in the home, and in the community.

Develop Capacity for New Experiences

We work with schools, governments, NGOs and other organizations to help them learn new design and development skills and build teacher support capacity.

We Create Games, Platforms and Curriculum

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Educational games from mobile to VR and everything in between.   

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Creative platforms to help students and novices think computationally.

Curriculum and Programs

Curriculum and other programs to connect students and teachers with new ways of thinking and learning.  

We Teach Teachers

We offer courses for mit students, professional development and school partnerships..

We offer courses for MIT students in education, educational technology and games.  We also have online course offerings. 

Teacher Licensure

We offer an option for teacher licensure for MIT undergraduates.  We also offer a range of other course sequence options.

Professional Development

We offer options for professional development for teachers from days to weeks on campus and online.

Latest News

Here is what is going on in The Scheller Teacher Education Program and The Education Arcade.

Student Projects from Design and Development of Games for Learning

Every year in our spring class, Design and Development of Games for Learning (CMS.590), students work in groups on three big projects – curriculum for an existing game, an original or modified tabletop game, and Read more…

Newly published: Generative AI and K-12 Education: An MIT Perspective

by Eric Klopfer, Justin Reich, Hal Abelson, and Cynthia Breazeal Abstract: In November of 2022, a Silicon Valley company launched an invention that could complete students’ homework for them. Available only to subscribers at first, Read more…

Lab facilitates workshop at Connected Learning Summit conference entitled “Why does it have to be a game?”

Scot Osterweil and Judy Perry facilitated a workshop at the Connected Learning Summit conference entitled “Why does it have to be a game?” on Friday, October 27, 2023. Program Description: There was a time when we Read more…

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Updates from campus : Read messages from MIT's leaders regarding recent events on campus, sharing relevant policies, and correcting misinformation.

Spotlight: Jul 9, 2024

“I am an astronaut,” Cady Coleman ’83 wrote recently in The Boston Globe. “Even after 24 years at NASA, two space shuttle missions, and six months living aboard the International Space Station, it thrills me to say those words.”

Jul 9, 2024

Researchers engineered microbes to withstand extreme conditions, including being formulated into powders or pills. “We're thinking about a broad set of applications, whether it's missions to space, human applications, or agricultural uses,” Giovanni Traverso says.

A nationwide bottle deposit program could increase recycling of PET plastic to 82 percent, with nearly two-thirds of all PET bottles being recycled into new bottles, researchers report. Policies would also be needed to ensure a sufficient demand for the recycled material.

With a new surgical intervention and neuroprosthetic interface, researchers restored a natural walking gait in people with amputations below the knee. Seven patients could walk faster, avoid obstacles, and climb stairs more naturally than people with a traditional amputation.

A new computational method can predict chemical reactions that could generate compounds with desirable pharmaceutical properties. The approach could help drug companies design molecules of interest, before spending money on a process that might not work.

By designing new tools that can analyze huge libraries of immune cells and their targets, Michael Birnbaum hopes to generate better T cell therapies for cancer and other diseases. “T-cells are so diverse in terms of what they recognize and what they do,” he says.

In MAS.S66/4.154/16.89 (Space Architectures), students designed, prototyped, and tested structures to support human habitation in space. “We need to be designing habitats for human experiences that people will want to live in for a long time,” Skylar Tibbits says.

Unlocking knowledge, Empowering Minds.

Chalk Radio: a podcast about inspired teaching at MIT

Latest episode: the lumpy universe with prof. david kaiser.

Another year of great growth and learning

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What does Full STEAM Ahead Provide?

Mit full steam ahead is a collection of resources that mit is putting together for teaching and learning online. these are meant as a rapid response to the need for online resources during the covid-19 pandemic. we will curate existing resources for k-12, higher education, and workforce learners, as well as provide a weekly package of relevant materials for k-12 students and teachers., k-12 learning packages.

Each week we will provide a "package" for K-12 teachers and learners. The package will be a thematic set of videos, resources and online/offline activities for different grades.

K-12 Resources

We have collected a set of STEAM related resources that have been created for the K-12 community that parents, teachers, and students can use right now. We provide a curated set of growing resources.

Higher Education

With MIT OpenCourseWare and MITx on edX, students and teachers can freely access materials and complete courses from across the entire MIT curriculum.

Workforce Learning Resources

MIT has been dedicated to creating online learning resources for workforce learning. We will provide a set of current and useful resources for adults related to workforce learning (coming soon).

MIT Full STEAM Ahead Mission

Our mission is to create and share high quality resources to facilitate digital and non-digital learning for k-12 and lifelong learners . by providing science, technology, engineering, arts, and mathematics (steam) based curriculum and outreach programs, we aim to inspire a diverse global community of educators, students, and parents to find innovative and humanistic solutions to the challenges of learning at a distance and in-person.   , latest news, here are the latest updates and news on mit full steam ahead.

Uncategorized

Winter program.

What: Afterschool-tastic is a free and virtual afterschool program.  MIT mentors will lead small group activities for sparking curiosity, exploring extracurricular interests, and building a fun “afterschool” community for kids! Short-term activities!  ⋆ games ⋆ art ⋆ science ⋆ design fun ⋆ and more! Long-term projects! ⋆ coding ⋆ Dungeon Read more…

Announcements

Week 10 k-12 package – get creative with math.

Welcome to Week 10 of Full STEAM Ahead! This week’s package was developed by the Lifelong Kindergarten group at the MIT Media Lab and is all about getting creative with math! How can math help Read more…

Week 9 K-12 Package – Artificial Intelligence!

Welcome to Week 9 of Full STEAM Ahead! This package was put together by the members of MIT Media Lab’s Personal Robots Group and MIT CSAIL’s App Inventor team as part of MIT’s larger effort Read more…

About MIT Full STEAM Ahead

Mit full steam ahead is a production of mit j-wel through open learning and the mit pk-12 community.

Smart. Open. Grounded. Inventive. Read our Ideas Made to Matter.

Which program is right for you?

Through intellectual rigor and experiential learning, this full-time, two-year MBA program develops leaders who make a difference in the world.

A rigorous, hands-on program that prepares adaptive problem solvers for premier finance careers.

A 12-month program focused on applying the tools of modern data science, optimization and machine learning to solve real-world business problems.

Earn your MBA and SM in engineering with this transformative two-year program.

Combine an international MBA with a deep dive into management science. A special opportunity for partner and affiliate schools only.

A doctoral program that produces outstanding scholars who are leading in their fields of research.

Bring a business perspective to your technical and quantitative expertise with a bachelor’s degree in management, business analytics, or finance.

A joint program for mid-career professionals that integrates engineering and systems thinking. Earn your master’s degree in engineering and management.

An interdisciplinary program that combines engineering, management, and design, leading to a master’s degree in engineering and management.

Executive Programs

A full-time MBA program for mid-career leaders eager to dedicate one year of discovery for a lifetime of impact.

This 20-month MBA program equips experienced executives to enhance their impact on their organizations and the world.

Non-degree programs for senior executives and high-potential managers.

A non-degree, customizable program for mid-career professionals.

Undergraduate

Course 15: practical business skills to make ideas matter.

Established more than 100 years ago to give MIT students a timeless advantage, Course 15 is management education grounded in the scientific method and tested in the world. 

Sit shoulder-to-shoulder with graduate students who bring real-world work experience to the classroom. Participate in class discussions that mimic workplace environments where teams of diverse experience, levels, and expertise work together. Learn from faculty who are leading their fields, and work with them as you hone your own skills and expertise. 

With three majors and three minors–management, business, analytics, and finance–available to MIT undergraduates, find your path and position yourself to lead, in and for the world.

Explore the Majors and Minors

What Will You Do with a Course 15 Degree?

Course 15 students graduate prepared for both short- and long-term career success in a changing global landscape.

Discover your career path with resources for Course 15 students

Who do I contact if I have questions?

Contact us at [email protected]

What are the Major Requirements?

15-1 Management

15-2 Business Analytics  

15-3 Finance  

What are the Minor Requirements?

15-2 Business Analytics

15-3 Finance

How do I declare a double major?

You can declare a double major in sophomore spring. Information on declaring a double major can be found at https://registrar.mit.edu/registration-academics/academic-requirements/majors-minors/double-majors

Our office can sign off on your double major form. Feel free to email us in advance if you want to discuss your course road/double major planning.

See sample roadmaps of many popular double major combinations at https://mitsloan.mit.edu/programs/undergraduate/roadmaps-course-15-single-and-double-majors . 

How do I declare course 15?

For declaring a major, see: https://registrar.mit.edu/registration-academics/academic-requirements/majors-minors/declaring-major  

You don’t need to be a major to make an appointment with our office to discuss majoring, minoring, or taking a class. Email us to set up a meeting to discuss anything Course 15: [email protected]

How do I request study abroad/transfer credits?

Please email Rianna Allen-Charles ( [email protected] ) in the Undergraduate Office and provide the course description and syllabus. Also, inform her about the type of credit you are seeking (e.g., for a specific class or general elective units). The Undergraduate Office will collect this information and then forward it to one of our faculty members in the relevant area for preliminary approval. The official approval will be granted when the student returns from studying abroad, provides a transcript to confirm at least a B grade (usually in the course), and submits the final syllabus.

How do I petition for requirement substitutions/exceptions?

We do not have a formal petition process. Start by emailing us at [email protected] with any requests. 

Where can I find information about MIT Sloan UROP’s?

Visit MIT’s Office of Experiential Learning website for a current list of UROP  opportunities.

Contact us for a recent list of faculty who have offered UROP opportunities in the past: [email protected]

Will I get a job/internship?

Yes! Contact us to help you navigate your resources, strategies, and options. Contact us at [email protected]

And if you have not already, make an appointment to meet with CAPD through Handshake  and connect with alums through the MIT Alumni Advisor Hub .

These are the two best resources available to you for finding internships and/or jobs!

Meet the Undergraduate Education Staff

Scott Alessandro

Senior director, undergraduate programs.

I am the Director of Undergraduate Education, which means I help students get the best education possible at MIT Sloan and help to make sure the curriculum gives them that opportunity.

Rianna Allen-Charles

Associate director, sloan undergraduate programs.

Karyn E. Glemaud-Anis

Assistant director, undergraduate programs.

Master’s Degrees

The master’s degree generally requires a minimum of one academic year of study..

Admission to MIT for the master’s degree does not necessarily imply an automatic commitment by MIT beyond that level of study.

In the School of Engineering, students may be awarded the engineer’s degree. This degree program requires two years of study and provides a higher level of professional competence than is required by a master’s degree program, but less emphasis is placed on creative research than in the doctoral program.

Below is a list of programs and departments that offer master-level degrees.

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We are Invention Education

IvE and Our Students

Rail Innovation in Action: Registration Open!

Calling all high school students: start creating solutions for the future of railroads.

• Read more about Rail Innovation in Action: Registration Open!

Documentary to Premiere on PBS!

Lemelson-MIT is proud to announce that their award-winning documentary, Pathways to Invention , is now streaming on the PBS app! Click for more details!

• Read more about Documentary to Premiere on PBS!

LMIT Inventor at the Forefront!

Inspired by father's parkinson disease, arlington senior invents mobility aid.

As appeared in WickedLocal.com, May 4, 2022

Juan Rafael Lenger-Caballero, 17, first met LMIT...

• Read more about LMIT Inventor at the Forefront!

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“They can see themselves shaping the world they live in”

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During the journey from the suburbs to the city, the tree canopy often dwindles down as skyscrapers rise up. A group of New England Innovation Academy students wondered why that is.

“Our friend Victoria noticed that where we live in Marlborough there are lots of trees in our own backyards. But if you drive just 30 minutes to Boston, there are almost no trees,” said high school junior Ileana Fournier. “We were struck by that duality.”

This inspired Fournier and her classmates Victoria Leeth and Jessie Magenyi to prototype a mobile app that illustrates Massachusetts deforestation trends for  Day of AI , a free, hands-on curriculum developed by the MIT Responsible AI for Social Empowerment and Education (RAISE) initiative, headquartered in the MIT Media Lab and in collaboration with the MIT Schwarzman College of Computing and MIT Open Learning. They were among a group of 20 students from New England Innovation Academy who shared their projects during the 2024 Day of AI  global celebration hosted with the Museum of Science .

The  Day of AI curriculum introduces K-12 students to artificial intelligence. Now in its third year, Day of AI enables students to improve their communities and collaborate on larger global challenges using AI. Fournier, Leeth, and Magenyi’s TreeSavers app falls under the Telling Climate Stories with Data module, one of  four new climate-change-focused lessons .

“We want you to be able to express yourselves creatively to use AI to solve problems with critical-thinking skills,” Cynthia Breazeal, director of MIT RAISE, dean for digital learning at MIT Open Learning, and professor of media arts and sciences, said during this year’s Day of AI global celebration at the Museum of Science. “We want you to have an ethical and responsible way to think about this really powerful, cool, and exciting technology.”

Moving from understanding to action

Day of AI invites students to examine the intersection of AI and various disciplines, such as history, civics, computer science, math, and climate change. With the curriculum available year-round, more than 10,000 educators across 114 countries have brought Day of AI activities to their classrooms and homes.

The curriculum gives students the agency to evaluate local issues and invent meaningful solutions. “We’re thinking about how to create tools that will allow kids to have direct access to data and have a personal connection that intersects with their lived experiences,” Robert Parks, curriculum developer at MIT RAISE, said at the Day of AI global celebration.

Before this year, first-year Jeremie Kwapong said he knew very little about AI. “I was very intrigued,” he said. “I started to experiment with ChatGPT to see how it reacts. How close can I get this to human emotion? What is AI’s knowledge compared to a human’s knowledge?”

In addition to helping students spark an interest in AI literacy, teachers around the world have told MIT RAISE that they want to use data science lessons to engage students in conversations about climate change. Therefore, Day of AI’s new hands-on projects use weather and climate change to show students why it’s important to develop a critical understanding of dataset design and collection when observing the world around them.

“There is a lag between cause and effect in everyday lives,” said Parks. “Our goal is to demystify that, and allow kids to access data so they can see a long view of things.”

Tools like MIT App Inventor — which allows anyone to create a mobile application — help students make sense of what they can learn from data. Fournier, Leeth, and Magenyi programmed TreeSavers in App Inventor to chart regional deforestation rates across Massachusetts, identify ongoing trends through statistical models, and predict environmental impact. The students put that “long view” of climate change into practice when developing TreeSavers’ interactive maps. Users can toggle between Massachusetts’s current tree cover, historical data, and future high-risk areas.

Although AI provides fast answers, it doesn’t necessarily offer equitable solutions, said David Sittenfeld, director of the Center for the Environment at the Museum of Science. The Day of AI curriculum asks students to make decisions on sourcing data, ensuring unbiased data, and thinking responsibly about how findings could be used.

“There’s an ethical concern about tracking people’s data,” said Ethan Jorda, a New England Innovation Academy student. His group used open-source data to program an app that helps users track and reduce their carbon footprint.

Christine Cunningham, senior vice president of STEM Learning at the Museum of Science, believes students are prepared to use AI responsibly to make the world a better place. “They can see themselves shaping the world they live in,” said Cunningham. “Moving through from understanding to action, kids will never look at a bridge or a piece of plastic lying on the ground in the same way again.”

Deepening collaboration on earth and beyond

The 2024 Day of AI speakers emphasized collaborative problem solving at the local, national, and global levels.

“Through different ideas and different perspectives, we’re going to get better solutions,” said Cunningham. “How do we start young enough that every child has a chance to both understand the world around them but also to move toward shaping the future?”

Presenters from MIT, the Museum of Science, and NASA approached this question with a common goal — expanding STEM education to learners of all ages and backgrounds.

“We have been delighted to collaborate with the MIT RAISE team to bring this year’s Day of AI celebration to the Museum of Science,” says Meg Rosenburg, manager of operations at the Museum of Science Centers for Public Science Learning. “This opportunity to highlight the new climate modules for the curriculum not only perfectly aligns with the museum’s goals to focus on climate and active hope throughout our Year of the Earthshot initiative, but it has also allowed us to bring our teams together and grow a relationship that we are very excited to build upon in the future.”

Rachel Connolly, systems integration and analysis lead for  NASA's Science Activation Program , showed the power of collaboration with the example of how human comprehension of Saturn’s appearance has evolved. From Galileo’s early telescope to the Cassini space probe, modern imaging of Saturn represents 400 years of science, technology, and math working together to further knowledge.

“Technologies, and the engineers who built them, advance the questions we’re able to ask and therefore what we’re able to understand,” said Connolly, research scientist at MIT Media Lab.

New England Innovation Academy students saw an opportunity for collaboration a little closer to home. Emmett Buck-Thompson, Jeff Cheng, and Max Hunt envisioned a social media app to connect volunteers with local charities. Their project was inspired by Buck-Thompson’s father’s difficulties finding volunteering opportunities, Hunt’s role as the president of the school’s Community Impact Club, and Cheng’s aspiration to reduce screen time for social media users. Using MIT App Inventor, ​their combined ideas led to a prototype with the potential to make a real-world impact in their community.

The Day of AI curriculum teaches the mechanics of AI, ethical considerations and responsible uses, and interdisciplinary applications for different fields. It also empowers students to become creative problem solvers and engaged citizens in their communities and online. From supporting volunteer efforts to encouraging action for the state’s forests to tackling the global challenge of climate change, today’s students are becoming tomorrow’s leaders with Day of AI.

“We want to empower you to know that this is a tool you can use to make your community better, to help people around you with this technology,” said Breazeal.

Other Day of AI speakers included Tim Ritchie, president of the Museum of Science; Michael Lawrence Evans, program director of the Boston Mayor’s Office of New Urban Mechanics; Dava Newman, director of the MIT Media Lab; and Natalie Lao, executive director of the App Inventor Foundation.

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Institute-wide Task Force on the Future of MIT Education

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Reinventing MIT Education together.

The Institute-wide Task Force on the Future of MIT Education  has sought guidance from advisory groups and input from the broader MIT community through group discussions, surveys, and the Idea Bank. Below is a snapshot of some of what we learned from faculty and student surveys, and from the 180 ideas MIT community members submitted to this site between April and July, 2013.

The complete survey instruments and detailed frequencies are available from MIT Institutional Research on: http://web.mit.edu/ir/surveys/future.html

• Faculty & Student Survey Results
• Idea Bank Insights

Faculty identified nearly 300 courses that could be suitable for EdX/MITx

Students focused on approximately 20 courses that they felt would work in a different format. Most of these overlapped with courses identified by faculty.

Faculty reported on whether a variety of features were present in their classes. The results showed that many MIT classes break out of the lecture format.

Which values and principles of an MIT education do you feel are most important to maintain or develop?

Students were asked to rate which features of classes they would like to have more or less of. The most popular activities were in-class problem solving and hands-on activities.

Faculty and students shared many opinions on what spaces would be more useful in the future.

“I would like to incorporate more online materials seamlessly into my lectures; better connectivity in the classrooms is crucial.” – Faculty/Instructor

“More rooms indoors with tables and whiteboards that are clean and nice. More seating areas inside in open spaces where people can work but where people are also allowed to talk (i.e., not a library).” – Student

“Would like touch sensitive large display -- essentially a telestrator to mark up projected powerpoint slides.” – Faculty/Instructor

“Allowing access to MIT classrooms (that are not reserved by faculty) after hours is really nice.” – Student

“Flat rooms with moveable tables.” – Faculty/Instructor

"Lounges for every major / 'hackerspace' with cool technologies like a LeapMotion, KINECT, myo, Oculus rift etc where students from different disciplines can collaborate. Similar to Harvard's i-lab, but more casual than the Martin trust center.” – Student

“More teal like rooms, if we never build another large lecture hall, that is too soon.” – Faculty/Instructor

“More large conference rooms, preferably mostly soundproof, as opposed to those in the 5th floor of the student center.” – Student

“For hands-on classes, it's necessary to have space where students can work on projects, leave them between work sessions, etc.” – Faculty/Instructor

“Can we have a more inviting coffee shop? Some people like very silent workspaces, others need some festivity to the environment.” – Student

Common faculty suggestions:

• Videoconferencing
• Student Response Systems
• Lecture Capture

Faculty and students suggested many ways to increase quantity and quality of interaction.

“Building things together -- I would love to make robots or machine things with faculty and other students” – Student

“Give the faculty dinner passes to the dorm dining halls. Or give more guest passes to the students if they invite faculty members.” – Faculty/Instructor

“sponsor faculty seminars for mostly-student audience in each department. food / drink after the talk will help in socializing. Maybe have 2-3 faculty present brief talks.” – Student

“Give junior faculty (and maybe also senior faculty) free passes to MIT Athletic Center. It will encourage the faculty to play intramurals with the students, and to interact with the students in a more relaxed setting." – Faculty/Instructor

“Bar nights with faculty” – Student

“Faculty "advisors" should not be reviewing and approving student schedules. That can be better done by well-trained administrators that know the Institute and Departmental requirements. " – Faculty/Instructor

“Faculty offer short-term projects to interested students (not just UROP) related to their work during summer or IAP” – Student

“Freshman advising seminars with more upperclassmen/grad student support ... topic of personal interest to faculty. Project based.” – Faculty/Instructor

“Encourage faculty to have official 'student-time' slots when students can pop in at any time to talk.” – Student

“Provide common spaces where people would feel relaxed. The main reason for lack of spontaneous interaction is an environment that provides no opportunity to relax" – Faculty/Instructor

“have shared spaces for graduate students and professors in departments for heating up food, getting hot water, etc” – Student

“Have large teams of faculty attached to living groups, instead of just house masters. Let the house masters be more like "department heads", not one man shows. " – Faculty/Instructor

Many faculty were interested in increasing flexibility in degree programs and their requirements.

"I wish we gave our students a better balance of independent and guided learning (pushing more towards independence than our current state)." – Faculty/Instructor

"Core curricula for undergraduate degrees should have greater freedom: I'd suggest at least four courses reasonably related to degree area but not restricted by departmental boundaries/fiats for any major." – Faculty/Instructor

"Increase engineering degree offerings (let students create their class plan to be approved by their advisor)" – Faculty/Instructor

"Permit wider peripheral-learning in fields that are not part of the major" – Faculty/Instructor

"Less restricting GIRs, more freedom in exploring subjects, including environmental, social, policy subjects" – Faculty/Instructor

"Provide greater flexibility as to course requirements and humanity requirements. Let the student define more of his/her path through MIT with self-imposed rigor rather than rigid requirements. " – Faculty/Instructor

Preferences for skill development varied significantly across types of students

Faculty reported on whether the classes they taught had field experiences and, if not, whether the classes would benefit from the addition of this feature.

"These responses varied significantly across schools."

Many participants discussed the component of the MIT experience that emerged from living in the middle of MIT’s unique campus and community.

• Promote greater faculty-student interaction on campus to offset online education
• Actively promote group project and pset work via expansion of group spaces
• Reduce or adjust MIT's physical footprint to reflect a more online experience
• Integrate living spaces with learning spaces, learn/work in small groups

“My fraternity experience was positive and a major influence after graduation. Please remember student life as you work through the MIT of the future.” – an MIT alum

“An option -- rather drastic considering the logistics, but hugely beneficial financially to the student's family -- is to offer a 3 yr BS degree with minimal 'liberal education' requirements” – an MIT alum

“I think students from every major could be tackling industry's problems to help fund their education, the same way we currently do with research as graduate students.” – an MIT student

 “MIT would accept applications from entrepreneurs who wish to come to MIT to create new companies… They would have access to use of MIT resources and collaboration with MIT faculty, staff, and students” – an MIT alum

“What about creating interdisciplinary academic programs focused on specific goals for improving the world?” – an MIT staff member

“I do not want to see widespread changes in teaching techniques unless there is some quantitative evidence that they will actually lead to improvement for at least a set of students.” – an MIT student

“I find it very frustrating that course evaluations are due DURING exam period… Why can't we have evaluations due a week later?” – an MIT student

“Break MIT subjects into atomistic concepts that are linked across the entire institute... Students learn what they want to learn, and they can see how each concept builds upon others.” – an MIT alum

“It would be nice to have a long project-type class (similar to 2.009) where Course 6 students could work with Course 2 students (or any other combinations of majors).” – an MIT student

“Set up a formal teacher training program, where part of a professor's bid for tenure is dependent on student evaluations.” – an MIT alum

“I feel that there is a need for all MIT students to have the chance/opportunity to work as an intern in a company in their field of endeavor during a few semesters.” – an MIT staff member

“Online learning enhances our modes of learning but cannot exist on its own. Instead of thinking of ‘blended learning’ - let's think of ‘balanced learning.’” – an MIT staff member

“Education is about more than just collecting facts - there is a critical social component as well. I think that no matter how technically deep one could go in an on-line course, it would still be ‘MIT-lite.’” – an MIT alum

Respondents explored a number of ways to reduce costs and increase revenue streams with a focus on reducing the debt burden on students.

• Offer a cheaper 3 year degree with stripped-down GIRs
• Integrate industry partners into classes across departments
• Allow students to pay for tuition with a percentage of their future salary
• Improve transparency in financial aid

“Whatever we do with online education, we need to be the world leader in making it as accessible and inclusive to the widest possible audience.” – an MIT staff member

“A friend tells me of her dyslexic son, who's having a terrible time in college because his required courses are on line. He needs in-person classes to accommodate his disability, but his college isn't providing them.” - a friend of MIT

“I propose an option for undergraduates to pay for their education out of their salaries after they graduate. [How about] 5% of their income every year until the sum of the percentage points paid totals 100.” – an MIT student

“Most [MIT Ph.D. students] will work in private industry... Ph.D. students [should] be prepared to become industry leaders when they leave their labs.” – an MIT alum

“The bias of writing 'simple' tests that simply require you to state information needs to be done away with. Instead, tests should focus on asking conceptual questions.” – an MIT student

“Enhance the class experience by generating interaction among different kinds of groups. For example in a course, create a problem set that has to be solved by teams in different countries.” – an MIT staff member

“Significant dollars can be redirected back to universities from commercial publishers by the advocacy of publishing at reasonable prices. MIT is well positioned to lead in this transformation” – an MIT staff member

“MIT [should] make research methods more of a focus: that classes focus as much on defining problems and identifying what topics need to be learned in order to solve them as they do on actually teaching those topics.” – an MIT student

“Can we imagine an MIT where we don't have alumni, but life-long students who could 'come back' (for an additional fee) and get MIT (not MITx) credential for career advancement?” – an MIT staff member

“Lectures can be recorded and put online. Then instead of lecturing, professors can have more sessions where they can answer questions, solve problems, and hold discussions.” – an MIT alum

“What a campus and residential education should offer that the web basically cannot is a person to person connection - one generation training the next generation in how to think, to structure ideas, to solve problems” – an MIT alum

“I encourage the new direction to emphasize personal face-to-face interaction... The ILG system in the early 90s did this exceptionally well. If you just want knowledge, then online delivery is fine.” – an MIT alum

“It is hard for me to imagine that non-residency could ever become a dominant mode at MIT. What about Labs- which even today are still a crucial part of most technical courses? What about team projects...?” – an MIT alum

Participants explored the many possible uses for the new online platform, proposing creative new paths and unique perspectives on existing models of education.

• Use online lectures to supplement, not replace, future residential classes
• Give credit for online education
• Create online courses for high school seniors to prepare them for college
• Develop new pedagogy for online classrooms
• Integrate new pedagogical advances made possible by web technology
• Add online components to residential classes
• Focus content to be more applied and connected to the real world
• Make education a mix of online and residential classes
• Offer versions of courses to fit different learning styles
• Integrate industry partners into classes across departments
• Give credit for online classes
• Create online courses to prepare high school seniors for college

Contributors emphasized the need for MIT to continue to be a leader in providing high-quality, accessible content to knowledge-seekers around the world.

• Use MIT's influence to promote conversation on science and technology worldwide
• Involve MIT in school-based or nonprofit outreach projects
• Create EdX "satellite" campuses
• Encourage online collaboration in MOOCs by teams in different countries

A New MIT Initiative to Innovate Learning and Education in the Era of AI

Responsible ai for social empowerment and education.

Artificial Intelligence is transforming our personal and professional lives. Around the world, governments, companies, and institutions are proclaiming that we are entering the “era of AI” with the rapid development of intelligent devices that can recognize faces and interact via speech, robots that can work alongside people to help automate warehouse logistics and manufacture goods, algorithms that can generate novel photo realistic images and music, computers that can provide decision support to clinicians to help detect cancer more reliably, and so much more. In every feat that AI can do, however, there lurks potential for misuse and the spreading of inequity. AI education can help change that.

As computers continue to automate more routine tasks, AI education is a key enabler to future opportunities where success depends increasingly on intellect, creativity, empathy, and having the right skills and knowledge. Being digitally literate is no longer sufficient in the era of AI. People now need to be AI literate to fully understand the responsible use of AI. Also, the future AI workforce needs to become far more diverse and inclusive, and trained to develop responsible solutions using AI.

RAISE (Responsible AI for Social Empowerment and Education) is a new MIT-wide initiative headquartered in the MIT Media Lab and in collaboration with the MIT Schwarzman College of Computing and MIT Open Learning.

In the face of this accelerating change, our research and impact mission is to advance equity in learning, education and computational action to rethink and innovate how to holistically and equitably prepare diverse K-12 students, an inclusive workforce, and lifelong learners to be successful, responsible, and engaged in an increasingly AI-powered society.

AI literacy in K-12

Computational thinking is recognized as a new literacy for the 21st century. AI literacy is also becoming recognized as important for STEAM education on a global scale. We are collaborating with schools, education nonprofits, and industry to develop and disseminate K-12 AI education programs to serve students, teachers, and families worldwide.

As part of our K-12 research and outreach programs, we are extending student-friendly coding platforms including Scratch, App Inventor, and Jupyter Notebooks along with AI services, content, and project-based learning curricula to empower students to learn via playful experimentation, creative expression, teamwork, critical thinking and problem solving. We want to enable students to engage in collaborative computational action with their AI-powered creations to benefit others. We are also developing teacher professional development materials, project guides, and assessments aligned with the AAAI-CTSA’s 5 Big Ideas of AI: machine perception, knowledge representation and decision making, machine learning, human-AI interaction and societal impact of AI. Our materials integrate ethical design concepts and practices so that students appreciate issues of bias, fairness, transparency, and privacy in what they create.

AI for workforce upskilling

Vocational-technical (vo-tech) students and adult learners need to understand and apply AI concepts and practices so they can engage in rewarding professional opportunities in the growing AI-economy. Our goal is to create new AI Career Pathways for vo-tech schools as well as to drive innovation towards continuous agile adult education programs in AI.

As part of our research, we pair collaborative online learning experiences with Action Learning Labs to enable vo-tech and post-secondary schools to offer new approaches to learning and training in AI. We collaborate with industry, vo-tech schools, community colleges, and teacher training programs to create curriculums, teacher professional development materials, and assessments that keep pace with this rapidly evolving area. We also see an opportunity to develop AI tutors to amplify and scale teacher training programs cost-effectively. Our ultimate goal is to drive transformative impact that provides employment opportunities to close the prosperity and opportunity divide — starting in the Boston area and then expanding across the United States and around the globe.

AI supported learning

There is an opportunity to incorporate AI into the classroom in a personalized and emotionally compelling way that is effective, scalable and affordable. Such technologies should empower teachers and engage students while respecting privacy and being mindful of broader social implications.

In particular, intelligent agents that serve as learning companions, mentors, or practice partners have the potential to supplement and assist teachers – especially for children who need additional support given the impact of the recent COVID pandemic on their education or have other special learning needs. We aspire to develop AI-enabled solutions to address problems that challenge our nation’s ability to provide high quality education to all children. For instance, this includes supporting children who lack access to affordable quality preschool programs, are English language learners, have learning disabilities, or have developmental disorders such as ASD. In addition, we believe that developing new tools to support a continuity of intervention for parents at home, the education team at school, and clinical teams as needed will yield significant positive results.

Diversity and inclusivity in the era of AI

Developing high-tech solutions to complex problems requires creativity, social intelligence, critical thinking, ethical judgement, and working as part of a team with diverse perspectives and expertise. Creative activities and designing with compassion brings meaning, purpose and joy to people’s lives.

Cultivating these qualities in the current and future workforce is not just an economic imperative, it is also critical for human fulfillment and opportunity as people work closely and collaboratively with intelligent machines and each other. By bringing opportunities for diverse young people to learn about AI through new education, training, and outreach activities, we aim to inspire and empower a far more inclusive group of students to apply AI technologies to improve their lives and solve problems facing their communities. We are actively collaborating with a growing network of schools and STEAM educational organizations who serve under-resourced and under-represented communities. RAISE is creating outreach programs and hosting create-a-thons and competitions for K-12 students as a way to showcase their computational action projects and to grow a vibrant community of diverse young AI-makers and innovators who will be future leaders.

Support and Outreach

We’re not just interested in AI and education because it’s the “next new thing”… we want to make sure teachers and students are prepared to maximize AI’s potential and are also ready to help create lasting tech improvements for learners.

We at i2 Learning are excited to work with MIT to engage and inspire middle school students with innovative new curriculum on AI & Ethics as part of our Mass STEM Week offering. Helping students at an early age understand the limitless possibilities of AI as well as the ethical challenges those possibilities create, is crucial to helping them succeed as members of a diverse future workforce and as global citizens.

MIT is the birthplace of Constructionism under Seymour Papert and is a cradle of AI. We have revolutionized how children learn computational thinking with hugely successful platforms such as Scratch and App Inventor. Now, we are bringing this rich tradition and deep expertise to create and empower an AI literate society.

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The tenured engineers of 2024

In 2024, MIT granted tenure to 12 faculty members across the School of Engineering. This year’s tenured engineers hold appointments in the departments of Aeronautics and Astronautics, Chemical Engineering, Civil and Environmental Engineering, Electrical Engineering and Computer Science (EECS, which reports jointly to the School of Engineering and MIT Schwarzman College of Computing), Mechanical Engineering, and Nuclear Science and Engineering.

“My heartfelt congratulations to the 12 engineering faculty members on receiving tenure. These faculty have already made a lasting impact in the School of Engineering through both advances in their field and their dedication as educators and mentors,” says Anantha Chandrakasan, chief innovation and strategy officer, dean of engineering, and the Vannevar Bush Professor of Electrical Engineering and Computer Science.

2024-tenured-engineering-faculty_0.jpg

This year’s newly tenured engineering faculty include:

Adam Belay , associate professor of computer science and principal investigator at MIT’s  Computer Science and Artificial Intelligence Laboratory (CSAIL) , works on operating systems, runtime systems, and distributed systems. He is particularly interested in developing practical methods for microsecond-scale computing and cloud resource management, with many applications relating to performance and computing efficiency within large data centers.

Irmgard Bischofberger , Class of 1942 Career Development Professor and associate professor of mechanical engineering, is an expert in the mechanisms of pattern formation and instabilities in complex fluids. Her research reveals new insights into classical understanding of instabilities and has wide relevance to physical systems and industrial processes. Further, she is dedicated to science communication and generates exquisite visualizations of complex fluidic phenomena from her research.

Matteo Bucci  serves as the Esther and Harold E. Edgerton Associate Professor of nuclear science and engineering. His research group studies two-phase heat transfer mechanisms in nuclear reactors and space systems, develops high-resolution, nonintrusive diagnostics and surface engineering techniques to enhance two-phase heat transfer, and creates machine-learning tools to accelerate data analysis and conduct autonomous heat transfer experiments.

Luca Carlone , the Boeing Career Development Professor in Aeronautics and Astronautics, is head of the  Sensing, Perception, Autonomy, and Robot Kinetics Laboratory  and principal investigator at the  Laboratory for Information and Decision Systems . His research focuses on the cutting edge of robotics and autonomous systems research, with a particular interest in designing certifiable perception algorithms for high-integrity autonomous systems and developing algorithms and systems for real-time 3D scene understanding on mobile robotics platforms operating in the real world.

Manya Ghobadi , associate professor of computer science and principal investigator at CSAIL, builds efficient network infrastructures that optimize resource use, energy consumption, and availability of large-scale systems. She is a leading expert in networks with reconfigurable physical layers, and many of the ideas she has helped develop are part of real-world systems.

Zachary (Zach) Hartwig  serves as the Robert N. Noyce Career Development Professor in the Department of Nuclear Science and Engineering, with a co-appointment at MIT’s  Plasma Science and Fusion Center . His current research focuses on the development of high-field superconducting magnet technologies for fusion energy and accelerated irradiation methods for fusion materials using ion beams. He is a co-founder of  Commonwealth Fusion Systems , a private company commercializing fusion energy.

Admir Masic , associate professor of civil and environmental engineering, focuses on bridging the gap between ancient wisdom and modern material technologies. He applies his expertise in the fields of in situ and operando spectroscopic techniques to develop sustainable materials for construction, energy, and the environment.

Stefanie Mueller  is the TIBCO Career Development Professor in the Department of EECS. Mueller has a joint appointment in the Department of Mechanical Engineering and is a principal investigator at CSAIL. She develops novel hardware and software systems that give objects new capabilities. Among other applications, her lab creates health sensing devices and electronic sensing devices for curved surfaces; embedded sensors; fabrication techniques that enable objects to be trackable via invisible marker; and objects with reprogrammable and interactive appearances.

Koroush Shirvan  serves as the Atlantic Richfield Career Development Professor in Energy Studies in the Department of Nuclear Science and Engineering. He specializes in the development and assessment of advanced nuclear reactor technology. He is currently focused on accelerating innovations in nuclear fuels, reactor design, and small modular reactors to improve the sustainability of current and next-generation power plants. His approach combines multiple scales, physics and disciplines to realize innovative solutions in the highly regulated nuclear energy sector.

Julian Shun , associate professor of computer science and principal investigator at CSAIL, focuses on the theory and practice of parallel and high-performance computing. He is interested in designing algorithms that are efficient in both theory and practice, as well as high-level frameworks that make it easier for programmers to write efficient parallel code. His research has focused on designing solutions for graphs, spatial data, and dynamic problems.

Zachary P. Smith , Robert N. Noyce Career Development Professor and associate professor of chemical engineering, focuses on the molecular-level design, synthesis, and characterization of polymers and inorganic materials for applications in membrane-based separations, which is a promising aid for the energy industry and the environment, from dissolving olefins found in plastics or rubber, to capturing smokestack carbon dioxide emissions. He is a co-founder and chief scientist of Osmoses, a startup aiming to commercialize membrane technology for industrial gas separations.

Giovanni Traverso  serves as the Karl Van Tassel (1925) Career Development Professor, an associate professor of mechanical engineering, and a gastroenterologist in the Division of Gastroenterology, Brigham and Women’s Hospital (BWH), Harvard Medical School. His work focuses on the next generation of drug delivery systems that enable safe, efficient delivery of therapeutics. He also develops novel diagnostic tests and biomedical devices to support early detection of disease and drug administration.

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Este Certificado incorpora una amplia gama de conocimientos y habilidades para impulsar estratégicamente la innovación en tu organización, incluyendo la previsión y el roadmapping tecnológico, la gestión de la innovación y el uso del análisis de datos para mejorar el proceso de toma de decisiones detrás de la inversión y el diseño tecnológico.

Industria 4.0

Desde tecnologías punteras como el IoT y la IA hasta la comprensión de los fundamentos de la fabricación inteligente y las plataformas de productos, preparamos a los profesionales para que afronten estos retos y obtengan los conocimientos y las herramientas necesarias para prosperar en la era digital.

Sostenibilidad

¿Quieres formar parte del cambio hacia un futuro más sostenible? Nuestro Certificado Profesional te proporcionará las herramientas y los conocimientos necesarios para llevar a cabo cambios efectivos, que te permitan cubrir tanto las necesidades actuales como las de las futuras generaciones.

Transformación Digital

Este Certificado Profesional en Transformación Digital prepara a los participantes para entender el nuevo paradigma digital de la revolución tecnológica en la que estamos inmersos, así como las tecnologías más disruptoras de la Cuarta Revolución Industrial.

Transformación Digital especializado en Liderazgo Senior

MIT Professional Education ha diseñado un programa para preparar a los líderes más experimentados para que afronten los retos que plantea la transformación digital, al mismo tiempo que trabajan con un coach para encontrar su próximo reto profesional.

Habilidades Tech

Blockchain:

Disrupción tecnológica.

La tecnología que empezó como infraestructura para una criptomoneda es hoy el motor de una nueva generación de transacciones y transferencias de datos más simples, rápidas, eficaces y seguras.

Cloud & DevOps:

Transformación continua.

Cuando el esqueleto que sostiene nuestra tecnología cambia estructuralmente, es fundamental entender sus nuevas propiedades para tomar decisiones estratégicas sobre el futuro de un proyecto.

Data Leadership:

Optimiza sistemas de datos para impulsar tu organización.

Optimiza sistemas de datos para impulsar tu organización con MIT Professional Education.

• Gestión del Desarrollo Tecnológico

Recorre el camino de la tecnología a través de su historia, sus diferentes herramientas y métodos, sus límites fundamentales, la teoría y la evidencia empírica. Todo esto apoyado en un rico compendio de ejemplos y ejercicios prácticos procedentes de distintos sectores.

Gestión del Desarrollo Tecnológico:

Estrategias y análisis de portfolio.

Este programa está diseñado para expandir y construir sobre los conocimientos adquiridos en Gestión del Desarrollo Tecnológico. En esta continuación del primer programa, el objetivo principal es guiar a los profesionales para administrar la tecnología de manera efectiva dentro de sus organizaciones.

Este programa ofrece un enfoque fresco- un enfoque basado en hacer- en torno a la innovación. Los aspirantes a innovadores explorarán cómo transformar sus “presentimientos” en problemas tangibles del mundo real, aprendiendo a visualizar las organizaciones que pueden resolverlos.

Innovación Tecnológica:

Datos para medir, predecir e influenciar el cambio.

Obtén información y estrategias para prever con precisión la innovación tecnológica y toma decisiones informadas para tu organización con MIT Professional Education.

Internet of Things Industrial:

Teoría y aplicaciones.

IoT, o el internet de las cosas, está cambiando el modo en el que vivimos y trabajamos a un nivel nunca visto. Los avances en tecnología apremian a la hora de dominar conceptos como inteligencia artificial (IA), machine learning y blockchain.

Machine Learning:

Tecnología en la toma de decisiones.

La toma de decisiones no debería dejarse al azar. Machine learning nos permite fundamentar nuestras elecciones en patrones seguros, apoyados por máquinas y algoritmos que metabolizan la enorme cantidad de datos presentes en cada decisión.

Plataformas Digitales:

Desarrollo y toma de decisiones.

Las plataformas digitales y los mercados bilaterales se han establecido rápidamente como un elemento esencial en los negocios modernos, presentando nuevas oportunidades y retos para ingenieros, jefes de producto, reguladores y empresarios.

Transformación Digital:

Tecnologías y sus aplicaciones prácticas.

Cinco son las tecnologías que están transformando nuestra sociedad y que se han vuelto imprescindibles para una correcta adaptación al nuevo paradigma digital: blockchain, cloud computing, inteligencia artificial (IA), internet de las cosas y ciberseguridad.

Habilidades Humanas

Comunicación persuasiva:

Elaborar, argumentar y transmitir mensajes con impacto.

En consecuencia, la necesidad de que los profesionales se comuniquen de forma clara y efectiva es más urgente que nunca. Más allá de transmitir sus ideas, los profesionales e innovadores deben ser capaces de capturar y mantener la atención de su público.

Cultural Awareness:

Relaciones interculturales en negocios globales.

Vivimos en un entorno empresarial cada vez más global y culturalmente diverso. Los profesionales de hoy necesitan saber cómo interactuar de manera adecuada con personas de otras culturas, tanto de sus propias compañías como de otras.

Desarrollo Directivo:

Lidera la transformación.

Explora qué es el liderazgo transformacional, cuáles son sus elementos claves y cómo desarrollar buenas prácticas para obtener ventajas en tu organización.

• Diseño e Innovación con MITdesignX

Aprende a gestionar las complejidades de cada proyecto. Reúne las herramientas y habilidades necesarias para dirigir a tu equipo a través de la resolución de problemas complejos, aprendiendo primero a articular y definir los elementos esenciales de tus objetivos específicos dentro de un Diseño de Soluciones ecosistema mayor.

• Liderazgo en la Innovación

Este programa fusiona el desarrollo de habilidades de liderazgo con la visión necesaria para enfrentarse a los procesos de innovación que ya están afectando a las organizaciones. Huimos de la figura del jefe tradicional para formar líderes que van un paso por delante.

• Mujeres en Liderazgo: Sé un Agente de Cambio

El programa Mujeres en Liderazgo se enfoca en profundizar sobre los desafíos que enfrentan las mujeres en roles profesionales y proveer las herramientas para navegarlos de manera exitosa.

Habilidades Industriales

Análisis de Ciclo de Vida:

Impacto ambiental.

El  Análisis de Ciclo de Vida  (o life cycle assessment, en inglés) es un método para evaluar las cargas ambientales asociadas a un producto, proceso o actividad. Consiste en identificar y medir el uso de energía, materiales y las emisiones al medio ambiente para poder así evaluar el impacto de estos e implementar mejoras para el medio ambiente.

Economía Circular:

Transición hacia la sostenibilidad del futuro.

El programa online en Economía Circular, de MIT Professional Education, recoge todas las soluciones de la sostenibilidad disponibles, tanto cuantitativas como cualitativas, para la economía, con el fin de reducir, reutilizar y regenerar los materiales. El objetivo es promover una resiliencia económica sostenible.

Gestión de Familias de Productos:

Desde la estrategia hasta la implementación.

La velocidad de la innovación y la personalización masiva ofrecen nuevas ventajas competitivas a las organizaciones. Como respuesta, estas deben aplicar estrategias para diseñar y desarrollar sus familias de productos en una plataforma común.

Sistemas de Infraestructura Sostenible:

Planificación, análisis y desarrollo.

A medida que ciudades y pueblos de todo el mundo se enfrenten a la crisis climática, esta nueva era requerirá de nuevos métodos y de un nuevo enfoque para reparar y reconstruir la infraestructura de una forma más sostenible y adaptable.

Smart Manufacturing:

Operaciones en la 4ª revolución industrial.

Fusionamos nuevas tecnologías con el fin de comprender el proceso de transformación por el que está pasando el sector manufacturero en la actualidad. Los participantes descubrirán los últimos métodos para la resolución de problemas de smart manufacturing .

Soluciones de Eficiencia Energética:

Cambio tecnológico para reducir emisiones.

¿Estás listo para mitigar el cambio climático y acelerar la transición tecnológica? Descubre la metodología con el curso online de MIT Professional Education.

Sostenibilidad:

Estrategias y oportunidades para la industria.

Mientras la actividad humana siga destruyendo el medio ambiente, es vital replantearnos nuestras prácticas comerciales actuales para que los profesionales lleven a cabo sus operaciones garantizando un futuro sostenible para las empresas, el planeta y nuestras vidas.

PROGRAMAS DUALES

¿te gustaría conocer más a fondo nuestros programas, en mit professional education promovemos el desarrollo de dos idiomas clave para comprender, dominar y liderar el cambio:, mit professional education en cifras, una experiencia que no termina con nosotros.

Consultora en Transformación Digital

Los conocimientos adquiridos en MIT Professional Education tendrán un gran impacto, tanto dentro del ámbito de transformación digital que dirijo en mi empresa, como en mi equipo de trabajo.

Programa de Transformación Digital

RAFAEL ARCE CAPARRÓS

Profesor Asociado en la Universidad de Valencia

Este programa ha sido un inesperado viaje al interior de cada uno de nosotros, una prospección que no hacemos habitualmente y que nos permite analizar desde qué valores queremos y podemos liderar.

Programa de Liderazgo en la Innovación

JOSÉ JULIÁN BETANCUR

Arquitecto de Business Analytics en Pronóstica

En este momento, Machine Learning está aumentando su demanda y, después de formarme con MIT Professional Education, creo que ya estamos preparados para dar respuestas que aporten soluciones.

Programa de Machine Learning

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• Event Report

Now Available! 2024 IDE Annual Conference Event Report

Access the event report below summarizing each of the 8 expert-lead sessions and key takeaways!

At the IDE’s 2024 Annual Conference , an online members-only event during the week of May 20, speakers described AI projects about trust, policy, productivity and economics that they hope will provide practical guidance to those building and using GenAI.

While GenAI is top-of-mind, the conference also featured presentations on other topics vital to the digital economy. In all, eight research group leaders, postdocs and doctoral students presented their cutting edge studies. Their topics included quantum computing, digital culture, countering false conspiracy theories online, and the credibility of social media platforms .

Download the 2024 IDE Annual Conference HERE and view below.

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Professional learning at MIT: taking STEAM to the next level in our schools

Last month 54 Nord Anglia Education teachers travelled from 50 of our schools around the world for an action-packed week of professional development at the Massachusetts Institute of Technology (MIT) focused on curiosity, exploration, and innovation.

The motto of the MIT is ‘mens et manus’, which translate from Latin as ‘mind and hand’. The institute is famous for both the quality of its research, claiming 101 Nobel Prize laureates, and its hands-on, project based, interdisciplinary approach. The trip let teachers experience all these aspects first-hand.

Five days of professional learning

Practical workshops across the week also created hands-on opportunities for learning as Nord Anglia teachers ran exoplanet experiments, photographed bacteria, explored the likelihood of alien life beyond our universe, and made engineering models out of origami.

Teachers’ minds were expanded further by behind-the-scenes tours of research labs where they connected with researchers. They visited glass labs, fusion centres, and machine shops, learning about the work being done on cutting-edge projects like the fluorescent worms advancing our understanding of neuroscience at the Flavell Lab along with engineers making underwater robots at MIT Sea Grant. One highlight was the work of the Yamashita Lab where researchers are using fruit flies to study stem cell development.

In the ‘Lunch with a Luminary’ talks connected our teachers with expert MIT researchers on topics such as:

• AI insights into design and manufacturing from Faez Ahmed, assistant professor of mechanical engineering.
• Climate change models from oceanographer Caroline Ummenhofer.
• Innovative blends of art and robotics with NASA satellite engineer Yun Choi.
• And the real-life space travel experiences from astronaut Jeff Hoffman, who shared how his team are creating oxygen on Mars.

Mark O Brien, MIT Lead Europe, La Cote International School Aubonne, said: “The MIT PD trip was an incredible experience where like-minded teachers from our NAE family around the world came together to develop a better understanding of the philosophy of MIT and learn how to support and embed our world-class collaboration in our schools. By the end of the week, everyone left full of knowledge, enthusiasm, and a determination to support the development of STEAM within our regions, communities and individual schools.”

Nicole Sargeant, MIT Lead for Southeast Asia and the Middle East, Regents School Pattaya, said: “The MIT STEAM PD was an inspirational and transformative experience. There was a perfect balance between cutting-edge presentations and tours that blew my mind and really useful workshops that gave me new practical skills to bring back to my students. Having an opportunity to collaborate on a group project during the PD allowed me to step into my students’ shoes, giving me a deeper understanding of the demands placed on them, and how to better support them when they are tacking the MIT STEAM challenges in the future.”

Putting it into action across our schools

The value of the deep professional learning week at MIT is that teachers  take this expertise and interdisciplinary approach into their own school curriculum. The MIT materials include:

• MIT Challenges: Real-world problems set by MIT researchers to develop students’ creativity and curiosity.
• MIT abstracts: Talks with early career researchers that provide insight into their research and their personal journey to MIT.
• Ask MIT: An opportunity for students to pose their own questions to current MIT faculty.
• MIT Home labs: ways you can engage with MIT science projects at home.

If you’d like to learn more about the MIT collaboration, all MIT challenges, abstracts, and Home Labs can be accessed on Global Campus .

To ask MIT a question directly or see videos of past responses, visit the NAE MIT collaboration website

Related news

Nord Anglia Education sees record levels of online learning amongst students and teachers

Making the most of the middle years by preparing children for the next stage

In this article, Inderjit Dehal, our Director of Quality and Professional Development, explains what makes this period of school life so crucial and how Nord Anglia’s schools support students.

Spaces that inspire learning: why incredible classroom design matters

Nord Anglia Education to discuss metacognitive approaches at ISTELive 24

Emily Murphy, Senior PD Lead, speaks on metacognition and technology at ISTELive 24.

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