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COURSE CATALOG
MIT Bulletin
2019
2020
August 2019
MIT Bulletin, Volume 155, Number 1
The MIT Bulletin is published by the

Massachusetts Institute of Technology,
Cambridge, Massachusetts 02139-4307.
TABLE OF CONTENTS Minors .......................................................................... 35
General Institute Requirements ............................................ 36

Nondiscrimination Policy ............................................................. 7 Academic and Research Options .......................................... 44
Academic Calendar ..................................................................... 8 Independent Activities Period ........................................ 44
This Is MIT ................................................................................ 12 Undergraduate Research Opportunities Program ............. 45
Overview ................................................................................... 13 First-Year Advising Seminars .......................................... 45
Around Campus ................................................................... 13 Interphase EDGE ........................................................... 45
Academic Program ............................................................... 15 Edgerton Center ............................................................ 46
Administration .................................................................... 16 Grading Options ........................................................... 46
Alumni ................................................................................ 16 Study at Other Universities ............................................ 47
Campus Life .............................................................................. 17 Internships Abroad ....................................................... 50
Activities ............................................................................. 17 Career and Professional Options .......................................... 50
Arts at MIT .......................................................................... 17 Career Advising and Professional Development ............... 50
Athletics ............................................................................. 20 Teacher Licensure and Education ................................... 50
Campus Media .................................................................... 20 ROTC Programs ............................................................. 51
Dining ................................................................................ 21 Admissions ......................................................................... 54
Fraternities, Sororities, and Independent Living Groups ......... 21 Costs .................................................................................. 55
Housing .............................................................................. 21 Financial Aid ....................................................................... 58
Medical Services ................................................................. 23 Medical Requirements ......................................................... 59
Parking .............................................................................. 24 Graduate Education ................................................................... 61
Priscilla King Gray Public Service Center ............................... 24 Graduate Study at MIT ......................................................... 61
Religious Organizations ...................................................... 24 General Degree Requirements ............................................. 62
Student Government ........................................................... 25 Other Institutions ............................................................... 66
Work/Life and Family Resources ........................................... 25 Admissions ......................................................................... 67
Academic Resources .................................................................. 27 Costs ................................................................................. 69
Advising and Support .......................................................... 27 Financial Aid ....................................................................... 72
Digital Learning .................................................................. 27 Medical Requirements ......................................................... 74
Disability and Access Services ............................................. 28 Academic Procedures ................................................................ 76
Information Systems and Technology ................................... 28 Registration ........................................................................ 76
Libraries ............................................................................. 29 Term Regulations and Examination Policies ........................... 77
Student Services Center ...................................................... 29 Academic Performance and Grades ...................................... 80
WebSIS .............................................................................. 30 Graduation ......................................................................... 84
Writing and Communication Center ...................................... 30 Institute Regulations ................................................................. 85
Undergraduate Education .......................................................... 31 Policies and Procedures ...................................................... 85
Academic Programs ............................................................. 31 Privacy of Student Records .................................................. 88
First Year ...................................................................... 31 Research and Study .................................................................. 91
Major Course of Study ................................................... 34 Abdul Latif Jameel Poverty Action Lab ................................... 92
Broad Institute of MIT and Harvard ....................................... 92 MIT Center for Art, Science & Technology ............................ 109
Center for Archaeological Materials ...................................... 92 MIT Energy Initiative .......................................................... 109
Center for Bits and Atoms .................................................... 93 MIT Environmental Solutions Initiative ................................ 110
Center for Collective Intelligence .......................................... 93 MIT Innovation Initiative ..................................................... 110
Center for Computational Engineering .................................. 93 MIT Kavli Institute for Astrophysics and Space Research ........ 110
Center for Energy and Environmental Policy Research ............ 94 MIT Media Lab ................................................................... 111
Center for Environmental Health Sciences ............................. 94 MIT Open Learning ............................................................. 111
Center for Global Change Science ........................................ 95 MIT Portugal Program ......................................................... 111
Center for International Studies ........................................... 95 MIT Professional Education ................................................. 112
Center for Real Estate .......................................................... 96 MIT Program in Art, Culture and Technology ......................... 112
Center for Transportation & Logistics .................................... 97 MIT Sea Grant College Program ........................................... 113
Clinical Research Center ...................................................... 98 Nuclear Reactor Laboratory ................................................. 113
Computer Science and Articial Intelligence Laboratory ......... 98 Operations Research Center ............................................... 114
Concrete Sustainability Hub ................................................ 98 Picower Institute for Learning and Memory .......................... 114
D-Lab ................................................................................. 99 Plasma Science and Fusion Center ...................................... 114
Deshpande Center for Technological Innovation .................... 99 Research Laboratory of Electronics ..................................... 116
Division of Comparative Medicine ....................................... 100 Simons Center for the Social Brain ...................................... 116
Draper .............................................................................. 100 Singapore-MIT Alliance for Research and Technology Centre
.......................................................................................... 116
Haystack Observatory ........................................................ 100
Sociotechnical Systems Research Center ............................. 117
Initiative on the Digital Economy ......................................... 101
Whitehead Institute for Biomedical Research ....................... 118
Institute for Medical Engineering and Science ...................... 101
Women's and Gender Studies Program ................................ 118
Institute for Soldier Nanotechnologies ................................ 101
Schools and College ................................................................ 119
Institute for Work and Employment Research ....................... 102
School of Architecture and Planning ......................................... 120
Internet Policy Research Initiative ....................................... 102
Department of Architecture ................................................ 123
Joint Program on the Science and Policy of Global Change .... 103
Program in Media Arts and Sciences ................................... 133
Knight Science Journalism Program .................................... 103
Department of Urban Studies and Planning ......................... 135
Koch Institute for Integrative Cancer Research ..................... 104
School of Engineering .............................................................. 145
Laboratory for Financial Engineering ................................... 104
Department of Aeronautics and Astronautics ....................... 150
Laboratory for Information and Decision Systems ................. 105
Department of Biological Engineering ................................. 161
Laboratory for Manufacturing and Productivity ..................... 105
Department of Chemical Engineering .................................. 168
Laboratory for Nuclear Science ........................................... 106
Department of Civil and Environmental Engineering .............. 177
Legatum Center for Development and Entrepreneurship ........ 106
Institute for Data, Systems, and Society .............................. 183
Lincoln Laboratory ............................................................. 107
Department of Electrical Engineering and Computer Science
Martin Trust Center for MIT Entrepreneurship ....................... 107
......................................................................................... 190
Materials Research Laboratory ........................................... 107
Harvard-MIT Health Sciences and Technology Program ......... 203
McGovern Institute for Brain Research ................................ 108
Department of Materials Science and Engineering ............... 208
Microsystems Technology Laboratories ............................... 108
Department of Mechanical Engineering ............................... 215
Department of Nuclear Science and Engineering .................. 232 Applied International Studies ....................................... 354
School of Humanities, Arts, and Social Sciences ....................... 240 Asian and Asian Diaspora Studies ................................ 354
Anthropology .................................................................... 243 Astronomy .................................................................. 356
Comparative Media Studies/Writing ................................... 245 Atmospheric Chemistry ................................................ 356
Department of Economics .................................................. 250 Biomedical Engineering ............................................... 356
Global Studies and Languages ........................................... 255 Energy Studies ............................................................ 357
History ............................................................................. 260 Entrepreneurship and Innovation ................................. 359
Department of Humanities ................................................. 262 Environment and Sustainability ................................... 360
Department of Linguistics and Philosophy .......................... 263 Latin American and Latino/a Studies ............................ 362
Literature .......................................................................... 267 Middle Eastern Studies ............................................... 363
Music and Theater Arts ...................................................... 271 Polymers and So Matter ............................................ 364
Department of Political Science .......................................... 276 Public Policy ............................................................... 365
Science, Technology, and Society ...................................... 280 Russian and Eurasian Studies ...................................... 366
MIT Sloan School of Management ............................................ 283 Statistics and Data Science ......................................... 366
Management ..................................................................... 285 Women's and Gender Studies ...................................... 367
School of Science ................................................................... 299 Interdisciplinary Graduate Programs ........................................ 369
Department of Biology ...................................................... 302 Advanced Urbanism .......................................................... 370
Department of Brain and Cognitive Sciences ....................... 309 Computation and Cognition ............................................... 370
Department of Chemistry ................................................... 314 Computation for Design and Optimization ........................... 370
Department of Earth, Atmospheric, and Planetary Sciences Computational and Systems Biology ................................... 371
......................................................................................... 319
Computational Science and Engineering ............................. 373
Department of Mathematics ............................................... 325
Computer Science and Molecular Biology ............................ 373
Department of Physics ....................................................... 331
Design and Management ................................................... 374
MIT Stephen A. Schwarzman College of Computing .................... 338
Harvard-MIT Health Sciences and Technology Program ......... 375
Interdisciplinary Programs ....................................................... 339
Joint Program with Woods Hole Oceanographic Institution .... 375
Undergraduate Programs ......................................................... 340
Leaders for Global Operations ............................................ 376
Interdisciplinary Undergraduate Degrees ............................ 340
Microbiology Graduate Program ......................................... 376
Chemistry and Biology ................................................ 340
Operations Research ......................................................... 378
Computation and Cognition ......................................... 340
Program in Polymers and So Matter .................................. 378
Computer Science and Molecular Biology ...................... 341
Social and Engineering Systems ......................................... 379
Computer Science, Economics, and Data Science ........... 341
Interdisciplinary Doctoral Program in Statistics ................... 379
Humanities ................................................................. 341
Supply Chain Management Program ................................... 379
Humanities and Engineering ........................................ 349
Technology and Policy Program ......................................... 380
Humanities and Science .............................................. 350
Graduate Programs in Transportation ................................. 380
Urban Science and Planning with Computer Science ...... 350
Degree Charts ......................................................................... 383
Minors .............................................................................. 350
School of Architecture and Planning ......................................... 386
African and African Diaspora Studies ............................ 351
Architecture (Course 4) ............................................................ 386
Ancient and Medieval Studies ...................................... 352
Art and Design (Course 4-B) ..................................................... 388 Music (Course 21M-1) .............................................................. 445
Planning (Course 11) ................................................................ 390 Philosophy (Course 24-1) ......................................................... 446
Master of Science in Art, Culture and Technology ....................... 391 Political Science (Course 17) .................................................... 448
School of Engineering ............................................................. 393 Science, Technology, and Society/Second Major (STS) ............... 450
Aerospace Engineering (Course 16) ........................................... 393 Theater Arts (Course 21M-2) ..................................................... 451
Archaeology and Materials (Course 3-C) .................................... 395 Writing (Course 21W) ............................................................... 453
Biological Engineering (Course 20) ........................................... 396 Data, Economics, and Development Policy ................................ 454
Chemical-Biological Engineering (Course 10-B) .......................... 397 Sloan School of Management .................................................. 456
Chemical Engineering (Course 10) ............................................ 398 Management (Course 15-1) ....................................................... 456
Bachelor of Science as Recommended by the Department of Business Analytics (Course 15-2) .............................................. 457
Chemical Engineering (Course 10-C) ......................................... 400
Finance (Course 15-3) .............................................................. 459
Computer Science and Engineering (Course 6-3) ........................ 401
School of Science .................................................................... 461
Electrical Engineering and Computer Science (Course 6-2) .......... 403
Biology (Course 7) ................................................................... 461
Electrical Engineering and Computer Science (Course 6-P) .......... 406
Brain and Cognitive Sciences (Course 9) ................................... 463
Electrical Science and Engineering (Course 6-1) ......................... 407
Chemistry (Course 5) ............................................................... 465
Engineering (Course 16-ENG) .................................................... 410
Earth, Atmospheric, and Planetary Sciences (Course 12) ............. 467
Engineering (Course 10-ENG) .................................................... 411
Mathematics (Course 18) ......................................................... 470
Engineering (Course 2-A) .......................................................... 413
Mathematics with Computer Science (Course 18-C) .................... 473
Engineering (Course 22-ENG) ................................................... 414
Physics (Course 8) ................................................................... 475
Engineering (Course 1-ENG) ...................................................... 415
Interdisciplinary Programs ....................................................... 478
Materials Science and Engineering (Course 3) ........................... 416
Chemistry and Biology (Course 5-7) .......................................... 478
Bachelor of Science as Recommended by the Department of
Computation and Cognition (Course 6-9) .................................. 480
Materials Science and Engineering (Course 3-A) ........................ 418
Computer Science and Molecular Biology (Course 6-7) ............... 482
Mechanical and Ocean Engineering (Course 2-OE) ..................... 420
Computer Science, Economics, and Data Science (Course 6-14) ... 484
Mechanical Engineering (Course 2) ........................................... 421
Urban Science and Planning with Computer Science (Course 11-6)
Nuclear Science and Engineering (Course 22) ............................ 423
............................................................................................... 486
School of Humanities, Arts, and Social Sciences ....................... 426
Interdisciplinary Programs (Graduate) ...................................... 489
Anthropology (Course 21A) ...................................................... 426
Computation and Cognition (Course 6-9P) ................................. 489
Comparative Media Studies (CMS) ............................................ 427
Computer Science and Molecular Biology (Course 6-7P) ............. 492
Economics (Course 14-1) .......................................................... 428
Interdisciplinary Doctor of Philosophy in Statistics .................... 493
Global Studies and Languages (Course 21G) ............................. 429
Master's Degrees in Supply Chain Management ........................ 495
History (Course 21H) ................................................................ 432
Master of Science in Technology and Policy .............................. 503
Humanities (Course 21) ............................................................ 433
Master of Science in Transportation (MST) ................................ 504
Humanities and Engineering (Course 21E) ................................. 435
Index ...................................................................................... 506
Humanities and Science (Course 21S) ....................................... 438
Linguistics and Philosophy (Course 24-2) .................................. 441
Literature (Course 21L) ............................................................. 443
Mathematical Economics (Course 14-2) ..................................... 444

NONDISCRIMINATION POLICY
NONDISCRIMINATION POLICY
The Massachusetts Institute of Technology is committed to the

principle of equal opportunity in education and employment. The
Institute prohibits discrimination against individuals on the basis
of race, color, sex, sexual orientation, gender identity, pregnancy,
religion, disability, age, genetic information, veteran status, or
national or ethnic origin in the administration of its educational
policies, admissions policies, employment policies, scholarship
and loan programs, and other Institute administered programs and
activities; the Institute may, however, favor US citizens or residents
1
in admissions and nancial aid.
The Vice President for Human Resources is designated as the

Institute’s Equal Opportunity Ocer. Inquiries concerning the
Institute’s policies, compliance with applicable laws, statutes,
and regulations, and complaints may be directed to Ramona
Allen, Vice President for Human Resources, Building NE49-5000,
617-324-5675. In addition, inquiries about Title IX (which prohibits
discrimination on the basis of sex) may be directed to the Institute's
Title IX coordinator, Sarah Rankin, Room W31-223, 617-324-7526,
[email protected]. Inquiries about the laws and about compliance may
also be directed to the United States Department of Education, Oce
for Civil Rights, Region I, 5 Post Oce Square, 8th Floor, Boston, MA
02109-3921, 617-289-0111, [email protected].
1
The ROTC programs at MIT are operated under Department of Defense
(DoD) policies and regulations, and do not comply fully with MIT’s policy
of nondiscrimination with regard to gender identity. MIT continues to
advocate for a change in DoD policies and regulations concerning gender
identity, and is committed to providing alternative nancial assistance
under a needs-based assessment to any MIT student who loses ROTC
nancial aid because of these DoD policies and regulations.
Last updated October 1, 2019.
2019–2020 MIT Bulletin | 7

ACADEMIC CALENDAR
ACADEMIC CALENDAR 6 Fri Degree application deadline for February SB

and advanced degrees. $50 late fee ($85 aer
December 13).
2019–2020 Registration deadline. Registration for all
students must be submitted by this date. $50
August late fee.
9 Fri Deadline for doctoral students to submit
Deadline for second-term juniors to submit the
application, signed by department, to the Oce
HASS Concentration Proposal Form. $50 late
of Graduate Education, 3-138, for Fall Term Non-
fee.
Resident status. $100 late fee.
Deadline for nal-term seniors to submit the
Thesis due for all September degree
HASS Concentration Completion Form. $50 late
candidates.
fee.
15 Thu Deadline for waiver applications for individual
9 Mon First quarter Physical Education classes begin.
or family health insurance for fall semester.
10 Tue Graduate Academic Performance Meeting.
Late waiver requests will be accepted from
August 16–31, but will be subject to a $150 late 13 Fri CAP September Degree Candidates Meeting.
fee. No waiver applications will be accepted Last day to add half-term subjects oered in
aer August 31. rst half of term (H1).
16 Fri Last day to go o the September degree list. 16–20 Mon–Fri Career Week.
Last day of classes for regular summer session. 18 Wed Faculty ocers recommend degrees to
Last day to petition for September Advanced Corporation (degree award date).
Standing Exam. 20 Fri Minor completion date. Deadline for
19–20 Mon–Tue Summer session nal exam period. submission of Minor Completion Form for nal-
term seniors. $50 late fee.
22 Thu Final deadline for continuing students to pre-
register for fall, 5 pm. $85 late fee. Student holiday—no classes.
25 Sun First-year student orientation begins. Fall Career Fair.
Graduate student orientation activities begin.

October
26 Mon Grade deadline. Grades for summer session
4 Fri Add Date. Last day to add subjects to
must be submitted by this date.
registration.
Registration opens for all students.
Last day for juniors/seniors to change an
27 Tue Term summaries of summer session grades
elective to or from P/D/F grading.
available to departments.
Last day for graduate students to change a
English Evaluation Test for new international
subject to or from P/D/F grading.
graduate students, 9 am–12 pm.
Last day to change a subject from listener to
30 Fri Undergraduate registration opens for rst
credit.
quarter Physical Education classes, 8 am.
Last day to drop half-term subjects oered in
Advanced Standing Exams and postponed
rst half of term (H1).
nals.
Last day for sophomores to change a subject to
or from Exploratory.
September
Late fee ($100) and petition required for
Fall Term Number of class days (Wednesday, September
students completing registration aer this
4, through Wednesday, December 11): 12 Mon,
date.
13 Tue, 15 Wed, 13 Thu, 12 Fri = 65 days
Last day for May and September 2020 degree
2 Mon Labor Day—holiday.
candidates to apply for double major.
3 Tue Registration Day—fall term.
Deadline for completing cross-registration. $50
Deadline to change a spring term Exploratory
late fee for petitions received aer this date.
subject to listener status.
9 Wed Undergraduate registration opens for second
Graduate registration opens for rst quarter
quarter Physical Education classes, 8 am.
Physical Education classes, 8 am.
4 Wed First day of classes.
8 | 2019–2020 MIT Bulletin

ACADEMIC CALENDAR
10 Thu Half term subjects (H1): there may be at most 10 Tue Graduate registration opens for IAP Physical
one assignment due or one in-class test held Education classes, 8 am.
between this date and the end of the last 11 Wed Last day of classes.
scheduled class period in the subject. 13 Fri Last day to submit or change advanced degree
10–11 Thu–Fri Half-term subjects nal exam period (H1). thesis title. $85 late fee.
16–18 Wed–Fri Half-term subjects nal exam period (H1). 16–20 Mon–Fri Final exam period.
14–15 Mon–Tue Columbus Day—holiday. 17 Tue Grade deadline. Grades due for subjects
15 Tue Graduate registration opens for second quarter without nal exams.
Physical Education classes, 8 am. 27 Fri Spring registration deadline. Continuing
18 Fri Last day of classes for half-term subjects students must initiate pre-registration by 5 pm
oered in rst half of term (H1). on this date. $50 late fee ($85 aer January 16).
21 Mon First day of classes for half-term subjects
oered in second half of term (H2). January
25–26 Fri–Sat Family Weekend. 2 Th Grade deadline. Grades due for subjects with
28 Mon Second quarter Physical Education classes nal exams.
begin. 3 Fri Term summaries of fall term grades available to
departments.
November 6 Mon First day of January Independent Activities
1 Fri Last day to add half-term subjects oered in Period.
second half of term (H2). Deadline for doctoral students to submit
11 Mon Veterans Day—holiday. application, signed by department, to the
20 Wed Drop Date. Last day to cancel subjects from Oce of Graduate Education, 3-138, for spring
registration. term non-resident status. $100 late fee. Not
needed if spring term approved with fall term
Last day to change a subject from credit to
application.
listener.
IAP Physical Education classes begin.
Last day to add a time-arranged subject that
started aer beginning of the term. 8–9 Wed–Thu CAP Grades Meetings.
Last day to petition for December Advanced 10 Fri IAP pre-registration deadline. Deadline for all
Standing Exam (given during nal exam students to pre-register for IAP.
period). Thesis due for doctoral degrees.
27 Wed Last day to drop half-term subjects oered in Last day to petition for January Advanced
second half of term (H2). Standing Exam.
28–29 Thu–Fri Thanksgiving vacation. 14 Tue Graduate Academic Performance Grades
Meeting.
December 15 Wed Deadline for waiver applications for individual
2 Mon Pre-registration for spring term and IAP begins. or family health insurance for spring semester.
Late waiver requests will be accepted from
4 Wed Undergraduate registration opens for IAP
January 16–31 but will be subject to a $150 late
Physical Education classes, 8 am.
fee. No waiver applications will be accepted
6 Fri Subjects with nal exam—No test may be given
aer January 31.
and no assignment shall fall due aer this date.
16 Thu 5 pm nal deadline for continuing students to
Subjects with no nal exam—Undergraduate
pre-register for spring. $85 late fee.
subjects: No test may be given and there may
Deadline for continuing students to select
be at most one assignment due between this
preferences for spring CI-H/CI-HW subjects.
date and the end of the last scheduled class
period in the subject. 17 Fri Thesis due for degrees other than doctoral.
Graduate subjects: There may be at most Last day to go o the February degree list.
one assignment due or one in-class test held 20 Mon Martin Luther King, Jr. Day—holiday.
between this date and the end of the last 22–23 Wed–Thu CAP Deferred Action Meetings.
regularly scheduled class in the subject. 24 Fri Registration opens for all students.

ACADEMIC CALENDAR
29 Wed Undergraduate registration opens for third 6 Fri Add Date. Last day to add subjects to
quarter Physical Education classes, 8 am. registration.
30 Thu English Evaluation test for international Last day for juniors/seniors to change an
students 9 am–12 pm. elective to or from P/D/F grading.
31 Fri Last day of January Independent Activities Last day for graduate students to change a
Period. subject to or from P/D/F grading.
Deadline to change a fall term Exploratory Last day to change a subject from listener to
subject to listener status. credit.
Registration Day—spring term. Last day to drop half-term subjects oered in
rst half of term (H3).
February Last day for sophomores to change a subject to
Spring Number of class days (Monday, February 3, or from Exploratory.
Term through Tuesday, May 1): 13 Mon, 13 Tue, 13 Late fee ($100) and petition required for
Wed, 13 Thu, 13 Fri = 65 days students completing registration aer this
3 Mon First day of classes. date.
4 Tue Graduate registration opens for third quarter Last day for February 2021 degree candidates to
Physical Education classes, 8 am. apply for a double major.
5 Wed Grade deadline. Grades for IAP must be Deadline for completing cross-registration. $50
submitted by this date. late fee for petitions approved aer this date.
6 Thu Term summaries of grades for IAP available to 10 Tue Graduate registration opens for fourth quarter
departments. Physical Education classes, 8 am.
7 Fri Registration deadline. Registration for all 16 Mon Half-term subjects (H3): there may be at most
students must be submitted by this date. $50 one assignment due or one in-class test held
late fee. between this date and the end of the last
Degree application deadline for May SB and scheduled class period in the subject.
Advanced Degrees. $50 Late Fee ($85 late fee 16–20 Mon–Fri Half-term subjects nal exam period (H3).
aer April 3). 20 Fri Last day of classes for half-term subjects
Deadline for second-term juniors to submit the oered in rst half of term (H3).
HASS Concentration Proposal Form. $50 late 23–27 Mon–Fri Spring vacation.
fee. 30 Mon First day of classes for half-term subjects
Deadline for nal-term seniors to submit the oered in second half of term (H4).
HASS Concentration Completion Form. $50 late
fee. April
10 Mon Third quarter Physical Education classes begin. 1 Wed Fourth quarter Physical Education classes
11 Tue Graduate Academic Performance Meeting. begin.
14 Fri Last day to add half-term subjects oered in 3 Fri Last day to submit Advanced Degree Thesis
rst half of term (H3). Title. $85 late fee.
CAP February Degree Candidates Meeting. 10 Fri Last day to add half-term subjects oered in
17 Mon Presidents' Day—holiday. second half of term (H4).
18 Tue Monday schedule of classes to be held. 16–19 Thu–Sun Campus Preview Weekend.
19 Wed Faculty ocers recommend degrees to 20 Mon Patriots' Day—holiday.
Corporation (degree award date). 21 Tue Drop Date. Last day to cancel subjects from
21 Fri Minor completion date. Deadline for registration.
submission of Minor Completion Form for nal- Last day to change a subject from credit to
term seniors. $50 late fee. listener.
Last day to add time-arranged subject that
March started aer beginning of the term.
4 Wed Undergraduate registration opens for fourth Last day to petition for May Advanced Standing
quarter Physical Education classes, 8 am. Exam (given during nal exam period).

ACADEMIC CALENDAR
Last day to drop half-term subjects oered in 12 Fri Degree application deadline for September SB
second half of term (H4). and Advanced Degrees. $50 late fee ($85 aer
July 10).
May Summer registration deadline. Registration for
1 Fri Pre-registration for fall term and summer all students must be submitted by this date.
session begins. $50 late fee.
Thesis due for doctoral degrees. 15 Mon Fall pre-registration deadline. Continuing
8 Fri Subjects with nal exams—No test may be students must initiate pre-registration by this
given and no assignment shall fall due aer this date. $50 late fee ($85 aer August 20).
date. Deadline for continuing students to select
Subjects with no nal exam—Undergraduate preferences for fall CI-H/CI-HW subjects.
Subjects: No test may be given and there may
June 8 (Monday)–August 18 (Tuesday): Summer session (including
be at most one assignment due between this
exam period).
date and the end of the last scheduled class
period in the subject. The ocial Academic Calendar (https://registrar.mit.edu/calendar)
Graduate Subjects: There may be at most is published by the Registrar; consult the Registrar's website for
one assignment due or one in-class test held information about projected key dates for future academic years
between this date and the end of the last (https://registrar.mit.edu/calendar/projected-key-dates).
scheduled class period in the subject.
Thesis due for degrees other than doctoral.
12 Tue Last day of classes.
15 Fri Final exam period.
18-20 Mon-Wed Final exam period.
15 Fri Grade deadline. Grades due for subjects
without nal exams.
Last day to go o the May degree list.
22 Fri Grade deadline. Grades due at 12 pm for
subjects with nal exams.
Term summaries of spring term grades
available to departments.
25 Mon Memorial Day—holiday.
26 Tue Department Grades Meetings.
27 Wed CAP May Degree Candidates Meeting.
Graduate Academic Performance Meeting.
Faculty ocers recommend degrees to
Corporation.
28 Thu Summer session pre-registration deadline.
Deadline for all students to pre-register for
summer session. $50 late fee.
Doctoral hooding ceremony.
29 Fri Commencement.
June
1 Mon Summer registration opens for all students.
2–3 Tue–Wed CAP Grades Meeting.
8 Mon First day of classes for regular summer session.
10–11 Wed–Thu CAP Deferred Action Meetings.

THIS IS MIT
THIS IS MIT
Here’s a quick look at what makes MIT tick—the ingredients of a

world-class educational institution.

OVERVIEW
OVERVIEW doing. And with a mission that charges us to work "eectively for
the betterment of humankind," MIT presents its students with
opportunities to engage meaningfully with their communities,
On February 20, 1865, four years aer approval of its founding
hone their leadership and communication skills, and develop an
charter, the Massachusetts Institute of Technology opened its
appreciation for the application and impact of their work.
doors to admit the rst class of 15 students. The event marked the
culmination of an eort by William Barton Rogers, MIT's founder The continuous renewal and renovation of MIT’s physical facilities,
and rst president, to create a new kind of educational institution guided by a commitment to strengthening campus community
relevant to the times and to the nation's need, where students would and supporting innovation, is essential to the Institute’s mission
be educated in a way that emphasizes the application of knowledge. to advance knowledge and educate students. The MIT campus is
A distinguished natural scientist, Rogers stressed the importance of undergoing signicant change, with smart residence halls and
basic research and believed that professional competence was best common spaces developed to inspire innovative collaborations;
fostered by the coupling of teaching and research and attention to cutting-edge laboratories to support the emergence of new
real-world problems. technologies; and centers to reinforce the curiosity that drives us.
Teaching and research—with relevance to the practical world as

a guiding principle—continue to be MIT's primary purpose. The
Students and Faculty
Institute is independent, coeducational, and privately endowed. Its
ve schools—architecture and planning; engineering; humanities, MIT enrolled 11,574 students in 2018–2019, including 4,602
arts, and social sciences; management; and science—encompass undergraduates and 6,972 graduate students. These MIT students
numerous academic departments, institutes, and degree-granting came from all 50 states, the District of Columbia, four territories, and
programs, as well as interdisciplinary research centers, laboratories, 127 foreign countries. The broad international student representation
and programs whose work extends beyond traditional departmental of 3,337 students made up 10% of the undergraduate and 42% of the
boundaries. graduate population.
In the same year, there were 1,056 faculty members in MIT's

Mission Statement professorial ranks, including 251 women. The total teaching
The mission of MIT is to advance knowledge and educate students sta numbered 1,967. Most faculty members at MIT teach both
in science, technology, and other areas of scholarship that will best undergraduate and graduate students. Undergraduates frequently
serve the nation and the world in the 21st century. register for graduate classes, and many undergraduates and
graduate students participate, oen together, in advanced research.
The Institute is committed to generating, disseminating, and
preserving knowledge, and to working with others to bring this The confluence of ages, disciplines, and nationalities so
knowledge to bear on the world's great challenges. MIT is dedicated characteristic of MIT brings together students and teachers,
to providing its students with an education that combines rigorous biologists and architects, humanists and engineers, young and old,
academic study and the excitement of discovery with the support and deeply influences the life and experience of every member of the
and intellectual stimulation of a diverse campus community. We seek academic community. The result is an academic environment with a
to develop in each member of the MIT community the ability and strong focus on excellence and a diverse range of interests.
passion to work wisely, creatively, and eectively for the betterment
of humankind.
The Campus
In 1916, MIT moved from its Boston location to Cambridge, and the
AROUND CAMPUS current campus (http://whereis.mit.edu) now encompasses 166
acres that extend more than a mile along the Cambridge side of
Through an integrated educational program focused on academics, the Charles River Basin. The heart of campus is anchored by an
research, and community, MIT prepares students to address complex historic group of interconnecting buildings, designed by architect
global challenges in service to the nation and the world. W. Welles Bosworth (Class of 1889), which facilitate interaction and
In our classrooms, students gain an understanding of the communication among MIT’s schools and departments.
fundamentals of science, technology, and other areas of scholarship, In addition to the Bosworth buildings, the MIT campus now
with a deep commitment to developing problem-solving skills, showcases a range of architectural styles, from neoclassical through
excellence in quantitative and qualitative analysis, historical and modernist, brutalist, and deconstructivist. Among the remarkable
literary insight, and an appreciation for the scientic method. landmarks on campus are buildings designed by leading architects
Hands-on research opportunities provide students with a foundation such as Alvar Aalto, Frank Gehry, Steven Holl, Fumihiko Maki,
for professional competence and opportunities to learn by I.M. Pei ’40, and Eero Saarinen. Meticulous renewal eorts have

AROUND CAMPUS
preserved the iconic structures on campus and have resulted in no

fewer than nine preservation awards from the Cambridge Historical
The Boston and Cambridge Environment
Commission.
MIT is in Cambridge, Massachusetts, on the north bank of the
Student life (http://studentlife.mit.edu) on campus is anchored by Charles River, facing the city of Boston. With over 110,000 people
18 undergraduate and graduate residence halls, each with its own located within a 6.26 square mile area, Cambridge is a unique
distinctive personality and community. Construction is underway community with a strong mix of cultural, demographic, and social
for an additional graduate residence (Site 4 in Kendall Square, 454 diversity; intellectual vitality; and technological innovation. The
units) and a new undergraduate residence (Vassar Street Residence city's diversity is reflected in its international community, with nine
Hall, Building W46, 450 beds); the full renovation of an existing percent of residents being foreign born. Well known as the residence
undergraduate residence (New House, Building W70) was recently of MIT and Harvard, Cambridge is home to many students and
completed. In their academic and research endeavors, students professionals. About 31% of its residents are college and graduate
benet from state-of-the-art facilities ranging from wet labs and students.
clean rooms to collaboration areas and makerspaces. Specialized
equipment on campus includes 3D printers, laser cutters, wind The city's largest employment sectors are higher education,
tunnels, and drone and robot test labs. In every eld, innovation government, biotechnology, and healthcare. Cambridge is home to
and entrepreneurship are fostered by cross-disciplinary facilities more than 300 life-science and technology-related companies. The
like the MIT Media Lab, the Koch Institute for Integrative Cancer Kendall Square neighborhood is a renowned hub of innovation of
Research, and MIT.nano (http://mitnano.mit.edu), the Institute’s entrepreneurship.
nanotechnology and advanced imaging center. At its edges, the
Boston's Museum of Science and Museum of Fine Arts, the Isabella
campus merges with vibrant Cambridge neighborhoods, including
Stewart Gardner Museum, the New England Conservatory of Music,
Kendall Square, where the close association of industry and research
Symphony Hall, the New England Aquarium, and the Boston Public
expertise has made this area the most innovative square mile on
Library, as well as Fenway Park and TD Garden for professional
the planet. MIT is developing a new campus “gateway” at Kendall
baseball, basketball, hockey, and concerts are all within a two-mile
that will augment the Site 4 residence with an innovation and
radius of the MIT campus. Students can also travel easily to Boston's
entrepreneurship hub, a large landscaped plaza for campus and
theater district, where Broadway plays are previewed and local
community events, and new homes for MIT Admissions, the MIT
productions are staged.
Museum, and the MIT Press Bookstore.
Among the cultural organizations enriching life in the area are the
In light of its commitment to decrease its carbon footprint (http://
Boston Symphony Orchestra, the Boston Pops, the Boston Ballet
climateaction.mit.edu), MIT encourages a multi-modal approach
Company, the Opera Company of Boston, the Boston Center for the
to transportation around campus. As a whole, the campus is urban
Arts, Boston University's Huntington Theatre Company, the Loeb
and walkable, with more than 30 gardens and greenspace areas and
Drama Center, and the American Repertory Theater.
more than 60 publicly sited works of art to enjoy along the way. MIT
also oers free shuttles around campus, bicycle benets including MIT is one of more than 50 schools located in the Boston area,
a bike-share program and x-it stations, carpool and rideshare including Boston College, Boston University, Brandeis University,
incentives, and public transportation subsidies. Harvard University, Lesley University, Northeastern University,
Simmons College, Tus University, Wellesley College, and many
As the campus continues to evolve, MIT actively pursues measures
specialized professional art and music schools. The concentration of
that improve sustainability and conservation. To date, one building
academic, cultural, and intellectual activity in this area is one of the
project on campus has achieved LEED-Platinum certication (the
most signicant in the country.
Morris and Sophie Chang Building, E52) and 12 building projects
have achieved LEED-Gold certication, including Fariborz Maseeh An hour or two away from MIT by car are the mountains of Vermont
Hall (W1), Building E62 (home of MIT Sloan), the Simons Building and New Hampshire, the ocean beaches of Cape Cod, the lakes
(2), and the Koch Institute for Integrative Cancer Research (76). For and rivers of Maine, the small clusters of shing towns along
existing buildings, MIT’s proactive Capital Renewal program (http:// the New England coast, and many places of historical interest in
capitalprojects.mit.edu) is engaged in continuous renewal and Massachusetts alone—Salem, Sturbridge, Lexington, Concord, and
renovation projects that promote energy eciency while ensuring Plymouth. With its varied landscapes and four distinct seasons,
that the campus will support the community’s broad spectrum of New England oers unlimited possibilities for recreation—skiing,
educational, research, and student life activities. mountain climbing, hiking, sailing, canoeing, kayaking, swimming,
and camping.

ACADEMIC PROGRAM
Mechanical Engineering
Nuclear Science and Engineering
ACADEMIC PROGRAM Institute for Data, Systems, and Society
The purpose of the academic program at MIT is to give students Institute for Medical Engineering and Science
a solid command of basic principles, a versatility of insight and
perspective concerning natural and social phenomena, the habit School of Humanities, Arts, and Social Sciences
of continued learning, and the power that comes from a thorough
Anthropology
and systematic approach to learning. From these attributes comes
Comparative Media Studies/Writing
the best assurance for continued professional and personal growth,
Economics
especially in today's rapidly changing world.
Global Studies and Languages
The undergraduate academic program (p. 31) is based on a core History
of General Institute Requirements (p. 36) and on the specic Humanities
curricula oered by departments for undergraduate majors. All Linguistics and Philosophy
undergraduate Courses at MIT lead to the Bachelor of Science (SB) Literature
degree. For most undergraduates, degree-granting programs require Music and Theater Arts
four years of full-time study. Political Science
Science, Technology, and Society
Graduate degrees (p. 62) include Master of Architecture (MArch),
Master of Science (SM), Master of Applied Science (MASc), Master
of Business Administration (MBA), Master of Business Analytics
Sloan School of Management
(MBAn), Master in City Planning (MCP), Master of Engineering Management
(MEng), Master of Finance (MFin), Engineer, Doctor of Philosophy
(PhD), and Doctor of Science (ScD). Graduate students may also
School of Science
take advantage of a number of standing interdisciplinary programs
(p. 369) or develop individually tailored programs in consultation Biology
with the faculty. Brain and Cognitive Sciences
Chemistry
Engineer degrees include Civil Engineer (CE), Electrical Engineer Earth, Atmospheric, and Planetary Sciences
(EE), Engineer in Aeronautics and Astronautics (EAA), Engineer in Mathematics
Computer Science (ECS), Environmental Engineer (EnvE), Materials Physics
Engineer (MatE), Mechanical Engineer (MechE), Naval Engineer
(NavE), and Nuclear Engineer (NuclE).
MIT Stephen A. Schwarzman College of Computing
Each of the academic departments and units listed below oers
one or more degree-granting programs, as described in the Schools
(p. 119) and Interdisciplinary Programs (p. 339) sections of this Accreditation
Bulletin (additional degree-granting programs are described in the
MIT is accredited by the New England Commission of Higher
Interdisciplinary Programs section). More detailed information can
Education (formerly the Commission on Institutions of Higher
be obtained from the program and department oces.
Education of the New England Association of Schools and Colleges,
Inc.).
School of Architecture and Planning
Inquiries regarding MIT's accreditation status by the Commission
Architecture should be directed to [email protected]. Individuals may also
Media Arts and Sciences contact:
Urban Studies and Planning
New England Commission of Higher Education
3 Burlington Woods Drive, Suite 100
School of Engineering
Burlington, MA 01803-4514
Aeronautics and Astronautics telephone 781-425-7785
Biological Engineering email [email protected]
Chemical Engineering
Civil and Environmental Engineering Many degree programs at MIT are accredited by specialized
Electrical Engineering and Computer Science professional accrediting bodies, including ABET, the Association
Materials Science and Engineering to Advance Collegiate Schools of Business, the American Chemical

ADMINISTRATION
Society, the National Architectural Accrediting Board, and the meets monthly during the academic year and conducts much of its
Planning Accreditation Board. Academic departments can provide business through a number of elected standing committees. The
information on the accreditation of the specic degree programs Faculty Policy Committee (FPC), which includes student members,
they oer. maintains a broad overview of the Institute's academic programs,
deals with a wide range of policy issues of concern to the Faculty,
and coordinates the work of the Faculty committees. The chair of the
Faculty chairs the FPC.
ADMINISTRATION
MIT Corporation
ALUMNI
The Institute's board of trustees is known as the Corporation (http://
corporation.mit.edu). Its membership includes approximately
MIT Alumni Association
73 distinguished leaders in engineering, science, industry,
education, and other professions, and (ex ocio) the Chairman of The MIT Alumni Association (https://alum.mit.edu/home), founded
the Corporation, the President, the Executive Vice President and in 1875 as the Association of MIT Alumni and Alumnae, provides
Treasurer, the Secretary of the Corporation, the CEO of the Alumni multiple ways for the Institute’s community of 137,765 alumni to
Association, and three representatives of the Commonwealth of stay in touch with one another and maintain their connections to
Massachusetts. The Corporation also includes 34 emeritus life the Institute. In partnership with the Institute and the MIT Alumni
members. Approximately 70% of Corporation members are MIT Association Board of Directors (https://alum.mit.edu/about/
alumni. leadership), the Association works to engage and inspire the global
MIT community to make a better world.
Between quarterly meetings, the Corporation functions through its
ocers and executive committee. The Corporation appoints visiting The Association oers clubs, anity groups, and other programming
committees for each academic department and for certain other (https://alum.mit.edu/communities) around the globe to support
major activities at the Institute. These committees, whose members this vision. MIT alumni stay connected through the MITAA website
are leaders in their respective professions, make recommendations (https://alum.mit.edu), which includes the online alumni directory
to the Institute administration and the Corporation concerning and the Slice of MIT blog. More than 16,600 alumni and friends
departmental activities and, in turn, provide counsel to the volunteer (https://alum.mit.edu/volunteer) their time and leadership
departments. abilities for MIT each year, with many serving as class and club
ocers and as members of the MIT Corporation and its visiting
committees. Other valued Association programs include Faculty
Academic and Administrative Organization
Forum Online (https://alum.mit.edu/learnmit-learning/faculty-forum-
The Institute's chief executive ocer is the president. Senior online), MIT Alumni Advisors Hub (https://alumniadvisors.mit.edu),
academic and administrative ocers include the provost; MIT Alumni Travel Program (https://alum.mit.edu/travel), and more.
chancellor; executive vice president and treasurer; vice president Flagship events include MIT Tech Reunions (https://alum.mit.edu/
and secretary of the Corporation; associate provosts, deans events/tech-reunions), the MIT Alumni Leadership Conference
of the schools; vice chancellor; vice presidents; chancellor for (https://alum.mit.edu/alc), the MIT 24-Hour Challenge, Family
academic advancement; director of libraries; CEO of the MIT Alumni Weekend (http://parents.mit.edu/s/1314/04-parents/index.aspx?
Association; Institute community and equity ocer; and deputy sid=1314&gid=31&pgid=854&contentbuilder=1&sitebuilder=1),
executive vice president. For a detailed view of the Institute's and the global MIT Better World (https://betterworld.mit.edu/events)
organizational structure, see the MIT Organization Chart (http:// events.
orgchart.mit.edu).
Philanthropy (https://giving.mit.edu) is also an important form
MIT's academic departments and institutes—each under the of alumni connection. In scal year 2018, the Annual Fund
leadership of a head or director—are organized within ve schools. reported $87.7 million in gis, contributed by 45,544 alumni,
In addition, numerous interdisciplinary laboratories and centers students, parents, and friends. Follow us on Facebook (https://
have been organized to facilitate research in elds that extend www.facebook.com/MITAA/?fref=ts), Twitter (https://twitter.com/
across traditional boundaries; administration of each laboratory MIT_alumni?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr
or center is the responsibility of the faculty member who serves as %5Eauthor), Instagram (https://www.instagram.com/mitalumni), and
its director. Research projects sponsored by government, industry, LinkedIn (https://www.linkedin.com/groups/69586).
or foundations are administered through the Oce of Sponsored
Programs.
Educational policy for the Institute is determined by the MIT Faculty

(as dened by the Rules and Regulations of the Faculty). The Faculty

CAMPUS LIFE
CAMPUS LIFE
ARTS AT MIT
Life at MIT is anything but dull, and opportunities to engage
in activities beyond academics abound. Housing and dining, The arts are a fundamental component of MIT's core curriculum and
fraternities and sororities, student clubs and sports are but a few of research community (http://arts.mit.edu), reflecting and enhancing
the topics addressed in this section that provide a glimpse into the the Institute's creativity, innovation, and excellence while advancing
non-academic aspects of life at the Institute. the self-discovery, problem solving, and collaborative skills needed
by leaders meeting the challenges of the 21st century.
More than 50 percent of all MIT undergraduates enroll in arts courses

ACTIVITIES each year—with nearly half of students participating in music
and theater classes or performance groups—and many minor or
There is much more to an MIT education than study and research
concentrate in arts subjects. MIT's arts faculty includes eminent
in classrooms and laboratories. Numerous activities and groups
artists: composer John Harbison and writer Junot Díaz have won
are available that complement academic pursuits and provide
Pulitzer Prizes, and others share many distinguished awards and
opportunities for students to grow and develop new interests or
prizes, including composer and musician Evan Ziporyn, composer
lifelong pursuits. Student organizations help in students' overall
Tod Machover, director Jay Scheib, architect Antón García-Abril,
leadership development and build important life skills. This section
designer Neri Oxman, and visual artist Renée Green.
describes just a few of the activities that add to campus life.
Each year MIT's performing groups and outside artists present
There are approximately 450 co-curricular student organizations at
more than 300 music, theater, and dance events. Productions range
MIT (many open to both faculty and students), including the Outing
from chamber music to electronic "hyperinstruments," and from
Club, the Solar Electric Vehicle Team, the Debate Team, the FM local
Shakespearean plays to science theater. MIT's world music program
broadcasting station (WMBR), the MIT Society for Women Engineers,
features Boston's only Balinese gamelan, a Senegalese drumming
the Student Art Association, Model UN, and interest groups focusing
ensemble, and an acclaimed South Asian performance series.
on dance, chess, ham radio, and strategic games, to name just a few.
Art, Culture and Technology. The Department of Architecture's
Many students are actively engaged in service work either through
Program in Art, Culture and Technology (ACT) (http://act.mit.edu)
the Priscilla King Gray Public Service Center or on their own. Groups
operates as a critical production- and education-based laboratory
such as Alpha Phi Omega, the national service fraternity, Amphibious
focusing on artistic research, advanced visual studies, and
Achievement, and the Educational Studies Program sponsor active
transdisciplinary collaboration within the context of MIT's
social service programs. For example, the Educational Studies
technological community. Its lecture series is open to the public.
Program provides opportunities for MIT students to work with area
high school students. Dance. Extracurricular dance activities at MIT are sponsored by
the Folk Dance Club, Tech Squares, Ballroom Dancing Club, Dance
MIT also has a number of cultural and identity groups including
Troupe, and various international student groups, providing regular
the Black Students' Union, the Latino Cultural Center, the Asian
opportunities for dancers at all levels of ability. Visit their websites
American Association, and the South Asian American Students
(http://theaterarts.mit.edu) for additional information.
Association. Over 30 international student organizations sponsor
a rich array of programs, including discussion groups and social Architecture and Design. The Department of Architecture’s Design
events. The International Students' Association, for example, Minor is consistently ranked as one of the most popular minors
sponsors a newsletter, assemblies, and other events. For members among undergraduate MIT students. Numerous entry-level
and allies of MIT's LBGTQ+ community, G@MIT organizes weekly Architecture and Design courses count toward the HASS-A General
awareness programs and discussion groups, and sponsors social Institute Requirement.
events throughout the year. The Graduate Women at MIT (GWAMIT)
works to promote the personal and professional development of Media Arts. An international leader in the development of innovative
women in graduate school at MIT. MIT also has over 30 religious digital media and information technologies, MIT's Media Lab (http://
groups that represent a diversity of faith and spiritual interests. media.mit.edu) is a uniquely flexible organization where faculty
members, research sta, and students from numerous, seemingly
For more information, contact the Association of Student Activities unrelated disciplines—with backgrounds ranging from computer
(http://web.mit.edu/asa), Room W20-401, or the Student Activities science to psychology, music to graphic design, and architecture to
Oce (http://studentlife.mit.edu/sao), Room W20-500, 617-253-6777. mechanical engineering—work together "atelier style," doing the
things that conventional wisdom says can't or shouldn't be done. The
goal is to develop technologies and concepts that foster creativity—
empowering people of all ages, from all walks of life, in all societies,

ARTS AT MIT
to design and invent new possibilities for themselves and the there are many student-directed ensembles and a capella groups
communities around them. Research opportunities for students are that perform on campus (http://arts.mit.edu/groups/performance-
available through the Program in Media Arts and Sciences (p. 133), groups) as well.
based in the School of Architecture and Planning, and through the
Undergraduate Research Opportunities Program. Theater. MIT's programs in theater arts (p. 271) aord
opportunities for serious study and training in acting, directing,
MIT Comparative Media Studies/Writing (CMS/W) (p. 245) is playwriting, dramaturgy, stagecra, and design and theater studies.
an innovative humanities section that applies critical analysis, Classes are small, and students work directly with renowned
collaborative research, and design across a variety of media faculty and guest artists, or initiate independent student workshop
arts, forms, and practices. It develops thinkers who understand productions. Students may choose a full or joint major, minor, or
the dynamics of media change and can apply their insights to HASS concentration in theater. Each semester there is one faculty-
contemporary problems. It cultivates practitioners, scholars, and directed production. These productions, directed by professionals in
artists who can work in multiple forms of contemporary media. their elds, oen oer interested students opportunities to further
In its unique approach to humanities, arts, and science writing develop their work in professional settings. Extracurricular student
education, CMS/W oers undergraduate and graduate degree organizations such as Shakespeare Ensemble, Musical Theatre
programs centered on teamwork and research laboratories; engages Guild, Gilbert & Sullivan Players, and the improv group Roadkill
with media practices across historical periods, cultural settings, Buet oer additional performance and production experience.
and methods in order to assess change, design new tools, and
anticipate media developments; supports a distinguished studio A new theater arts building, opened in 2017, houses a two-story
and workshop curriculum featuring the techniques and traditions of flexible black-box theater with 150–180 seats, state-of-the-
contemporary science writing, ction, poetry, creative non-ction, art rehearsal spaces and design studios, oces, and dressing
journalism, digital media and video, and games; and extends its rooms. The building was designed with production in mind and to
educational work into industry, the arts, and the public sphere by maximize the possibilities for experimentation with new theater
oering socially and critically informed expertise and events. Its technologies. Other studios in the building provide space for smaller
own publications and the Ilona Karmel Writing Prizes highlight and performances, faculty and student workshops, rehearsals, and
disseminate the very best in MIT student writing. classes in theatrical practice, design, and technical arts.
The Literature Section (p. 267) sponsors readings by visiting Visual Arts. From large-scale public art to lm and photography,
authors (p. 267) that are open to the MIT community as well as the visual arts are celebrated in innovative ways at MIT. Excellent
the public. Its Pleasures of Poetry series meets every weekday opportunities exist for members of the MIT community to view and
during IAP, bringing together faculty, sta, students, and others create art in a variety of media (see Student Art Association, List
from the local community who share a love of poetry. Together Visual Arts Center, and MIT Museum below). The Program in Art,
with the MIT Libraries, the Literature Section also sponsors the MIT Culture and Technology oers undergraduate classes in public,
Literary Society, an undergraduate reading group focused on literary installation, and media arts, and has a prominent master's program.
discussion outside the classroom. MIT students can take classes in the visual arts at Harvard, the
Massachusetts College of Art and Design, and Wellesley College
Music. MIT's music faculty (p. 271) includes internationally through cross-registration programs (https://registrar.mit.edu/
acclaimed composers, performers, and musicologists. Students registration-academics/registration-information/cross-registration).
can pursue a full or joint major, a minor, or a HASS concentration
in music. They can also take private lessons with nancial support The Oce of the Arts at MIT oversees, coordinates, supports, and
from the Emerson scholarship program; music subjects in theory, facilitates arts activities. The oce supports the MIT Center for
composition, history, jazz, music technology, and world music; or Art, Science & Technology, the Council for the Arts at MIT, multiple
participate (for credit or not) in faculty-led performance ensembles. student arts programs (notably the Arts Scholars and Creative
These include the MIT Symphony Orchestra, Wind Ensemble, Arts Competition), and arts communications across all sectors.
Festival Jazz Ensemble, Chamber Music Society, Concert Choir, For general information on arts programs and activities (http://
Chamber Chorus, Laptop Orchestra, Balinese Gamelan Galak- arts.mit.edu) at MIT, visit the website and see the arts calendar
Tika, and Rambax MIT (a Senegalese drumming ensemble). In (http://arts.mit.edu/events-visit/calendar).
addition to ensemble performances and student recitals, concerts The MIT Center for Art, Science & Technology (CAST) (http://
are also presented by MIT faculty, aliated artists, guest artists, arts.mit.edu/cast) facilitates and creates opportunities for exchange
and MIT Heritage of the Arts of South Asia. Artists of national and and collaboration for artists with engineers and scientists. The
international stature frequently come to perform at MIT and to center is committed to fostering a culture where the arts, science,
interact with students in and out of the classroom. and technology thrive as interrelated, mutually informing modes of
In addition to the performance opportunities oered by the music exploration, knowledge, and discovery. As an umbrella organization,
program within the School of Humanities, Arts, and Social Sciences, CAST’s activities include soliciting and supporting cross-disciplinary

ARTS AT MIT
curricular initiatives; managing visiting artist residencies; competition for currently enrolled MIT students, as well as the $15K
overseeing undergraduate, graduate, and postdoctoral research; Creative Arts Competition, which awards $15,000 to the team whose
and organizing programs such as performances, exhibitions, business plan has arts at its core.
installations, and a biennial symposium.
The Student Art Association (http://arts.mit.edu/saa) oers
A flourishing Visiting Artists Program (http://arts.mit.edu/visiting- noncredit classes and facilities for many visual arts activities,
artists) complements the curriculum, allowing students to engage including ceramics, photography, painting, drawing, and
with distinguished visiting artists, and fosters collaborations with printmaking.
MIT faculty and research sta. An impressive roster of visitors has
included visual artists Tomás Saraceno, Vik Muniz, Anicka Yi, and List Visual Arts Center (http://listart.mit.edu). Just as MIT pushes the
Trevor Paglen; architect Santiago Calatrava; lmmaker Katerina frontiers of scientic and intellectual inquiry, the mission of the List
Cizek; cellist Maya Beiser; violinist Johnny Gandelsman; and jazz Visual Arts Center is to explore contemporary art in all media. Each
pianist Jason Moran, among many others. year, the center presents a challenging exhibition program that looks
beyond art's traditional aesthetic functions to examine the cultural,
The Eugene McDermott Award in the Arts at MIT (http://arts.mit.edu/ social, political, scientic, or economic contexts that inform the
mcdermott) recognizes innovative talents who have demonstrated work. Exhibitions are presented in three galleries on the rst floor of
excellence in the creative arts. It oers recipients a $100,000 the I. M. Pei-designed Wiesner Building (Building E15) and the Dean's
cash prize and campus residency. Past recipients include singer/ Gallery in the Sloan School (Building E60). All are free and open to
actress Audra McDonald, architect David Adjaye, visual artist Olafur the public. Nationally distributed catalogs, artist talks, gallery tours,
Eliasson, multidisciplinary performance and media artist Robert and symposia accompany the exhibitions.
Lepage, and conductor Gustavo Dudamel.
The List Center also manages MIT's permanent collection of
The Council for the Arts at MIT catalyzes the development of a artworks, including a student loan art program of approximately 500
broadly based, highly participatory program in the arts, rmly works that enables students to borrow original pieces of art, such as
founded on teaching, practice, and research at the Institute, and prints and photographs, for up to a year, and a sizable collection of
conducts arts-related fundraising activities on behalf of MIT. paintings, sculpture, drawings, prints, and photos sited throughout
Council members are alumni, friends, and volunteers with a strong the campus.
commitment to the arts and serving the MIT community.
The MIT Museum's (http://web.mit.edu/museum) mission is to make
The council's Grants Program provides students, faculty, and sta research and innovation accessible to all. The museum collects and
with the opportunity to apply for funding for arts projects in all preserves artifacts that are signicant in the life of MIT, creates
disciplines. The council also supports MIT's partnerships with exhibitions, face-to-face programs, and online services that are
several Boston-area cultural organizations, including the Boston rmly rooted in MIT’s areas of endeavor, and engages MIT faculty,
Symphony Orchestra and Boston Ballet, the Boston Museum of Fine sta, and students with the wider community. Nearly 170,000 people
Arts, the Institute of Contemporary Art/Boston, and the Isabella visit the museum and its galleries each year.
Stewart Gardner Museum, helping students experience the arts
o campus for free or at a discount. Support is also available for The Mark Epstein Innovation Gallery features interactive displays
faculty to take their classes to exhibitions, lms, concerts, theater, from a variety of departments and research labs at MIT, and a
and other performances throughout the year. Lastly, the council popular public programs space. Regularly changing exhibitions
administers three annual student prizes in the arts: the Sudler Prize, on a range of topics and issues inspired by the Institute's past
the Layla and Jerome B. Wiesner Student Art Awards, and the Harold achievements and current research, innovation, and design are
and Arlene Schnitzer Prize in the Visual Arts. mounted in the Thomas Peterson Gallery while the Kurtz Gallery for
Photography, which presents the rich legacy of work in photography
Student Programs. Several programs encourage students to at MIT by luminaries such as Minor White, Harold Edgerton, and
engage in the arts. First-year undergraduate seminars led by MIT Berenice Abbott, as well as contemporary photographers from
faculty and sta introduce participants to the many academic and outside MIT. The Museum also hosts the popular kinetic sculptures
performance programs in the arts at MIT and the Boston area. of Arthur Ganson.
Arts Scholars (http://arts.mit.edu/participate/arts-scholars) is
an honors program that enables students who are active in the In addition to the main collection of over 1.5 million items at 265
arts to attend exhibitions, plays, and concerts with experts in the Massachusetts Avenue, which is used by the public and MIT students
respective disciplines. The Grad Arts Forum (http://arts.mit.edu/ and faculty for research and teaching, the MIT Museum directs the
groups/grad-arts-forum) encourages artistic collaboration and Hart Nautical Gallery in Building 5, and the MIT Museum Studio and
intellectual discussions among MIT graduate students from Compton Gallery in Building 10. Here, students from art, science,
dierent departments through a series of presentations and social and engineering elds come together to work on projects for display
gatherings. Student Programs also administers the annual mural in the Compton and other galleries. The studio supports project-
based coursework, including an undergraduate subject, "Exhibiting

ATHLETICS
Science," oered through the Science, Technology, and Society courts, the Rudovsky Indoor Golf Range, and additional instructional
Program, and "Vision and Neuroscience," oered through the rooms for dance and martial arts. The Zesiger Sports and Fitness
Department of Brain and Cognitive Sciences. Center features two swimming pools, a tness center, international-
scale squash courts, and a multiactivity court. The Stata Center is
home to the Alumni Pool and the Wang Fitness Center. Briggs Field,
one of the largest outdoor recreation facilities in the area, provides
ATHLETICS
numerous outdoor recreational opportunities. MIT’s athletic facilities
Athletics (http://www.mitathletics.com/landing/index) and recreation extend to the Charles River with the Wood Sailing Pavilion and the
(http://mitrecsports.com) are an important part of campus life for Pierce Boathouse.
many students at MIT, and the Institute encourages everyone to
participate in some type of athletic activity. The General Institute Requirements for all undergraduate degrees
include a Physical Education Requirement (p. 36); see that section
The Institute supports a broad intercollegiate athletic program for further details.
oering 33 varsity sports, the largest NCAA Division III program in
the nation. While the Engineers' rowing programs compete at the
Division I level, MIT's primary league aliation lies with the New
CAMPUS MEDIA
England Women's and Men's Athletic Conference (NEWMAC) as a
Division III member of the NCAA. Although crew is the only classied Student publications at MIT include The Tech, a student newspaper
Division I program, water polo, sailing, rifle, track and eld, squash, published weekly; Technique, the senior yearbook; the ANNO,
cross country, fencing, and men's volleyball all compete against a publication of the Graduate Student Council; and The Byte, an
Division I opponents. online publication of the Undergraduate Association. There are
also a number of student-run and produced literary and scientic
MIT features one of the nation's most expansive club programs, publications. Students may also contribute their talents to a variety
with approximately 900 participants and 33 teams, a quarter of of departmental, organizational, and residence hall publications and
which are martial arts clubs. All club teams are led and organized websites.
by MIT students and are governed by the student-led Club Sports
Council. The Institute places all of its club programs into two On the air, WMBR is MIT's commercial-free radio station operating
categories: instructional and competitive. Instructional clubs oer under a license held by the Technology Broadcasting Corporation,
formal training under the supervision of professional instructors, and MIT Student Cable Television broadcasts original and syndicated
while competitive clubs compete in regional and national-level programming 24 hours per day.
tournaments, with many ranking in the nation's top 10. The most
successful clubs at MIT include sport taekwondo, triathlon,
The MIT Press
wrestling, ultimate frisbee, rugby, and cycling.
The MIT Press (https://mitpress.mit.edu) is one of the largest
The MIT intramural sports program oers competition in 20 sports and most respected university presses in the world. It is a major
of various competition levels, with participation of approximately publishing presence in diverse elds, including art and architecture;
3,000 students, faculty, sta, and alumni. Ultimate frisbee, soccer, cognitive science; computer science; economics; environmental
ice hockey, and badminton are among the most competitive and studies; game studies; linguistics; neuroscience; new media;
popular activities. philosophy; and science, technology, and society. The Press
publishes journals, scholarly monographs, trade books, textbooks,
MIT’s athletic complex, with its 10 buildings and 26 acres of playing
and reference works, in print and electronic formats.
elds, is one of the most expansive in New England. Steinbrenner
Stadium contains Roberts Field, which features a FieldTurf articial The MIT Press is known for its iconic design, rigorous scholarship,
playing surface and lights, to go along with the Sherie and Don and pioneering initiatives, including the Knowledge Futures Group
(1961) Morrison Track that was dedicated in 2016. Adjacent to (https://mitpress.mit.edu/kfg), a joint project with the MIT Media Lab
Steinbrenner Stadium is Jack Barry Field. Another FieldTurf venue, it to develop and deploy open access publishing platforms and open
was renovated in 2011 into one of the top facilities of its kind in New access content; CogNet (http://cognet.mit.edu), an online resource
England. Fran O'Brien Field (baseball) and Briggs Field (soball) were for the cognitive sciences; and ARTECA (http://arteca.mit.edu),
also fully renovated in 2016, along with various intramural elds. a curated space for essential content in the arts, sciences, and
The Johnson Athletic Center houses an indoor track and ice rink. The technology. Author talks and book release events occur regularly at
J.B. Carr Tennis Center features a bubble structure that houses four the MIT Press Bookstore (http://mitpressbookstore.mit.edu), which
indoor courts, with the newly-replaced duPont Tennis Courts adding also features an Espresso Book Machine for complex printing and
12 outdoor playing courts that now give MIT one of the top tennis self-publishing needs.
facilities in New England. The duPont Athletic Center is equipped
with a pistol and rifle range, fencing room, wrestling room, squash

DINING
The espoused values of the FSILG community include leadership,

scholarship, citizenship, and service. Each organization is self-
DINING governing in a shared-governance model, managing its operations
MIT Dining (http://studentlife.mit.edu/dining) venues are located and maintenance, and developing its own academic, social,
throughout the campus and are open to the entire MIT community. membership, recreational, and external policies and programs.
They provide a broad range of diverse and healthy options prepared These organizations provide a unique experience in leadership,
from fresh quality ingredients. MIT Dining oers comprehensive community planning, and group interactions.
traditional meal plans through its House Dining operations, as well
Each residential fraternity, sorority, or living group has a live-in
as a declining balance account and TechCASH, which can be used to
resident advisor hired and trained by MIT who is a graduate student.
purchase meals in any MIT Dining facility. TechCASH can be used for
Graduate Resident Advisors serve as mentors, guides, and resources
all campus services, including food purchases. Many retail locations
for students and act as a liaison between the undergraduate chapter,
(http://studentlife.mit.edu/dining/retail-dining) also accept credit
the alumni/ae, and MIT.
and debit cards.
MIT students have opportunities to learn more about each of the
MIT Dining partners with Bon Appétit (http://mit.cafebonappetit.com)
fraternities, sororities, and living groups throughout the academic
to provide the community with an all-you-care-to-eat option within
year. The primary recruitment period for fraternities and sororities
our residential dining halls. The House Dining Meal Plan Program
is usually held in September. However, many fraternities, sororities,
oers a range of meal plans for students. Dining options and meal
and ILGs host recruitment events year round. In addition, incoming
plans (http://studentlife.mit.edu/dining/residential-dining/meal-
students receive information about the FSILGs during Orientation
plans/new-2018-19-meal-plans) are available to all students,
and Campus Preview Weekend. For more information about FSILGs,
however, residents of Baker House, Maseeh Hall, McCormick Hall,
contact the Fraternity, Sorority, and Living Group Oce (FSILG-
Next House, and Simmons Hall are required to enroll in a meal
O[email protected]), located in W59-200, 617-253-7546.
plan (http://studentlife.mit.edu/dining/residential-dining/meal-
plans/new-2018-19-meal-plans); please see the website (http://
studentlife.mit.edu/dining/residential-dining/meal-plans) for
additional details. All students are encouraged to consider their meal HOUSING
plan options when choosing their housing preferences.
Undergraduate Housing
FRATERNITIES, SORORITIES, AND INDEPENDENT LIVING At the undergraduate level, MIT is a residential university. Of the
GROUPS total undergraduate student body of 4,547, about 3,300 students
live in a residence hall on campus, and about 1,100 students take
MIT recognizes 43 fraternities, sororities, and independent living advantage of living in MIT-approved fraternities, sororities, and
groups (FSILGs). Of these, 28 are nationally aliated fraternities independent living group residences (FSILGs). Transfer students
and two are local. There are ve independent living groups, four may be able to obtain housing on a space-available basis aer the
of which are co-ed and one is for women only. All 10 sororities are housing lottery for rst-year students is complete.
nationally aliated; six are residential. Most FSILGs have residential
facilities located o campus in Boston, Brookline, or Cambridge, The residential system provides an environment conducive to
that are owned by the respective organization's house corporation. personal development and academic achievement. The achievement
The Interfraternity Council (IFC) acts as the governing body for 26 of both goals relies greatly on individual initiative and responsibility,
fraternities and one sorority, the Panhellenic Association (Panhel) as well as on eective shared governance in the residences.
represents seven sororities, the Multicultural Greek Council (MGC) Students work with the professional sta in the Division of Student
represents four multicultural fraternities and sororities, and the Life to support and create conditions that enhance student learning
Living Group Council (LGC) represents the ve independent living and personal development.
groups.
Faculty families chosen for their understanding of and interest in
The oldest fraternity on campus was founded at MIT in 1873. students live in each of the Institute residence halls as heads of
Forty percent of the undergraduate population is aliated with a house. They are not charged with formal academic or operational
fraternity, sorority, or living group. FSILGs play an active role on responsibilities; instead, they welcome informal associations
campus, and members hold leadership positions in various clubs with their residents. Area directors are residential sta, and each
and organizations. FSILG members also take part in a number is responsible for supporting an undergraduate residence and
of intramural sports, as well as volunteer their time with many serving as a support person for the students. They are charged with
charitable and nonprot organizations. programmatic responsibilities and are on call for any concerns in
the evenings and weekends. In all of the Institute residence halls,

HOUSING
graduate resident advisors support the faculty residents in providing are cook-for-yourself, and others have chefs that cook for the entire
personal assistance to undergraduates. group. In addition, members share responsibility for chapter house
duties and work closely with alumni and the FSILG Oce on the
With the exception of the all-female McCormick Hall, Institute general maintenance and upkeep of the chapter facility. Room
residence halls have all-gender living facilities. Although rst-year and board at FSILGs varies per term and is determined by each
students are not guaranteed an assignment to a particular residence FSILG. Each FSILG hosts a live-in graduate residence advisor (a
hall or single-gender area, every eort is made to assign students to graduate student hired and trained by MIT) who serves as a mentor
one of their top choices. and support person for the group members in residence. With the
Student governing groups establish and administer certain "local" exception of Kappa Alpha Theta, Kappa Sigma, and Pi Beta Phi,
residence hall regulations and maintain acceptable standards Housing & Residential Services does not own or operate the FSILG
of community behavior. Residential student governments also chapter facilities. The FSLIG houses are independently owned and
organize social, athletic, and intellectual programs for residence hall operated by the individual alumni house corporations for each FSILG.
members. In each Institute residence hall, a tax determined by the
residents is collected by MIT and made available to the residence Additional Information
hall government to help support such activities. Individual fraternity, Additional information on undergraduate housing and application
sorority, and independent living group chapters have similar charges procedures is contained in The Guide to Residences and is updated
to support their extracurricular programs. every May. Additional information may be found on our website
(http://studentlife.mit.edu/housing/undergraduate-housing) or
The Institute believes that it is to the great advantage of all new by contacting Housing & Residential Services, Room W59-200,
students to reside on campus—that is, to live in a residence hall. 617-253-2811. Information about fraternities, sororities, and
First-year undergraduates particularly gain from associations with independent living groups also may be obtained on the FSILG
upper-level students and participation in residential programs. website (http://studentlife.mit.edu/fsilg) and by contacting the FSILG
Therefore, all rst-year students are required to live in one of the Oce, Room W59-200, 617-253-7546.
undergraduate residence halls on campus for the duration of their
rst year. This excludes any fraternity, sorority, or independent
living group housing. Exceptions to this requirement are rare and are Graduate Single Student Housing
made through a petition process reviewed by Housing & Residential
Approximately 32 percent of MIT's graduate students reside on
Services, the Oce of the Vice President for Student Life, and the
campus in Avery Allen Ashdown House, Ping Yuan Tang Residence
Oce of Undergraduate Education.
Hall, Harold Edgerton House, The Warehouse (NW30), Sidney-Pacic
Residence Hall, and 70 Amherst Street. Students must be registered
Institute Houses (Undergraduate)
each term (not including the summer) in order to reside in on-campus
Baker House
student housing. More information about the housing process can
Burton Conner House
be found on the Housing & Residential Services website (https://
East Campus
studentlife.mit.edu/housing/graduate-family-housing).
MacGregor House
Maseeh Hall The graduate residence halls provide a rich living environment in a
McCormick Hall number of dierent formats, including suites, kitchen suites, and
New House—including New House 2, New House 3, New House 4, apartments. All of the buildings have active student governments
New House 5, Chocolate City, French House, German House, i-House, that plan and facilitate social and cultural events, as well as a faculty
and Spanish House member serving as head of house in residence who, along with the
Next House house operations manager, supports the students. All units are
Random Hall gender inclusive but single gender units are available upon request.
Simmons Hall All buildings except for Edgerton House are furnished.
Rooms in the Institute houses are engaged for the full academic year. The rent for all graduate residences is charged on a monthly basis
For 2019–2020, the rates for the houses range from $4,120 to $5,895 and the licenses are from the date of occupancy until July 31 each
per term. year (starting with the 2019–2020 license agreement). Housing
termination policies can be found on the Housing & Residential
Fraternities, Sororities, and Independent Living Groups Services website (https://housing.mit.edu/graduatefamily/
Undergraduates aliated with a fraternity, sorority, or independent graduate_family_housing). All rents include heat, hot water,
living group have the option of residing in their FSILG facility aer electricity, internet, and all building amenities, such as low-cost
their rst year. These houses are located in the cities of Cambridge, laundry, gym facilities, and front desk services. Some residences
Boston, and Brookline, and are conveniently accessed by public or have a $5–$6 monthly tax to cover residence hall social activities.
MIT transportation. Many FSILGs have their own meal plan, some

MEDICAL SERVICES
Rents for the 2019–2020 academic year range from $838 to $2,083 graduate-family-housing) can be found on the Housing & Residential
per month, per student. Details about each of the residences can Services website. All rents include heat, hot water, electricity, and
be found on the Housing & Residential Services website (https:// internet. Building amenities include low-cost laundry, playrooms,
studentlife.mit.edu/housing/graduate-family-housing). barbecues, and other common spaces.
MIT graduate housing is assigned through an allocation process. Rents for the 2019–2020 academic year range from $1,517 to $2,148
Students can enter the allocation process between March and the per month, per apartment. Details about each of the residences
end of April. Students can apply for the spring housing allocation can be found on the graduate and family housing website (https://
process in November. Rooms that become available outside of the studentlife.mit.edu/housing/graduate-family-housing).
designated allocation periods are made available through a waiting
list that runs from June through October and December through April. Student family housing is managed by Housing & Residential
Details are available on the Housing & Residential Services website Services and is assigned through an allocation process. Students
(https://studentlife.mit.edu/housing/graduate-family-housing/get- can apply for the fall housing allocation in between March and the
housing). end of April. Students can apply for the spring housing allocation
process in November. Rooms that become available outside of the
Housing & Residential Services ([email protected]), located designated allocation periods are made available through a waiting
in W59-200, can be reached at 617-253-5148. list that runs from June through October and December through April.
Details are available on the Housing & Residential Services website
(https://studentlife.mit.edu/housing/graduate-family-housing/get-
Student Family Housing housing).
Approximately 400 graduate and undergraduate families reside Housing & Residential Services (https://studentlife.mit.edu/
in family housing on campus. Family housing is provided in housing), located in W59-200, can be reached at 617-253-5148.
the Eastgate Apartments, a high-rise apartment building which
is scheduled to close in August 2020 when the new graduate
residential tower opens in Kendall Square, and the Westgate O-Campus Housing
Apartments, which consist of a high-rise building and several
garden-style buildings. Each community has an active student Students who do not live on campus can consult the O-Campus
government that plans and facilitates social and cultural events for Housing Oce, which maintains listings of available rentals in the
the entire family. Apartments range from eciencies to 2-bedroom greater Boston area. The sta provides students with resources for
apartments and are all unfurnished. their search and advises and assists them during their tenancy if
diculties arise.
Residence in student family housing is limited to regular
undergraduate and graduate students who are registered and Housing & Residential Services (https://studentlife.mit.edu/
attending MIT (on-campus) full time, and whose families reside housing), located in W59-200, can be reached at
together on a full-time basis, and to single parents with at least 617-253-1493, or visit the o-campus housing website (http://
one child in residence. Except during the summer, students must www.mitocampus.com).
be registered each term in order to reside in on-campus student
housing. New graduate student assignments are for one year with
the option to renew a second year, and a new license agreement is MEDICAL SERVICES
signed each year. Married undergraduates or undergraduates with
children may live in family housing during their eight semesters
MIT Medical
of guaranteed housing. Returning students at the end of their
renewable license period will have opportunities to obtain To meet the health care needs of MIT community members, MIT
continuing status to remain living on campus. More information can Medical (https://medical.mit.edu) oers a single, centralized source
be found on the Housing & Residential Services website (https:// of comprehensive health insurance, care and treatment at its own
studentlife.mit.edu/housing/graduate-family-housing). medical centers, and an extensive roster of health promotion
programs. Convenient, on-campus access to a broad range of clinical
Eastgate and Westgate each have a faculty member or MIT sta services and medical and dental specialties is delivered by highly
person in residence to provide active support to the community. Each qualied health care professionals. Aliations with many of the
building has a playground and school bus stops. Boston area's leading hospitals allow clinicians to refer patients with
The rent for all family residences is charged on a monthly basis more serious conditions to the most appropriate specialists.
and the licenses are from the date of occupancy until July 31 each Visits to MIT Medical are by appointment, except for urgent care,
year (starting with the 2019–2020 license agreement). Termination which is available seven days a week (for hours, please visit the
policies for family housing (https://studentlife.mit.edu/housing/ website (https://medical.mit.edu/services/urgent-care)). MIT

PARKING
community members should call 617-253-4481 or 617-258-0656

(TTY) day or night for medical advice; for regular appointments, call
617-258-9355 during regular business hours. MIT Medical is located PRISCILLA KING GRAY PUBLIC SERVICE CENTER
in Building E23. With a creative student body, world-class faculty, and hands-on,
problem-solving culture, MIT is an institution with the ability to
MIT Medical’s Student Mental Health and Counseling Service
"build a better world." MIT's Priscilla King Gray Public Service
(https://medical.mit.edu/services/mental-health-counseling) oers
Center (PKG Center) (http://studentlife.mit.edu/pkgcenter) helps
assistance to students dealing with personal concerns including
MIT students realize that potential by connecting them with a wide
anxiety, depression, relationship problems, or stress. They provide
variety of rigorous, experiential opportunities to make a dierence at
evaluations and consultations, brief treatment, referrals, and group
home and around the globe.
counseling. All services at the Mental Health and Counseling Service
are available free of charge to MIT students. For more urgent issues, Whether students want to tackle climate change or chronic disease,
visit during walk-in hours on weekday aernoons from 2–4 p.m. For sta at the center help them explore their interests and apply their
very urgent issues, a mental health clinician is on call and available skills to pressing social problems. Through PKG Center programs,
24 hours a day, seven days a week: call 617-253-2916. students can work with local and global communities to develop and
build sustainable programs in healthcare, energy and environment,
For more information about MIT Medical, including appointment
education, and more. Some students volunteer for an aernoon,
hours, phone numbers, and clinician proles, visit the website
teaching seniors to use digital devices or serving meals at a local
(https://medical.mit.edu).
homeless shelter. Others explore their entrepreneurial talents
through social ventures, developing and testing new technologies in
MIT Student Health Plan communities around the world.
The MIT Student Health Plan (https://medical.mit.edu/mit-health-
The PKG Center works with MIT students from every school and
plans/student-health-plans) consists of two plans, the MIT Student
department, both graduate and undergraduate. By giving students
Medical Plan and the MIT Student Extended Insurance Plan. Further
the opportunity to apply their knowledge and ingenuity in real-world
information on both can be found under Medical Requirements
contexts, public service experiences can complement and enhance
(p. 59).
their education, regardless of their eld of study.
To learn more about public service at MIT, visit the PKG Center
website (http://studentlife.mit.edu/pkgcenter), send an email
PARKING
([email protected]), or visit the oce in Room W20-549.
Parking facilities at MIT are extremely limited. Students are advised
to avoid bringing an automobile to MIT if possible. In general, the
Institute cannot provide parking for rst-year undergraduates.
Students may obtain information about parking on campus and
RELIGIOUS ORGANIZATIONS
request a parking permit at the MIT Parking and Transportation The MIT Oce of Religious, Spiritual, and Ethical Life (ORSEL) at
Oce website (http://web.mit.edu/facilities/transportation/parking/ MIT supports about forty active student religious organizations on
student). Students with disabilities who have parking requests campus, many of which are supported by one of twenty ve ORSEL-
should see the Medical Department or Student Disability Services for aliated professionals. Aliates support on-campus programming,
approval. provide condential one-on-one counseling, and advise student
religious organizations. Chaplain to the Institute Rev. Kirstin C.
Students who plan to bring motor vehicles to Cambridge should take
Boswell-Ford serves as director of ORSEL, overseeing these aliates
careful note of the information regarding pertinent Massachusetts
and activities, and providing direct support to the MIT community.
laws distributed with registration material. In addition, since the rate
of car thes in this state is one of the highest in the nation, serious Religious, spiritual, moral, and ethical convictions are important
consideration should be given to equipping automobiles with anti- personal identity markers, and the Institute encourages the MIT
the devices. community to thoughtfully engage with today's pluralistic world.
The Oce of Religious Life is committed to the principle of equal
Information about parking and other transportation resources
opportunity in education and employment and adheres to the
at MIT is available on the website (http://web.mit.edu/facilities/
Institute’s nondiscrimination policy (https://referencepubs.mit.edu/
transportation) or at the Atlas Service Center, Room E17-106.
what-we-do/nondiscrimination-policy).

STUDENT GOVERNMENT
graduate experience, including orientation for all incoming graduate

students; career exploration events and a variety of academic
STUDENT GOVERNMENT seminars throughout the year; large social and cultural activities;
advocacy on student-related issues at the local, state, and federal
Undergraduate Student Government levels; and the Muddy Charles Pub.
The Undergraduate Association (UA) (http://ua.mit.edu), the major On issues such as housing, stipends, health care, sustainability, and
governmental body to which all undergraduates belong, works advising, as well as nearly any other academic or student-life related
to improve the quality of undergraduate life. It is assisted by a issue, the GSC serves as the primary voice and advocate for the
variety of committees. The Financial Board coordinates budgets graduate student body. In addition, the GSC nominates individuals to
and allocates funds to student organizations. The Committee on serve on a number of Institute committees, to ensure that there is a
Education provides student feedback to departments and the student voice in decisions made throughout the Institute.
Institute to improve the undergraduate academic experience. The
Nominations Committee recommends student representatives for The GSC also interfaces with graduate student groups through the
more than 50 administrative and faculty committees. Association of Student Activities (http://web.mit.edu/asa) (a joint
committee of the GSC and the Undergraduate Association) and the
Each class at MIT annually elects a president and executive GSC funding board, which allocates event funding to these groups.
committee for its class council, which plans and coordinates Additionally, the GSC maintains relations with other graduate
programs and social events throughout the year. student organizations both locally and nationally so as to share
ideas about how to best address graduate students' needs.
The Association of Student Activities (http://web.mit.edu/asa), a
joint committee of the UA and the Graduate Student Council (see The GSC oce is located in Room 50-220, Walker Memorial, above
below), is responsible for recognizing student groups and activities, the Muddy Charles Pub. To keep students apprised of the council's
allocating student oce space, and organizing Activities Midways, activities, it maintains a comprehensive website (http://gsc.mit.edu)
which take place during orientation in August and Campus Preview which serves as a repository for a large amount of information
Weekend (CPW) each April. relevant to graduate students; it also publishes the Anno, its weekly
newsletter, reaching all graduate students on campus.
All living groups maintain governing structures responsible for
the internal functioning of their houses, including sponsoring
social events and promoting house culture. To deal with issues of
common concern, the fraternities have the Interfraternity Council WORK/LIFE AND FAMILY RESOURCES
(IFC), the sororities are organized under the Panhellenic Council,
the independent living groups are members of the Living Group The MIT Work-Life Center
Council (LGC), and undergraduate residence are represented by
the Dormitory Council (DormCon). The IFC, Panhellenic Council, The MIT Work-Life Center (https://hr.mit.edu/worklife/center)
and LGC also promote good relations among their houses and their oers a range of work-life programs and services to help manage
host communities in Boston's Back Bay, Brookline, and Cambridge. school, work, life, and family responsibilities while at MIT. The
DormCon coordinates common house activities including Residence center provides support and helps graduate students, faculty, sta,
Exploration (REX), CPW, and the Interactive Introduction to the postdoc associates and postdoc fellows (along with their partners
Institute (i3). and families) meet their personal and professional needs in all
phases of life. For more information, email [email protected], call
617-253-1592, or visit the center in NE49-5000, Monday through
Graduate Student Government Friday, 9:00 am to 5:00 pm.
The Graduate Student Council (GSC) exists to enhance the overall
graduate experience at MIT by promoting the general welfare and Work-Life Center Resources and Referrals
concerns of the graduate student body, creating new programs Personalized assistance, resources, and referrals on a broad range
and initiatives, and communicating with the MIT faculty and of issues are available at no cost to MIT graduate students (and their
administration on behalf of graduate students. The GSC seeks to partners and families) through MIT GAIN (https://hr.mit.edu/worklife/
emphasize, in all its activities, the core values of representation, gain)—the Graduate Assistance and Information Network. MIT GAIN
communication, collaboration, transparency, and accountability. services include:
The council accomplishes its goals through a structure of • Legal consultation

elected representatives, standing committees, and ocers. GSC • Financial consultation
representatives facilitate communication between the council and • Child care resources and personalized research and referrals
their constituency (a department, academic program, living group, or • Elder care resources and personalized research and referrals
demographic group). The standing committees span all facets of the

WORK/LIFE AND FAMILY RESOURCES
• Relocation guidance For more information and to apply, visit the TCC website (http://
• School/summer camp selection for children in grades K–12 childcare.mit.edu).
• Nutrition counseling
Lactation Support
• Career assessment
MIT is dedicated to meeting the needs of nursing mothers. The MIT
• Resources for other life concerns, such as moving services, home Work-Life Center spearheads eorts to create lactation rooms across
repair and cleaning services, pet care, tness programs and campus (there are currently ~20 rooms) and has put together helpful
trainers, and more. breastfeeding tips and resources online (https://hr.mit.edu/worklife/
Personalized assistance, resources, and referrals are available lactation-rooms).
online and by phone, 24 hours a day, seven days a week for graduate
students and their household members.
Seminar Series and Webinars

The MIT Work-Life Center oers research-based seminars and
webinars (https://hr.mit.edu/worklife/seminars) throughout the year
on topics related to parenting children of all ages, work-life balance,
navigating work and life as a young professional, and senior care.
Backup Child Care for Students

MIT oers a program of subsidized backup child care (https://
hr.mit.edu/worklife/backupchildcare) for MIT graduate students as
part of our support for student families. This program is sponsored
by the Oce of Graduate Education and administered by the MIT
Work-Life Center.
Subsidized backup child care is available through Care.com at a cost

of $5.00 per hour for in-home care and $10.00 per day, per child for
in-center care. MIT graduate students can request up to 10 days of
backup child care per academic year (July 1–June 30). Unused days of
care will not carry forward into the new academic year.
Backup child care providers or in-center care can assist when normal
child care or school arrangements are disrupted by school closings,
vacations, provider illness, or when a child is mildly ill. Backup
care can also help cover child care needs at times when care is not
normally available, for example, to allow students to attend MIT
events, student government meetings or conferences, or to study for
exams.
Registration is required. Learn more and register online (https://

hr.mit.edu/worklife/backupchildcare).
Technology Childcare Centers

MIT’s child care system, Technology Childcare Centers (TCC),
includes ve locations—four centers on campus and one near MIT
Lincoln Laboratory in Lexington—that together accommodate a
combined total of 388 infants, toddlers, and preschoolers.
Each TCC child care center is a dynamic and nurturing multicultural

environment where children participate in adventures that promote
invention and discovery. TCC is managed by Bright Horizons Family
Solutions in partnership with the MIT Work-Life Center.

ACADEMIC RESOURCES
ACADEMIC RESOURCES • The CARE Team supports students through hospitalizations and
transitions back to campus, facilitates wellbeing checks, and
oers general support to students who are in crisis.
A variety of resources and services are available to students to help
them be successful at MIT. Students are encouraged to familiarize At MIT Medical (http://medical.mit.edu), the Student Mental
themselves with and utilize them to support their educational and Health and Counseling Service works with students (https://
personal needs in order to achieve their academic goals at the medical.mit.edu/services/mental-health-counseling) to identify,
Institute. understand, and solve problems, and to help transform that
understanding into positive action. The service sees more than 20%
of the student body each year, and about 30% of all students in a
given class by the time they graduate. For more information, call
ADVISING AND SUPPORT
617-253-2916.
The Institute oers a variety of resources for advising and personal
support. Students are free to choose the resource that appears to be In addition, Community Wellness at MIT Medical provides resources
most helpful, and support is available in many forms, including walk- and programs (http://medical.mit.edu/services/community-wellness)
in conversations as well as scheduled appointments, and with goals that can help you make healthy choices. Oerings range from
ranging from information dissemination to skilled psychotherapy. stress management and smoking cessation to sleep techniques and
nutrition education. For more information, call 617-253-1316.
All students have an academic advisor. The Oce of the First Year
(http://mit.edu/uaap) assigns advisors to rst-year undergraduate Several campus oces specialize in particular areas, such
students. Academic departments assign faculty advisors to as Student Financial Services (http://sfs.mit.edu) (including
students who have declared a major. In addition, there are faculty student employment); Religious, Spiritual, and Ethical Life (http://
undergraduate and graduate ocers in each academic department, studentlife.mit.edu/orsel); Career Advising and Professional
as well as academic administrators who consult with students about Development (http://capd.mit.edu) (which also oers prehealth
their academic programs. advising); and the Oce of the First Year (http://uaap.mit.edu/oce-
rst-year). The MIT Police (https://police.mit.edu) can also be helpful
Student Support and Wellbeing (SSAW) (https://studentlife.mit.edu/ to students in many ways.
wellness-and-support), in the Division of Student Life, supports
all MIT students by providing individualized services, coordinating
resources, and oering innovative prevention and education
programs. SSAW is composed of ve oces that partner closely
DIGITAL LEARNING
with other Institute resources to provide coordinated care for all MIT
students. The oces in SSAW include Student Support Services, MITx and edX
Student Disability Services, Violence Prevention & Response, Alcohol
MITx (https://openlearning.mit.edu/beyond-campus/mitx-edx-
and Other Drug Services, and the CARE Team.
moocs/courses) is the Institute’s interactive learning initiative that
• Student Support Services assists undergraduates who cannot oers online versions of MIT courses on edX (https://www.edx.org/
meet academic obligations for personal or medical reasons, school/mitx), a partnership in online education between MIT and
facilitates the processing of OX grades, processes leaves and Harvard University. MIT instructors teach these MITx courses to
returns to the Institute, and advocates on behalf of students. learners around the world.
• Student Disability Services ensures that all students with Many people refer to MITx courses as MOOCs—massive, open,
disabilities have access to MIT’s programs, activities, and online courses. The learning experience features multimedia and
services. video content, embedded quizzes with immediate feedback, online
• Violence Prevention & Response works with the entire campus laboratories, and peer-to-peer communications. Course materials
to educate and raise awareness of sexual assault, dating and are organized and presented in ways that enable students to learn at
domestic violence, stalking, and sexual harassment. Survivors their own pace and that allow for the individual assessment of each
can receive support from victim advocates 24 hours a day by student's work. Students who demonstrate their mastery of subjects
calling the hotline at 617-253-2300. may earn certicates of completion. MITx operates on a cost-free,
• Alcohol and Other Drug Services prevents high-risk behaviors open-source, scalable soware infrastructure. MITx and edX are
and promotes healthy communities by working with the building a global community of online learners.
community to develop and sustain prevention programming,
The vast array of data gathered through MITx global and residential
provide early intervention services, and build coalitions to
uses is helping educational researchers better understand how
address MIT-related health issues.
students learn and how technology can facilitate eective teaching
both on campus and online. Research ndings are then introduced

DISABILITY AND ACCESS SERVICES
into new generations of learning tools, creating a continuous loop of Course materials contained on the OCW website are oered under
educational innovation. a Creative Commons license and may be freely used, copied,
distributed, translated, and modied by anyone, anywhere in the
MITx also oers MicroMasters programs (https:// world for noncommercial educational purposes.
micromasters.mit.edu). MicroMasters programs oer professional
and academic credentials for online learners from anywhere in the
world. Learners who pass an integrated set of MITx graduate-level
courses on edX.org, and one or more proctored exams, will earn a DISABILITY AND ACCESS SERVICES
MicroMasters program credential from MITx, and can then apply for The Disability and Access Services Oce (formerly the oces
an accelerated, on campus, master’s degree program at MIT or other of Student Disability Services [SDS] and Assistive Technology
top universities. Information Center [ATIC]) enables an accessible MIT experience
by ensuring access for qualied students with disabilities and by
MIT OpenCourseWare consulting on digital accessibility, assistive technology, and user
experience.
MIT OpenCourseWare (OCW) (http://ocw.mit.edu) is a free, open,
publicly accessible web-based resource that oers high-quality Disability and Access Services is responsible for coordinating the
educational materials from more than 2,450 MIT courses—virtually Institute's eorts to comply with the Americans with Disabilities Act
the entire MIT graduate and undergraduate curriculum—reflecting of 1990, the Americans with Disabilities Amendments Act of 2008,
the teaching in all ve MIT schools and 33 academic units. This and Section 504 of the Rehabilitation Act of 1973. Disability and
near-total coverage in all disciplines makes OCW unique among Access Services provides qualied students with disabilities equal
open education oerings around the world. MIT continually updates access to all Institute programs, activities, and services. This oce
OCW, adding new courses as they become available and refreshing oversees the determination of reasonable accommodations, and the
existing courses with new materials. More than 1,000 MIT OCW coordination of services such as communication access, accessible
courses have been independently translated into at least 10 other course materials, and assistive technologies.
languages.
The oce is located in 5-104 and can be reached by phone at
Through OCW, MIT faculty share their teaching materials with a 617-253-1674. The accessibility, usability, and assistive technology
global audience of teachers and learners. Educators use these team is located in 7-143 and can be reached at 617-253-5111.
resources for teaching and curriculum development, while students
and self-learners draw upon the materials for self-study or
supplementary use. OCW attracts about 2.5 million visits in a typical
month, and to date more than 300 million people from virtually every
INFORMATION SYSTEMS AND TECHNOLOGY
country in the world have accessed these resources. MIT's computing environment consists of a rich array of
technologies and information resources for academic, research,
Beyond its service to a worldwide audience, OCW has signicant
and administrative use. MIT Information Systems and Technology
impact on campus at MIT, where both faculty and students embrace
(IS&T) provides services to every member of the MIT community,
it. Students use OCW resources such as problem sets and exams
including MITnet (https://ist.mit.edu/mitnet) (the campus network),
for study and practice. New rst-year students oen report that
centrally licensed and downloadable soware, cloud-based oerings
they checked out MIT by looking at OCW before deciding to apply.
(http://kb.mit.edu/confluence/x/sGlBCQ), the Athena Computing
Instructors oen refer students to OCW for part of their coursework.
Environment (https://ist.mit.edu/athena) (centrally provided
OCW sta work extensively with faculty to develop and rene course
hardware and soware resources), the on-campus telephone
materials for publication, and faculty frequently use these updated
system (https://ist.mit.edu/telephones), Xnity On Campus (https://
materials in their classroom teaching. Alumni access OCW materials
ist.mit.edu/xnity-on-campus), co-location services for high-
to continue their lifelong learning.
performance research computers, and a variety of support services.
OCW course content includes thousands and thousands of individual
MITnet connects tens of thousands of computers across campus and
resources such as syllabi, lecture notes, course calendars, problem
connects MIT to networks around the world. All buildings on the MIT
sets and solutions, exams, reading lists, selected readings, videos,
campus oer high-speed wireless connectivity in addition to wired
simulations, animations, sample programming code, and more. More
network connections.
than 100 courses include complete, captioned video lectures for
the entire course. Beyond core academic content, a relatively new Through its website (http://ist.mit.edu) and soware grid (https://
feature known as OCW Educator allows MIT faculty to share their ist.mit.edu/soware-hardware), IS&T provides the MIT community
pedagogical insights, with tips on how they teach their courses to with a wide range of applications and cloud-based services. Soware
students on campus. includes operating systems and soware for math, graphics,

LIBRARIES
programming, databases, research, and more. Training on soware ve million items in print and millions more in digital formats.
and technology is available through lynda.mit.edu. Partnerships with Harvard (https://libraries.mit.edu/borrow/non-
mit-access/harvard), Wellesley (https://libraries.mit.edu/borrow/
Cloud-based services for le storage, sharing, and collaboration non-mit-access/area-libraries), and other major research libraries
include Dropbox, G Suite for Education, and Oce 365. (https://libraries.mit.edu/borrow/borrowdirect) allow students
To protect your devices, IS&T recommends installing CrowdStrike to visit and use their collections, and MIT’s WorldCat (http://
anti-malware, Sophos anti-virus, and CrashPlan cloud backup, mit.worldcat.org) lets students request materials from other libraries
in addition to keeping your operating system patched. LastPass worldwide. Consulting a librarian is oen the quickest route to
password manager can help you generate and keep track of unique, help students nd what they need, and we encourage all to Ask Us
strong passwords for all of your accounts. IT security awareness (http://libraries.mit.edu/ask). We’ve got experts in every subject
training is available through the Atlas Learning Center. (https://libraries.mit.edu/experts) from aeronautics to urban studies,
plus specialists in geographic information systems, research data
Athena, used for academic computing, is available in computer management, copyright, and much more.
labs (“the clusters”) and on departmental and personal machines
throughout campus. Athena provides a large collection of third-party The Libraries are a portal to the knowledge produced at MIT and
soware, including popular scientic and engineering soware such beyond. The Institute Archives and Special Collections (http://
as MATLAB, Maple, and Mathematica. libraries.mit.edu/archives) contain MIT’s founding documents,
the personal papers of noted faculty such as "Doc" Edgerton and
The IS&T Service Desk (https://ist.mit.edu/help) provides 24/7 Norbert Wiener, and rare books like Newton’s Principia. Students can
phone and email support for recommended hardware and soware explore the digital repository DSpace@MIT (https://dspace.mit.edu)
and guidance for computing activities such as connecting to and to access decades of MIT theses and scholarly works by MIT faculty
using the MIT network in the residence halls. The Service Desk also and researchers.
operates a walk-in computing support desk in the Atlas Service
Center that is open Monday through Friday from 8 a.m. to 5 p.m.; Any student is welcome in any of our libraries, whether they are
certied warranty repair services for Apple, Dell, and Lenovo Think looking for expert help, to collaborate on a group project, or simply
computers are available there. take a study break. Our ve locations (https://libraries.mit.edu/
locations) oer some of the campus’s most sought-aer study
The IS&T Service Desk provides free consultations to help students spaces (https://libraries.mit.edu/study), oering extreme quiet,
choose the right laptop based on anticipated coursework, personal secure 24/7 access, and comfortable seating. In 2020, Hayden
needs, and price. IS&T also oers free laptop tagging (http:// Library will undergo a renovation (https://libraries.mit.edu/future-
kb.mit.edu/confluence/x/e4CSAw) in the Atlas Service Center and spaces) of its rst and second floors, with improvements including
supports a “rst-come, rst-served” student laptop loaner program a café, expanded 24/7 area, a greater variety of study spaces, a
(https://ist.mit.edu/laptop-loaner). teaching and event space, and new and engaging ways to interact
with library collections. Hayden Library is expected to close at
New students at MIT will nd the guide to getting started with IT the end of the fall 2019 term and reopen in fall 2020; nd more
(https://ist.mit.edu/students) a helpful resource. information about interim services and alternative study spaces
during the renovation at libraries.mit.edu/hayden-renovation.
LIBRARIES
The MIT Libraries are more than just a place for students to consume STUDENT SERVICES CENTER
information—they are creative and participatory community spaces The Student Services Center, conveniently located along the Innite
where students are invited to make connections between ideas, Corridor in Room 11-120, provides students and their parents with
collections, and each other. This can happen through hackathons information about their student bills, nancial aid, loans, payment
and interactive exhibits, in the audio lab or the GIS and Data Lab, plans, registration, transcripts, and a variety of other academic
in our all-campus reading program or in dozens of workshops and and nancial matters. Students can also pick up or drop o many
events held during Independent Activities Period (IAP) (http:// Institute forms.
catalog.mit.edu/mit/undergraduate-education/academic-research-
options/independent-activities-period) and throughout the year The Student Services Center is open Monday, Wednesday, and Friday
(http://libraries.mit.edu/events). from 9 am to 5 pm, and Tuesday and Thursday from 10 am to 5 pm.
For further information, call 617-258-8600 or email [email protected]
With access to the Libraries’ friendly sta and the best scholarly ([email protected]). Visit the Student Financial Services website (http://
information available, MIT students never have to get stuck sfs.mit.edu) for a complete description of the nancial services
working on a problem alone. The Libraries can connect students available to students.
to information from wherever they happen to be, with more than

WEBSIS
WEBSIS
WebSIS is the web-based student information system (http://
student.mit.edu) for students, faculty, and sta. Through WebSIS
students can preregister and register for classes, check grades,
maintain personal information, apply for their degrees, track
nancial aid requirements, complete loan entrance counseling, and
view current student account activity; advisors and administrators
can view the academic records of students in their departments,
approve degree applicants, and access online registration;
instructors and administrators can access enrollment lists, student
photographs, prerequisite reports, online subject evaluations, and
online grading for their classes.
WRITING AND COMMUNICATION CENTER

The Writing and Communication Center (WCC) (http://cmsw.mit.edu/
writing-and-communication-center) oers free individual
consultations on all types of written and spoken communication.
The WCC's lecturers help MIT undergraduates, graduate students,
postdocs, faculty, alums, sta, spouses and partners from every
department and discipline at MIT. The WCC is staed entirely by
communication experts: all are published writers and scholars;
all have advanced degrees; all have college classroom teaching
experience; all have taught in the WCC for a minimum of six years
(the average is 18+ years). They can help at any stage of the writing
process, from getting an idea to polishing a piece for publication.
They give advice about oral presentations, including conference
presentations and job talks. They run practice sessions for those
talks. The WCC's professional communication experts strategize
with individuals to: deepen their content; expand the implications
of their data, research, and ideas; analyze the conventions of their
academic, technical, or professional disciplines and genres; tailor
their messages and organization to dierent audiences; and cra
their style to maximize rhetorical eect. The WCC helps with theses,
dissertations, articles for publication, books, proposals of all kinds,
conference papers and talks, slide design, papers for all courses,
CVs, Research and Teaching Statements, and any job materials.
The WCC has experts in teaching students whose rst or strongest
language is not English. They help with writing, pronunciation,
speaking, and understanding American culture. In addition, the
WCC runs support groups for thesis writers and postdocs as well
as periodic workshops for various departments. Appointments are
made online (https://mit.mywconline.com).

UNDERGRADUATE EDUCATION
UNDERGRADUATE EDUCATION medicine or law or to begin work toward graduate study. Students
may also pursue minors in many elds.
MIT’s strength—as represented by its ocial seal and motto, mens One of the most exciting features of undergraduate education at
et manus, mind and hand—is the fusion of academic knowledge MIT is the opportunity for students to join with faculty in ongoing
with practical purpose. MIT believes the best education occurs when research projects. For example, experiences in the Undergraduate
students are self-motivated and engaged participants in a dynamic Research Opportunities Program (UROP) (p. 45) encourage
community of learners. Consequently, an MIT undergraduate intellectual commitment and self-direction, and oen provide a
education combines rigorous academics with a "learning-by-doing" focus for students' undergraduate studies. During the Independent
approach. Activities Period (p. 44) in January, students can spend time in
workshops, independent research projects, intensive subjects and
To earn a bachelor’s degree, undergraduates must complete the
seminars, eld trips, lecture series, and other activities that do not
General Institute Requirements as well as the course of study
easily t into the traditional academic calendar.
prescribed for the degree to be awarded. This section outlines the
general requirements together with other important aspects of To complete work for a bachelor's degree in any Course (major), each
undergraduate education, including admissions and nancial aid. student must fulll the General Institute Requirements and must
complete the departmental program specied by that Course. Details
on General Institute Requirements and on selecting a major course of
study are discussed elsewhere in this section.
ACADEMIC PROGRAMS
The undergraduate programs at MIT are designed to help students The program for the SB takes four years of full-time study for most
develop the knowledge and capabilities needed to meet the students. Of the rst-year undergraduates who entered between
challenges of modern society. An MIT education joins the power 2008 and 2012, the percentage of students who received their
of a specic discipline to a concern for social values and goals. In degrees within six years of entrance was about 93 percent.
addition to developing expertise in a given eld, undergraduates are
encouraged to take advantage of the opportunities for broad learning
at MIT and to become creative, intellectual leaders and problem FIRST YEAR
solvers whose passion for learning is lifelong.
During the rst year at MIT, students lay the foundation for their
Central to the MIT undergraduate experience is the concept that a college education and begin to explore the many academic pathways
four-year residential college requires a full-time academic program. available to them. First-year students may accommodate their
An MIT degree represents not only a specied number of credit individual preparation and goals by choosing among a variety
units and a collection of subjects, but an intensity and continuity of ways to complete the core subjects, explore their interests
of involvement in an academic enterprise and an immersion in the in dierent elds, and prepare for further undergraduate study.
culture of MIT. In general, MIT is not an appropriate place to pursue Incoming rst-year students are referred to the First Year at MIT
an undergraduate education on an extended, part-time basis. website (http://web.mit.edu/rstyear) for detailed information on
academics, the advisory system, and support services.
MIT students base their studies on a core of subjects in science,
mathematics, and the humanities, arts, and social sciences To begin fullling the General Institute Requirements (p. 36),
(the General Institute Requirements (p. 36)). They major in rst-year students choose subjects in mathematics, chemistry,
the physical or biological sciences, in management science, in biology, and physics to fulll the science core, and select from a wide
architecture or urban studies and planning, in an area of the range of subjects in the humanities, arts, and social sciences (HASS
humanities, arts, and social sciences, or in one of the engineering subjects). Students have various options for satisfying the rst year
elds. In the rst year, many students take subjects from a of the Communication Requirement.
variety of options in mathematics, physics, chemistry, biology,
and humanities, arts, and social sciences. During the second Although student class schedules vary signicantly in the rst year,
year, students generally continue their studies with subjects a typical program includes completion of most of the six science
meeting various Institute requirements and beginning subjects in core subjects in mathematics, physics, biology, and chemistry; two
departmental programs. In the third and fourth years, students focus of the eight HASS subjects, including a Communication-Intensive
on the departmental programs. subject; and one or more subjects that help them further explore
their academic interests. Students may round out their programs
There is also time for students to take elective subjects each year. with electives, oen including rst-year advising seminars (led
These elective opportunities allow students to follow social interests by the students' advisors). Some rst-year students also elect to
or to enrich their educational backgrounds. Students may also use become involved in the Undergraduate Research Opportunities
elective time to prepare for study in a professional eld such as Program, described later in this section.

FIRST YEAR
Entering students with degree credit for one or more of the science in community-based education and are drawn from the departments
core requirements may substitute more advanced subjects or may of Biology, Chemistry, Mathematics, Physics, and the School of
take electives or Restricted Electives in Science and Technology Humanities, Arts, and Social Sciences.
(REST) Requirement subjects. Procedures for obtaining degree credit
at entrance are described in the Admissions section. In place of lectures and large classes, ESG students participate
in small interactive classes (typically fewer than 12 students),
Students may also enroll (space-limited) in one of the rst-year discussion-based seminars, study groups, and tutorials. Almost all
learning communities: the Concourse Program, the Experimental the core subjects in biology, chemistry, mathematics, and physics
Study Group, the Media Arts and Sciences First-Year Program, are oered through ESG, as well as a CI-H writing class which
and Terrascope. These learning communities range in size from combines writing and product design, a CI-H class that teaches
25 to 65 students and have their own faculty, meeting places, and production of educational video, and three HASS-H philosophy
educational approaches. In these programs, students complete subjects. Although ESG can be a full-time activity for rst years,
coursework comparable to that of other rst-year students, but the students may take one or two subjects and seminars outside of ESG.
manner in which individual Institute requirements are met varies
from program to program and among students within each program. ESG's small classes are structured to be active learning
In all four programs there is an especially high level of student- environments with plenty of opportunity for lively discussion,
faculty interaction. question-and-answer sessions, student presentations, and peer-
led problem-solving sessions. ESG also promotes educational
innovation by encouraging sta and students to design and teach
experimental 6-unit seminars that combine theory and practice.
Concourse Program
Seminars this past year include such diverse oerings as The
Concourse (http://concourse.mit.edu) is a small community of Chemistry of Sports; Programming Physics: E&M with Python; Why
students and faculty dedicated to exploring the fundamental Can't We Get Along; Poetry Beyond the Page; and Many Interesting
questions at the heart of all serious human inquiry. The program Things.
oers small classes with rigorous instruction in the science and
math General Institute Requirements, as well as in the humanities. ESG's centrally located facility is comprised of 14 rooms (including
In the humanities curriculum and rst-year advising seminar, a central lounge and a kitchen) where classes are held and weekly
we raise questions and encourage debate about human nature, activities are oered, such as luncheons and dinners, guest faculty
ethics, the proper role of science in society, and the possibilities for speakers, and evening study sessions. Students and sta also plan
human well-being. Concourse students have close interactions with regular outings for the rst years, such as hiking trips, concerts, and
instructors and fellow students, and benet from presentations by visits to local museums and attractions.
prominent guest speakers in diverse elds from MIT and elsewhere.
For more information about ESG, contact Graham Gordon Ramsay
The program’s facilities lie at the heart of the MIT campus and ([email protected]), associate director, Room 24-610, 617-258-0481,
consist of a dedicated classroom and lounge, complete with or visit the ESG website (http://esg.mit.edu).
kitchen and seminar room. Students and faculty meet frequently
in the 24/7 lounge, not only for study but also for discussions,
class tutorials, weekly Friday lunches, and student-led events. All Media Arts and Sciences First-Year Program
Concourse students are required to sign up for the rst-year advising The Program in Media Arts and Sciences (MAS) (p. 133) oers
seminar and in the fall to take at least two additional subjects a special rst-year program (https://www.media.mit.edu/posts/
within Concourse, including one humanities subject. Please see the academics-rst-year-program) emphasizing research at MIT's
Concourse website for more details and instructions for applying. internationally known Media Lab. In the rst-year program,
For more information, contact Paula Cogliano ([email protected]), Room instructors connect research topics in the Media Lab (p. 111) to
16-129, 617-253-3200. core physics and chemistry subjects, and students learn rsthand
how research is carried out.
The Program in Media Arts and Sciences is part of the School of

Experimental Study Group Architecture and Planning. It is housed in the Media Lab, which
The Experimental Study Group (ESG) (http://esg.mit.edu) is a close- carries on advanced research in the invention and creative use of
knit academic program geared primarily toward motivated rst- technology to enhance communication and expression.
year undergraduate students who wish to take an active role in
Up to 24 rst-year students in the MAS First-Year Program
their MIT education. Each year 55 students, nine sta members,
are introduced to the learning-by-apprenticeship mode that
and approximately 40 upper-level teaching assistants (most of
characterizes MAS. During the fall term, students may choose to take
whom were in ESG as rst years) participate in the program. Sta
part in one of several MAS rst-year advising seminars, and take
members are selected for their teaching ability and strong interest

FIRST YEAR
MAS.110 Fundamentals of Computational Media Design, with hands- to the year's work. Past locations have included the Netherlands,
on design exercises looking at the intersection between expression New Mexico, India, Alaska, and Iceland.
and technology. In the spring term they take MAS.111 Introduction
to Doing Research in Media Arts and Sciences, which includes Terrascope students have 24-hour access to a variety of facilities in
documenting and presenting research results. In conjunction the center of campus, including a kitchen, lounge, and study space.
with MAS.111, all students participate through the Undergraduate
Research Opportunities Program (UROP) (p. 45) in one of the
research projects at the Media Lab. Seminar XL
Seminar XL is a collaborative undergraduate learning experience
Researchers from the Media Lab teach recitation or tutorial sections
(http://ome.mit.edu/programs-services/seminar-xlle) in which
in the fall for subjects 8.01 Physics I and 3.091 Introduction to Solid-
groups of three to seven students meet for 90 minutes twice
State Chemistry and in the spring for 8.02 Physics II, in which they
per week to share their understanding of course concepts and
emphasize connections between the fundamentals of physics and
problem-solving methods. Each group is guided by a facilitator
chemistry and ongoing research at the Media Lab. Students take
who is a postdoctoral fellow, a graduate student, or an upper-level
the lectures for these subjects, as well as lectures and recitations in
undergraduate student who previously earned an A in the course.
other core and elective subjects, with other rst-year students.
Although the Oce of Minority Education (OME) historically has
For information, please contact program director Dr. V. Michael Bove, sponsored the program for rst-year students, OME encourages
Jr. ([email protected]), 617-253-0334, or visit the Media Lab upper-level students to enroll as well. First-year students can receive
website (https://www.media.mit.edu/posts/academics-rst-year- up to three units of credit per Seminar XL class provided they attend
program). at least 80 percent of the group sessions, while upper-level students
must register as listeners.
Aer the h week, interested students may enroll in Seminar XL

Terrascope
Limited Edition (LE), which operates two 90-minute working group
Terrascope is a learning community (http://web.mit.edu/terrascope) sessions per week, as does the regular Seminar XL. Past students
in which rst-year students take ownership of their education as have also stated that they beneted greatly from this academic
they address complex, real-world environmental problems. Every program.
year Terrascope explores a dierent global sustainability issue,
with students driving the process. Students work in teams to For more information about Seminar XL, Seminar XL LE, and other
develop solutions, drawing on diverse perspectives, interdisciplinary OME services, visit the Oce of Minority Education, Room 4-107,
research, and the resources of the Terrascope community. In the 617-253-5010, or visit the OME website (http://ome.mit.edu/
process, they learn about how to organize teams around complex programs-services/seminar-xl).
problems of any kind, and how to take on and manage large projects.
In the fall class, 12.000 Solving Complex Problems, students develop First-Year Grading
solutions to the year's theme problem and defend them in front
In the rst term and IAP, rst-year students are graded on a pass
of a panel of global experts in a presentation that is webcast live
or no-record basis. They receive grades of P, D, or F in all subjects
worldwide. In the spring, two optional subjects are available to
they take, where P indicates C or better performance (C- with
Terrascope students. In 1.016[J] Design for Complex Environmental
modier used within MIT). First-year students receive no credit for
Issues: Building Solutions and Communicating Ideas, students
subjects with D or F grades and these subjects do not appear on their
design and prototype specic technologies that address aspects of
transcripts.
the year's problem. SP.360 Terrascope Radio fullls a Communication
Requirement (CI-H and HASS-A credit) as students produce a In the second term, rst-year students are graded on an A, B, C, or
professional-quality radio program on an aspect of the year's no-record basis. They continue to receive no credit for subjects with
Terrascope issue. D or F grades, which do not appear on their transcripts. The A, B, or C
grades are used in calculating students' term and cumulative ratings.
Students fulll General Institute Requirements (p. 36) by
attending mainstream core subjects with other rst-year students. First-year grading is designed to ease the transition from high school
by giving students time to adjust to factors like increased workloads
Terrascope students are advised by faculty and sta aliated with
and variations in academic preparation. Students are encouraged to
the program, and close interactions among rst-year students,
improve time-management skills and develop more mature attitudes
upper-level students, faculty, sta, and alumni are an important
about learning. A, B, and C grades are used during the second term
part of the Terrascope experience. Students attend weekly lunches
so that rst-year students can begin the progression to regular A–F
and participate in other program activities. They can also choose to
grading in the sophomore year.
participate in a weeklong eld trip over spring break to a site related

MAJOR COURSE OF STUDY
In addition, rst-year students entering during the fall of 2018 and

the fall of 2019 will be eligible to designate up to three science
core General Institute Requirements (GIRs) (3.091, 5.111, or 5.112; MAJOR COURSE OF STUDY
7.01; 8.01; 8.02; 18.01; and 18.02 or their equivalents, including Whether or not they enter with plans for a specic eld of study, all
Concourse and Experimental Study Group versions of these subjects) students are encouraged to examine with an open mind the wide
to be graded on a pass or no record basis aer their rst term. range of Courses (majors) available at the Institute. Students may
attend departmental orientation programs to talk with faculty and
Use of Hidden Grades others with experience in elds of potential interest. They should
select electives that will help them think about possible majors. The
MIT’s educational policy is to provide “hidden” grades to students
Independent Activities Period (p. 44) in January, described later
for educational and advising purposes only. MIT will not release
in this section, provides students with opportunities to investigate
hidden grades to any outside organization or individual, and these
dierent elds. For many students, this consideration of elds will
grades are never included on an external transcript. For more
reinforce existing convictions, while for others it will open up new
information, see the First Year website (http://web.mit.edu/rstyear).
avenues of interest. MIT may, however, limit enrollment in particular
elds of study to balance resources with student interest.
Credit Limit for First-Year Students
Each student entering MIT is assigned an advisor who assists the
MIT policy states that, in general, a rst-year student may not student in designing an eective program of study. The selection of
register or receive credit for subjects totaling more than 54 units elective subjects is an important consideration, one that students
in the fall term and 57 units in the spring term. The Committee on should discuss in depth with their advisors.
Academic Performance (CAP) rarely grants requests to exceed the
credit limit. (Only in the fall term may rst-year students exceed All undergraduate degree programs combine the study of basic
the 54-unit credit limit by 3 units to take 12.000 Solving Complex principles with practical applications. This combination helps
Problems or by 6 units to enroll in Seminar XL.) Credit earned for to motivate the lifelong learning necessary for professional
passing an Advanced Standing Examination will be counted toward competence.
the term credit limit unless the exam is taken either in the September
Students usually choose a Course (major) at the end of the rst year,
or February examination period. ROTC subjects are excluded from
though they need not do so until the end of the second year. There is
this credit limit. Note that all MIT students are limited to 12 units
sucient overlap and flexibility so that selection or change of Course
during the Independent Activities Period in January.
can be made with relative ease in the second year.
However, rst-year students entering in the fall of 2019 have an
All undergraduate and graduate academic programs, as well as
experimental credit limit as part of the Experimental Grading Policy
faculty listings for each of the Institute's departments, are described
to Increase Flexibility for Exploration and Discovery in the First
fully in Schools (p. 119) and Interdisciplinary Programs (p. 339).
Year. These students may take up to 48 regular units, plus 9 units
of discovery-focused subjects or approved related exceptions in Information on undergraduate registration may be found in Academic
the fall. In the spring, they may take up to 60 regular units, plus 9 Procedures (p. 76) and Institute Regulations (p. 85).
units of discovery-focused subjects or approved related exceptions.
Discovery-focused subjects include: First-Year Discovery subjects Electives
specically designed for discovering an interest in a new eld, major, Electives may be used for several dierent purposes. For example,
minor, or HASS concentration; First-Year Advising Seminars; and students who are undecided about their eventual majors may
up to 6 units per term of UROP. Related exceptions include: 6-unit decide to use some portion of their electives to explore the various
performance subjects oered by Music and Theater Arts, Seminar departments or elds they are considering. Students more certain of
XL, and the 9-unit subject 12.00. The CAP will not approve requests their academic and professional goals may choose to use electives
to exceed the credit limit. The credit limit policies noted above— to explore areas of secondary interest. Still other students focus
including those regarding ASEs, ROTC subjects, and IAP—remain in rst on departmental or General Institute Requirements, deferring
eect. subjects of a more supplemental nature until a later year. The study
of a language may also be started or continued.
More information on experimental policies for rst-year students
entering Fall 2019 and discovery-focused subjects can be found on First-year students should select electives that best suit their
the Registrar’s Oce website (https://registrar.mit.edu/experiment). individual needs. There are several hundred subjects without
prerequisites that are especially appropriate for rst-year students.
However, in general, any subject oered by the Institute is open to all
students, provided they satisfy the prerequisites.

MINORS
engineering may not pursue a minor in civil and environmental

Double Majors systems. In addition, if a student is pursuing a composite (joint)
Students may earn a bachelor's degree with two majors by degree (such as the SB in Computer Science and Molecular
successfully completing the GIRs and the departmental requirements Biology, the SB in Mathematical Economics, or the SB in
for each major. To add a second major, a student must apply to the Mathematics with Computer Science), he or she may not pursue
Committee on Curricula (COC) by Add Date of his or her penultimate a minor in either eld of that program. The Committee on
term. Applications submitted aer this deadline will be considered Curricula (COC) has the authority to determine whether a specic
by the COC at its discretion on a case-by-case basis. combination is permissible.
• At the discretion of a student's major department, subjects
A double major program should be completed in eight to 10
taken for a minor may count toward departmental program
academic terms and should be planned in advance. A student's plan
requirements, provided the student's combination of programs is
for completing both majors must be outlined in the application to
permitted by the COC.
the COC. The application must also include the expected completion
date for the degree, and it must be approved by both programs. The general guidelines for a minor program are as follows:
Students should consult Student Financial Services regarding any
impact that pursuing a double major might have on their eligibility • Minors consist of ve to seven subjects, with a typical program
for MIT or federal nancial aid, particularly if they anticipate needing comprising six. A minor may include subjects that count toward
more than eight semesters to complete their studies. General Institute Requirements (GIRs) (p. 36).
• Subjects taken under the junior-senior P/D/F grading option
Students must select a second major in a dierent area from the cannot be used for a minor program.
primary major. Students pursuing a double major may also complete
• At the discretion of the minor advisor, approved transfer credit
up to two minors, but a minor may not be taken in the same area as
may be used to fulll a portion of the minor program. MIT
either of the major programs.
subjects, including those taken through cross-registration, must
Only registered undergraduates who have completed at least three comprise at least half of the minor program.
terms at MIT, including at least one term with a declared major, • A student may earn no more than two minors, which are awarded
may apply. Transfer students must complete at least two terms at only when the student receives the SB degree, and which must
MIT, including at least one term with a declared major. Students be associated with a specic degree. This two-minor maximum
with cumulative averages below 4.0 will be considered by the COC applies even if the student receives a double major.
on a case-by-case basis. A student who has previously earned a • The student should apply for a minor by the end of the
bachelor's degree with a single major may not return to complete a sophomore year, but no later than Add Date one full term
second major. preceding the one in which the SB degree is awarded. The
student must complete an application form for a minor in
For details on eligibility, deadlines, and procedures, see the COC
consultation with the appropriate minor advisor. Note that
website (http://web.mit.edu/doublemajor).
application and completion forms vary among programs.
Minors are currently available in the elds listed below.

MINORS More information on departmental minors appears under the
The objective of a minor is to provide a depth of understanding and departments' undergraduate program descriptions.
expertise to an area outside of, or complementary to, a student's 1, 2
African and African Diaspora Studies (p. 351)
major. This depth and expertise must be sucient to enable the 1, 2
Ancient and Medieval Studies (p. 352)
student to appreciate the complexities and issues that are central 1
Anthropology (p. 243)
to the minor, and to perform at a level sucient to solve realistic 1, 2
Applied International Studies (p. 354)
problems and/or to make a contribution to the eld. A number of
Archaeology and Materials (p. 208)
programs in science, engineering, architecture, management, and
Architecture (p. 124)
the humanities, arts, and social sciences oer minors. Several 1
Art, Culture, and Technology (p. 124)
interdisciplinary minors (p. 339) are also available. 1, 2
Asian and Asian Diaspora Studies (p. 354)
2
Students who successfully complete minors will have their elds Astronomy (p. 356)
2
of study specied on their transcripts as part of their Bachelor of Atmospheric Chemistry (p. 356)
Science degrees, thus giving public recognition of this focused work. Biology (p. 302)
2
Minors may be pursued within the following framework. Biomedical Engineering (p. 356)
Brain and Cognitive Sciences (p. 309)
• A student may not minor in the area of his or her major. Business Analytics (p. 285)
For example, a student majoring in civil and environmental Chemistry (p. 314)

GENERAL INSTITUTE REQUIREMENTS
1
Chinese (p. 255) the Oce of Undergraduate Advising and Academic Programming
Civil and Environmental Systems (p. 177) in Room 7-104. Information about HASS minors is available in the
Civil Engineering (p. 177) Oce of the Dean, School of Humanities, Arts, and Social Sciences
1
Comparative Media Studies (p. 245) (Room 4-240) or on the SHASS website (http://shass.mit.edu/
Computer Science (p. 190) undergraduate/minors).
Design (p. 124)
Earth, Atmospheric, and Planetary Sciences (p. 319)
1
Economics (p. 250)
2 GENERAL INSTITUTE REQUIREMENTS
Energy Studies (p. 357)
2
Entrepreneurship and Innovation (p. 359) To be recommended for the degree of Bachelor of Science, students
2
Environment and Sustainability (p. 360) must have attended MIT not less than three regular academic
Environmental Engineering Science (p. 177) terms, which ordinarily must include the term of graduation. In
Finance (p. 285) addition, students must have satisfactorily completed a program
1
French (p. 255) of study approved in accordance with the faculty regulations,
1
German (p. 255) which includes the General Institute Requirements (GIRs) and the
1
History (p. 260) departmental program of the Course in which the degree is to be
1
History of Architecture, Art, and Design (p. 124) awarded. Departures from the departmental programs are allowed
1
International Development (p. 135) with departmental permission. See the Schools section (p. 119),
1
Japanese (p. 255) as well as individual degree charts (p. 383), for information about
1, 2
Latin American and Latino/a Studies (p. 362) specic programs.
1
Linguistics (p. 263)
1 Substitutions for GIR subjects are allowed only by petition. Petitions
Literature (p. 267)
pertaining to the Communication Requirement must be directed
Management (p. 285)
to the Subcommittee on the Communication Requirement (SOCR)
Materials Science and Engineering (p. 208)
(https://registrar.mit.edu/registration-academics/academic-
Mathematics (p. 325)
requirements/communication-requirement/pace-planning), and
Mechanical Engineering (p. 217)
1, 2 petitions for any substitutions in the Humanities, Arts, and Social
Middle Eastern Studies (p. 363)
1 Sciences (HASS) Requirement must be directed to the Subcommittee
Music (p. 271)
on the HASS Requirement (SHR) (https://registrar.mit.edu/
Nuclear Science and Engineering (p. 233)
1 registration-academics/academic-requirements/hass-requirement/
Philosophy (p. 263)
substitutions-within-hass-requirement). The Committee on Curricula
Physics (p. 331)
1 (COC) (https://registrar.mit.edu/faculty-curriculum-support/faculty-
Political Science (p. 276)
2 curriculum-committees/committee-curricula/petitions) considers
Polymers and So Matter (p. 364)
1, 2 petitions for substitutions in the Institute Laboratory Requirement
Public Policy (p. 365)
1, 2 and the Restricted Electives in Science and Technology (REST)
Russian and Eurasian Studies (p. 366)
1 Requirement.
Science, Technology, and Society (p. 280)
1
Spanish (p. 255)
2 1
Statistics and Data Science (p. 366) Bachelor of Science Degree Requirements
1
Theater Arts (p. 271)
Toxicology and Environmental Health (p. 161) General Institute Requirements (GIRs)
1
Urban Studies and Planning (p. 135) The General Institute Requirements include a Communication
1, 2
Women's and Gender Studies (p. 367) Requirement that is integrated into both the HASS Requirement and
1
Writing (p. 245) the requirements of each major; see details below.
1
These programs are HASS minors, which may be built on the Summary of Subject Requirements Subjects
concentration component of the HASS General Institute Requirement Science Requirement 6
(p. 36). Of the six subjects required for a HASS minor, at most ve may
Chemistry (3.091, 5.111, or 5.112)
count toward the eight-subject HASS Requirement. Of these ve, at most
Physics (8.01, 8.011, 8.012, or 8.01L; and 8.02, 8.021,
one may count toward satisfying the distribution component of the HASS
or 8.022)
Requirement.
2 Mathematics (18.01 or 18.01A; and 18.02, 18.02A, or
These programs are described under Interdisciplinary Programs
18.022)
(p. 339).
Biology (7.012, 7.013, 7.014, 7.015, or 7.016)
For additional information, instructions, and applications, students
should contact the undergraduate oce in their eld of interest, or

Humanities, Arts, and Social Sciences (HASS) 8

Requirement; at least two of these subjects must be Science Requirement
designated as communication-intensive (CI-H) to fulll
the Communication Requirement. MIT expects its graduates to have an understanding and appreciation
of the basic concepts and methods of the physical and biological
Restricted Electives in Science and Technology (REST) 2
sciences. These concepts and methods are needed in most degree
Requirement
programs at the Institute. More important, they are an essential
Laboratory Requirement (12 units) 1
part of the background that MIT graduates bring to their roles as
Total GIR Subjects Required for SB Degree 17 professionals and as broadly educated citizens in a world strongly
influenced by science and technology.
Physical Education Requirement
Swimming requirement, plus four physical education Students begin with six science core subjects in mathematics,
courses for eight points. physics, biology, and chemistry, and then add the Laboratory and
Restricted Electives in Science and Technology (REST) Requirements.
These requirements introduce basic elements of the scientic
Departmental Program method: experimental foundations and techniques, mathematical
Choose at least two subjects in the major that are designated analysis, and conceptual models for experimental facts. Important
as communication-intensive (CI-M) to fulll the Communication experimental as well as conceptual aspects are introduced by
Requirement. the chemistry and biology requirements and by the Laboratory
Requirement. Mathematical methods common to much of science
A departmental program includes the following
and technology are explored in the mathematics requirement. Basic
elements:
concepts that underlie many physical phenomena are dened and
Between one and six subjects that also satisfy the elucidated in the physics and REST requirements.
2
GIRs.
180–198 additional units beyond the GIRs, which In addition to a rigorous introduction to the sciences, these
must include a minimum of 48 units of unrestricted requirements are intended to stimulate and challenge each
electives. The "units beyond" total does not include student to review critically his or her knowledge, and to explore
ROTC subjects. However, the units associated alternative conceptual and mathematical formulations that may
with CI-M subjects are normally included in this provide better explanations of natural phenomena or may lead to
calculation.
3 better applications of technology. The development of critical and
constructive approaches to both theory and practice in science,
Each program is designed so it can be completed with
engineering, and other professions is a central objective of the
a normal academic load—the equivalent of 8 to 8.5
4 Institute's educational programs.
subjects each year—for a total of 32–34 subjects.
Units in Major 114-186
Biology
Units in Unrestricted Electives 48-138 The Institute requirement in biology may be satised by one of ve
Units in Major That Also Satisfy the GIRs (12-72) introductory subjects:
Total Units Beyond the GIRs Required for SB Degree 180-198
Biology (GIR)
1
The units for any subject that counts as one of the 17 GIR subjects 7.012 Introductory Biology 12
cannot also be counted as units required beyond the GIRs. 2
7.013 Introductory Biology 12
2
1 7.014 Introductory Biology 12
Transfer students generally will graduate under the requirements that
1
apply to the class they join when they enter MIT. 7.015 Introductory Biology 12
2 1
These subjects are taken from among REST subjects, Institute Laboratory 7.016 Introductory Biology 12
subjects, and/or HASS subjects. Each degree chart species how GIR
1
subjects are integrated into the program. Most programs include an Oered in the fall term
2
overlap of 36 units, or three subjects. Oered in the spring term
3
Exception: If a CI-M subject is also one of the 17 GIR subjects in a student's
program (such as a required Institute Laboratory subject), then the units These ve subjects cover the same core material, which includes the
associated with the subject will not be included in the "units beyond" fundamental principles of biochemistry, genetics, molecular biology,
calculation. and cell biology. In addition, each subject has its own distinctive
4
For the purpose of counting subjects, 6-unit subjects count as half- material.
subjects: subjects of 9–15 units count as one subject; 18-unit subjects
count as 1.5 subjects; and subjects of 21–24 units count as two subjects.

Chemistry Physics
The Institute requirement in chemistry may be satised by taking one The Institute requirement in physics may be satised through several
of the following: combinations of introductory physics subjects.
Chemistry (GIR) Physics I (GIR)

3.091 Introduction to Solid-State Chemistry 12 8.01 Physics I 12
5.111 Principles of Chemical Science 12 8.01L Physics I 12
5.112 Principles of Chemical Science 12 8.011 Physics I 12
8.012 Physics I 12
Subject 3.091 is designed for students who are particularly
Physics II (GIR)
interested in the chemistry of the solid state. Subjects 5.111 and
5.112 emphasize basic chemical principles and their applications. 8.02 Physics II 12
However, 5.112 is intended for students with a strong background 8.021 Physics II 12
in high school chemistry. The content of 5.111 and 5.112 is formally 8.022 Physics II 12
coordinated with more advanced subjects taught by the Department
of Chemistry (e.g., 5.60 Thermodynamics and Kinetics and 5.12 Most students nd the sequence of 8.01 and 8.02 suited to their
Organic Chemistry I), although any one of the three GIR subjects needs. The sequence of 8.012 and 8.022 covers essentially the
(5.111, 5.112, or 3.091) may be used as the prerequisite for those same subject matter as 8.01 and 8.02, but is more advanced
more advanced subjects. mathematically; calculus is used freely from the beginning of the
term. Subject 8.01L is oered for students who have had little
Mathematics exposure to physics with calculus in high school; it covers the same
The Institute requires all students to complete single-variable material as 8.01, but is taught over a longer interval that begins in
calculus, denoted as Calculus I (GIR), and multivariable calculus, the fall and continues through the end of January (IAP (p. 44)).
denoted as Calculus II (GIR).
A student may combine a Physics I (GIR) subject in one sequence
Calculus I (GIR) with a Physics II (GIR) subject in another to satisfy the requirement.
However, under no circumstances may a student enroll in a Physics II
18.01 Calculus 12
(GIR) subject without having rst received credit for a Physics I (GIR)
18.01A Calculus 12
subject.
Calculus II (GIR)
18.02 Calculus 12 Students who score a 5 on Parts I and II of the Physics C Advanced
Placement test receive credit for 8.01. Students with advanced-
18.02A Calculus 12
placement or advanced-standing credit for 8.01 who elect to take
18.022 Calculus 12
8.012 receive 6 units of elective credit in place of 8.01.
Students with advanced standing, advanced placement, or transfer
credit for 18.01 may go directly into multivariable calculus. Two
versions are oered in the fall term: 18.02, the basic version, and Communication Requirement
18.022, a more theoretical version. Both 18.02 and 18.022 present The Communication Requirement makes the development of eective
calculus as it is used in science and engineering. writing and speaking an integral part of undergraduate education
at the Institute. The Communication Requirement ensures that all
Students with a year of high school calculus may qualify for the
undergraduates receive substantial instruction and practice in
accelerated sequence of 18.01A/18.02A, which covers the material in
general expository writing and speaking and the forms of discourse
one and a half terms. See the subject descriptions for details about
common to their professional elds.
how each subject is taught within that timeframe.
The Communication Requirement consists of four communication-
Students with advanced placement, advanced standing, or transfer
intensive (CI) subjects sequenced throughout a student's
credit for 18.01 lose it if they take 18.01, and receive 3 units of
undergraduate career. Students take two CI subjects in the
elective credit if they take 18.01A.
humanities, arts, and social sciences (CI-H) and two CI subjects in
More detail on Calculus policies (http://math.mit.edu/academics/ their major program (CI-M). Students must maintain a minimum pace
undergrad/rst/calculus.php) are available on the Department of in completing their CI subjects in order to remain in good standing
Mathematics website. with the Communication Requirement. They must complete one of
their CI subjects by the end of the rst year, two by the end of the
second, three by the end of the third year, and four by graduation.

Students must earn a passing grade to receive CI credit, and CI Noncompliance. Students who fall behind the minimum pace
subjects must be taken for a letter grade. Therefore, students may of completion for the Communication Requirement are in
not use their junior-senior P/D/F option for these subjects. Only noncompliance. At the end of each term, the names of noncompliant
one CI-H subject per term may be counted toward completion of the students are forwarded to the Committee on Academic Performance,
Communication Requirement. However, students may receive credit which may take further action to bring such students into good
for more than one CI-M subject in the same term or a CI-H and a CI-M academic standing.
completed concurrently.
Double majors. Students who wish to complete two majors must
More information on CI-H subjects is included in the section of pass two CI-H subjects and complete the CI-M subjects that fulll the
the Bulletin on the HASS Requirement. Specics on the CI-M communication component of each major. Normally, these students
subjects for each major appear in the descriptions of the individual will take four CI-M subjects, that is, two in each major program. In
undergraduate degree programs. Additional information can be certain cases a CI-M subject may be common to both departments
found on the Communication Requirement website. and may be used to fulll the communication component of two
majors simultaneously.
The general structure of the Requirement is described below.
Information about the Communication Requirement. For more
First year. Students must pass one CI-H or CI-HW subject (https:// detailed information about CI subjects or for assistance with any
registrar.mit.edu/registration-academics/academic-requirements/ aspect of the Communication Requirement, including petitions, visit
communication-requirement/ci-hhw-subjects) by the end of their the Communication Requirement website (https://registrar.mit.edu/
second term at the Institute. registration-academics/academic-requirements/communication-
Before entering MIT, all students are asked to take the Freshman requirement). Students may also contact the Oce of the
Essay Evaluation (FEE). The FEE is a placement tool used to determine Communication Requirement ([email protected]) to discuss their
the best program for each undergraduate within the Communication individual circumstances.
Requirement. Students who receive a score of "CI-H/CI-HW Required"
on the FEE or receive a score of 5 on either the Advanced Placement
Language and Composition Test or the Advanced Placement HASS Requirement
Literature and Composition Test or receive a score of 7 on the English MIT provides a substantial and varied program in the humanities,
A or B Higher-Level International Baccalaureate (IB) exam have the arts, and social sciences (HASS) that forms an essential part of
option of taking any CI-H subject, including a writing-focused CI-H the education of every undergraduate. This program is intended
subject (CI-HW). to ensure that students develop a broad understanding of human
society, its traditions, and its institutions. The requirement enables
All other students must take one of the designated Communication
students to deepen their knowledge in a variety of cultural and
Intensive in the Humanities, Arts, and Social Sciences—Writing
disciplinary areas and encourages the development of sensibilities
Focused (CI-HW) subjects as their rst CI subject.
and skills vital to an eective and satisfying life as an individual, a
Students who do not complete a CI-H/CI-HW subject in their rst professional, and a member of society.
term at MIT may not advance to sophomore standing in their
More specically, the objectives of the program are to develop skills
second term. (Students entering in fall 2019 will not be oered Early
in communication, both oral and written; knowledge of human
Sophomore Standing.)
cultures, past and present, and of the ways in which they have
Second year. Students must pass at least two CI subjects by the end influenced one another; awareness of concepts, ideas, and systems
of their fourth term at the Institute. In most cases, these rst two CI of thought that underlie human activities; understanding of the
subjects will satisfy the CI-H portion of the requirement, providing a social, political, and economic framework of dierent societies; and,
foundation in written and oral exposition. nally, sensitivity to modes of communication and self-expression
in the arts. Work in these areas will, where appropriate, display
Third year. Students must pass at least three of the four required CI a special concern with the relation of science and technology to
subjects by the end of their sixth term. Most students will take their society.
rst CI-M subject as juniors and begin to develop the communication
skills specic to the professional and academic culture of their The student's program in the Humanities, Arts, and Social Sciences
discipline. (HASS) is based on the following Institute requirements:
Before receiving an SB degree. Students must complete two CI-H Minimum. Every candidate for a bachelor's degree must have
subjects and the two CI-M subjects specied for their SB degree completed a minimum of eight subjects in the humanities, arts,
program prior to receiving their degree. and social sciences, including distribution and concentration
components. Subjects must be taken for a letter grade and students
may not use their junior-senior P/D/F option. Two HASS subjects that

are designated Communication Intensive may also be used toward • African and African Diaspora Studies
the Communication Requirement. • American Studies
Distribution. Three of the eight subjects must be selected from • Ancient and Medieval Studies
designated categories: humanities, arts, and social sciences. • Anthropology
• Archaeology and Archaeological Science
• Humanities: Humanities subjects describe and interpret
• Art, Culture and Technology
human achievements, problems, and historical changes at
individual as well as societal levels. Although humanist inquiry • Asian and Asian Diaspora Studies
employs a variety of methods, such disciplines as history, • Comparative Media Studies
literature, and philosophy typically produce their accounts of • Computing and Society
cultural accomplishments through close analysis of texts and • Development Economics
ideas: contemporary and historical, personal and communal, • Economics
imaginative and reflective.
• Ethics
• Arts: Arts subjects emphasize the skilled cra, practices, and
• Global Studies and Languages
standards of excellence involved in creating representations
• Chinese
through images, words, sounds, and movement (e.g., sculptures,
stories, plays, music, dance, lms, or video games). Although • ELS
arts subjects also engage in critical interpretation and historical • French
analysis, they focus more centrally on expressive and aesthetic • German
techniques and tools, such as the uses of rhythm, texture, and • Japanese
line. • Portuguese
• Social Sciences: Social Science subjects engage in theory- • Russian
driven as well as empirical exploration and analysis of human
• Spanish
transactions. They address the mental and behavioral activities
of individuals, groups, organizations, institutions, and nations. • Other Languages
Social science disciplines such as anthropology, economics, • Studies in International Literature and Cultures
linguistics, political science, and psychology seek generalizable • Theory of Languages
interpretations and explanations of human interaction. • History
The three subjects may be taken at any stage of the student's • History of Architecture, Art, and Design
undergraduate career, although students are encouraged to • Latin American and Latino/a Studies
complete their distribution by the end of their junior year. Over 600 • Legal Studies
subjects may be used to fulll this requirement. For a complete • Linguistics
list of the subjects in each category, consult the Subjects (http:// • Literature
catalog.mit.edu/subjects).
• Middle Eastern Studies
Concentration. Each student should designate a eld of • Music
concentration, in consultation with a designated advisor in the • Philosophy
eld, by submitting a Concentration Proposal Form no later than the • Political Science
end of the rst week of classes in the second term of junior year.
• Religious Studies
Concentration requirements are set by each eld and consist of
either three or four subjects. One of the subjects that counts toward • Russian and Eurasian Studies
the distribution may also be designated as a concentration subject • Science, Technology, and Society
with the permission of the concentration advisor. Upon completion of • Theater Arts
all of the subjects noted on the Proposal Form, each student should • Urban Studies
submit a Concentration Completion Form no later than the end of • Women's and Gender Studies
the rst week of classes of the nal term prior to graduation. For
• Writing
more information, visit the HASS Requirement website (https://
registrar.mit.edu/registration-academics/academic-requirements/ In individual cases, a special concentration may be arranged with
hass-requirement). advance approval. For more information, visit the HASS Requirement
website (https://registrar.mit.edu/registration-academics/academic-
Currently, the following elds of concentration are oered:
requirements/hass-requirement).

Electives. The remainder of the eight-subject requirement, above 2.003[J] Dynamics and Control I 12
and beyond the Distribution and Concentration, may be fullled 2.086 Numerical Computation for 12
by subjects from any distribution category or by subjects that are Mechanical Engineers
designated as HASS electives.
3.012 Fundamentals of Materials Science 15
HASS Information. For detailed information on distribution subjects and Engineering
and on the concentration requirements in any eld, and for 3.021 Introduction to Modeling and 12
assistance with any aspect of the Humanities, Arts, and Social Simulation
Sciences Requirement, including petitioning for a substitution, 3.046 Thermodynamics of Materials 12
visit the HASS Requirement website (https://registrar.mit.edu/ 4.440[J] Introduction to Structural Design 12
registration-academics/academic-requirements/hass-requirement).
5.07[J] Introduction to Biological Chemistry 12
Students may also contact the Oce of the HASS Requirement
5.12 Organic Chemistry I 12
([email protected]) to discuss their individual circumstances.
5.60 Thermodynamics and Kinetics 12
5.61 Physical Chemistry 12
REST Requirement 6.002 Circuits and Electronics 12
Through Restricted Electives in Science and Technology (REST) 6.003 Signals and Systems 12
Requirement subjects, students can broaden and deepen the 6.004 Computation Structures 12
educational foundation in basic science begun in the rst-year 6.041 Introduction to Probability 12
program and further the understanding of scientic inquiry. These 6.042[J] Mathematics for Computer Science 12
subjects are designed to give students the opportunity to proceed
7.03 Genetics 12
further in areas already studied, or to explore other areas of potential
7.05 General Biochemistry 12
interest.
8.03 Physics III 12
REST subjects vary in approach and emphasis. Some give a 8.033 Relativity 12
systematic introduction to the fundamental concepts and principles
8.04 Quantum Physics I 12
of a eld; others illustrate through examples some of the attitudes,
8.20 Introduction to Special Relativity 9
concerns, and methods that characterize professional work in
the eld. In general, REST subjects are not too specialized, too 8.21 Physics of Energy 12
advanced, or devoted chiefly to instruction in a particular skill. 8.282[J] Introduction to Astronomy 9
Students typically take REST subjects in the second year, although 8.286 The Early Universe 12
with the proper prerequisites they may begin taking them in the rst 9.01 Introduction to Neuroscience 12
year.
10.301 Fluid Mechanics 12
Students meet the REST Requirement by taking two subjects from the 12.001 Introduction to Geology 12
list below. Of the subjects used to fulll the requirement, the student 12.002 Introduction to Geophysics and 12
can take no more than one in his or her department. However, Planetary Science
subjects designated with a J that are oered jointly with another 12.003 Introduction to Atmosphere, Ocean, 12
department do not fall under the departmental limitation. and Climate Dynamics
In many cases, subjects required by a Departmental Program 12.400 The Solar System 12
for the SB degree are also on the lists of REST and Laboratory 12.425[J] Extrasolar Planets: Physics and 12
Requirement subjects. Thus, students who follow a particular Detection Techniques
Departmental Program may simultaneously satisfy some part of 14.30 Introduction to Statistical Methods in 12
these requirements. Economics
15.053 Optimization Methods in Business 12
REST Requirement Subjects Analytics
1.00 Engineering Computation and Data 12 15.0791 Introduction to Applied Probability 12
Science
16.001 Unied Engineering: Materials and 12
1.000 Computer Programming for 12 Structures
Engineering Applications
18.03 Dierential Equations 12
1.018[J] Fundamentals of Ecology 12
1.050 Solid Mechanics 12
2.001 Mechanics and Materials I 12

18.05 Introduction to Probability and 12 will be counted as units beyond the GIRs. At least a portion of the
Statistics Laboratory Requirement is suggested to be fullled in the rst two
18.06 Linear Algebra 12 years.
18.600 Probability and Random Variables 12

Laboratory Requirement Subjects
18.700 Linear Algebra 12
1.101 Introduction to Civil and 6
20.110[J] Thermodynamics of Biomolecular 12
Environmental Engineering Design I
Systems
22.01 Introduction to Nuclear Engineering 12
Environmental Engineering Design II
and Ionizing Radiation
1.106 Environmental Fluid Transport 6
22.02 Introduction to Applied Nuclear 12
Processes and Hydrology Laboratory
Physics
1.107 Environmental Chemistry Laboratory 6
22.071 Electronics, Signals, and 12
2.008 Design and Manufacturing II (6 units 12
Measurement
of laboratory credit)
IDS.045[J] System Safety 12
2.017[J] Design of Electromechanical Robotic 12
The following combinations of six-unit subjects also
Systems (6 units of laboratory credit)
count toward the REST Requirement:
2.671 Measurement and Instrumentation 12
5.601 Thermodynamics I 12
3.014 Materials Laboratory 12
& 5.602 and Thermodynamics II and Kinetics
4.411[J] D-Lab Schools: Building Technology 12
5.611 Introduction to Spectroscopy 12
Laboratory
& 5.612 and Electronic Structure of Molecules
5.310 Laboratory Chemistry 12
6.0001 Introduction to Computer Science 12
& 6.0002 Programming in Python 5.351 Fundamentals of Spectroscopy 4
and Introduction to Computational 5.352 Synthesis of Coordination 5
Thinking and Data Science Compounds and Kinetics
5.353 Macromolecular Prodrugs 4
5.363 Organic Structure Determination 4
Laboratory Requirement 6.008 Introduction to Inference 12
The Institute Laboratory Requirement consists of subjects 6.009 Fundamentals of Programming 12
that require a major commitment of the student’s attention in 6.01 Introduction to EECS via Robotics 12
comprehensive projects rather than stand-alone experiments 6.02 Introduction to EECS via 12
or exercises. The primary emphasis of an Institute Laboratory Communication Networks
subject is to stimulate a student’s resourcefulness, planning
6.03 Introduction to EECS via Medical 12
skills, and analysis of observations. Institute Laboratory subjects
Technology
combine ideas, methods and techniques that would be familiar to a
6.08 Introduction to EECS via 12
professional in the subject’s discipline. While a Laboratory subject
Interconnected Embedded Systems
may teach specic techniques, the techniques themselves are not
the primary emphasis. Under faculty supervision, the student is 6.101 Introductory Analog Electronics 12
responsible for planning and designing the experiments or projects, Laboratory
including selecting measurement techniques, executing the plan, 6.111 Introductory Digital Systems 12
analyzing results, and presenting their conclusions. Details of Laboratory
the elements that comprise an Institute Laboratory subject dier 6.115 Microcomputer Project Laboratory 12
between disciplines. 6.129[J] Biological Circuit Engineering 12
Laboratory
The Laboratory Requirement is met by successfully completing
subjects designed and approved for this purpose. Each Institute 6.131 Power Electronics Laboratory 12
Laboratory subject provides a designated number of units toward 6.141[J] Robotics: Science and Systems 12
the Laboratory Requirement. Such subjects may be taken in any 6.161 Modern Optics Project Laboratory 12
combination to fulll the Requirement so long as the student 6.163 Strobe Project Laboratory 12
completes 12 units in sum designated as counting towards the
6.182 Psychoacoustics Project Laboratory 12
Laboratory Requirement. Any units taken as part of these subjects
7.002 Fundamentals of Experimental 6
beyond the 12 needed for completion of the Laboratory Requirement
Molecular Biology

7.003 Molecular Biology Laboratory (6 12 24.909 Field Methods in Linguistics 12

units of laboratory credit)
7.102 Introduction to Molecular Biology 6
Techniques Physical Education Requirement
8.13 Experimental Physics I (12 units of 18 The mission of the Physical Education General Institute
laboratory credit) Requirement is to provide learners with the instruction and skills
9.12 Experimental Molecular 12 necessary to lead healthy, active lifestyles and to foster both
Neurobiology personal growth and a sense of community through physical activity.
9.17 Systems Neuroscience Laboratory 12 The program enables students to engage in physical activity while
9.59[J] Laboratory in Psycholinguistics 12 they are involved in rigorous academic study. Major emphasis is
placed on the development of skills that can be used for lifetime
9.60 Machine-Motivated Human Vision 12
tness and wellness. Students receive a strong background in
11.188 Urban Planning and Social Science 12
the fundamentals of the activity selected. Instruction is oered in
Laboratory
tness, wellness, individual and team sports, martial arts, dance,
12.110A Sedimentary Environments 6 aquatics, and outdoor adventure activities. Information on classes,
12.110B Sedimentology in the Field 9 including descriptions of current oerings, is available at the
12.115 Field Geology 9 Physical Education and Wellness website (http://mitpe.com).
12.116 Analysis of Geologic Data (3 units of 6
To satisfy the Physical Education Requirement, undergraduates
laboratory credit)
entering MIT as rst-year students must take four physical education
12.119 Analytical Techniques for Studying 12 and wellness courses (for eight points) and complete the swimming
Environmental and Geologic Samples requirement. Transfer students need to complete four points (two
12.307 Weather and Climate Laboratory (12 12 courses) as well as the swimming requirement. A student may repeat
units of laboratory credit) a course at any level and receive points. The swimming requirement
12.335 Experimental Atmospheric Chemistry 12 can be satised by taking a beginning swim class or by passing the
12.410[J] Observational Techniques of Optical 15 swim test during orientation week in the fall. First-year students are
Astronomy (12 units of laboratory expected to complete the swim test during orientation or, if they
credit) cannot swim, register during the orientation swim test for a rst-
quarter swim course. Visit the website to see a video of the swim test
14.32 Econometric Data Science 12
(http://mitpe.com/swim-boat-test/default.aspx).
15.075[J] Statistical Thinking and Data 12
Analysis In addition to taking traditional physical education and wellness
15.301 People, Teams, and Organizations 15 courses, students may earn points in the following ways:
Laboratory (12 units of laboratory
• Varsity sports: Four points are awarded to players for each year
credit)
of competition.
15.417 Laboratory in Investments (12 units 15
• ROTC Programs (Air Force, Army, Navy): Two points are awarded
per year of ROTC participation up to a maximum of four points.
15.418 Laboratory in Corporate Finance (12 15
• Approved personal training, private swim lessons, and group
units of laboratory credit)
exercise classes oered through the Department of Athletics,
16.622 Experimental Projects II 12
Physical Education, and Recreation.
16.821 Flight Vehicle Development (12 units 18
of laboratory credit) Students nd it best to complete their four courses during their rst
16.831[J] Space Systems Development (12 18 year, and they are responsible for completing the Physical Education
units of laboratory credit) Requirement by the end of their second year. In general, students
must attend 11 sessions/classes to receive the two points that
17.803 Political Science Laboratory (12 units 15
are awarded per course. Students who do not complete the entire
requirement by the end of their second year must submit a plan for a
18.821 Project Laboratory in Mathematics 12
time extension with the Physical Education and Wellness Oce.
20.109 Laboratory Fundamentals in 15
Biological Engineering (12 units of Physical education and wellness courses are oered in two six-
laboratory credit) week quarters during the fall term and during the spring term. A h
22.09 Principles of Nuclear Radiation 12 "quarter" is oered during the January Independent Activities Period.
Measurement and Protection

ACADEMIC AND RESEARCH OPTIONS
There is also a summer session. Two points are awarded for each and learning and for independent study and research. IAP is part
course per quarter. of the academic program of the Institute—the "1" month in MIT's
"4-1-4" academic calendar. Students are encouraged to explore the
Physical education and wellness registration is open to educational resources of the Institute by taking specially designed
undergraduates and graduate students. Registration is rst subjects, arranging individual projects with faculty members, or
come, rst serve and is conducted online through the Physical organizing and participating in IAP activities. They may also pursue
Education and Wellness website. Information on registration, interests independently either on or o campus.
including registration dates, can be obtained through on the Physical
Education and Wellness website (http://mitpe.com). Departmental programs may require students to complete a subject
(of no more than 12 units) during one IAP.
Physical education and wellness courses oered last year included
Group Exercise (Cycling, Kickboxing, Pilates, PiYo, Step, Yoga, Activities
Zumba), Aikido, Archery, Backpacking/Hiking, Badminton, More than 600 activities are oered each year on a wide range
Boot Camp for Athletes, Broomball, Dance (Ballroom, Hip Hop, of topics, both academic and nonacademic. In addition, most
Middle Eastern, Tango, Salsa, Swing, Square), Fencing, Figure departments oer "special subjects," for which students can arrange
Skating, Fitness/First Aid/CPR, Fitness/Nutrition, Fitness/Stress credit for individual work.
Management, Fitness/Meditation, Fitness/Relationship Health,
Fitness/Sport Nutrition, Fitness/Healthy Finance, Golf, Ice Hockey, Many IAP activities, both credit and noncredit, are organized
Karate, Kayaking, Pickleball, Pistol, Rifle, Tchoukball, Top Ropes, each fall. Noncredit activities are advertised, beginning in early
Tsegball, Running/Jogging, Sailing, SCUBA, Self Defense, Sport November, on the IAP website (http://web.mit.edu/iap). Information
Taekwondo, Skating, Skiing/Snowboarding, Soccer (indoor), on credit activities is available, beginning in early December, on
Swimming, Tennis, Top Rope Climbing, Volleyball, and Weight the Subject Listing and Schedule website (http://student.mit.edu/
Training. catalog).
Students must wear appropriate attire for activity classes. Goggles Organizing Activities
are recommended for swim courses, and non-marking court shoes Nonacademic activities may be organized or attended by members
are required for squash and tennis. Most courses provide all of the MIT community: faculty, students, and employees. Tips on
necessary equipment. Lab fees are assessed for some courses; all organizing an IAP activity are available on the IAP website (http://
fees are listed with the course descriptions on the Physical Education web.mit.edu/iap). Organizers may approach MIT departments and
and Wellness website. Undergraduate and graduate students must organizations to help defray expenses.
activate their MIT ID card annually to gain access to all MIT sport
facilities. Students nd organizing IAP activities a rewarding challenge. For
many, it is their rst opportunity to develop and teach a program
For further information contact the Physical Education and from their own ideas. In doing so, they acquire organizational and
Wellness Oce ([email protected]), Room W35-297X, 617-253-4291, or leadership skills that prove invaluable to their careers.
visit the department's website (http://mitpe.com).
Tuition, Housing, and Meals
Regular students paying full tuition in either the fall or spring term
ACADEMIC AND RESEARCH OPTIONS do not have to pay additional tuition or housing fees to the Institute
during IAP. Students who have not been charged full tuition in either
Students at MIT may take advantage of a variety of academic and
the fall or spring term are subject to additional tuition charges and
research opportunities to enrich or complement their academic
should consult the Registrar's Oce, Room 5-117, 617-258-6409. MIT
pursuits. These include programs designed specically to support
Dining provides food service options through retail, house dining,
rst-year students adjusting to college life, opportunities to engage
and catering services throughout the entire academic year, including
in collaborative research, global study projects and internships
IAP. Please visit the Dining website (http://dining.mit.edu) in early
abroad, cross-registration options at other Boston-area schools,
December to learn more about dining options during IAP.
and the flexible learning structure and innovative oerings of the
Independent Activities Period.
Academic Credit and Grades
Students should follow directions published on MIT's IAP website
(http://web.mit.edu/iap) regarding registration for subjects. In
INDEPENDENT ACTIVITIES PERIOD addition to regular subjects, students may make arrangements
to earn credit for independent work under faculty supervision. No
Independent Activities Period (IAP) (http://web.mit.edu/iap) is a four-
student may earn more than 12 units of credit during IAP. Credits
week period in January during which faculty and students are freed
from the rigors of regularly scheduled classes for flexible teaching

UNDERGRADUATE RESEARCH OPPORTUNITIES PROGRAM
received by rst-year undergraduate students during IAP are not may work on a volunteer basis. Whatever the chosen mode, all UROP
counted toward their credit limits for fall or spring term. work is expected to be worth academic credit.
All credit-bearing subjects are graded according to the grading Guidelines for participating are available online (http://
rules approved for that subject number. A subject can be graded uaap.mit.edu/research-exploration/urop). This website lists UROP
P/D/F only if it has been approved with P/D/F grading. Similarly, contacts for Institute departments, laboratories, and centers.
the number of units awarded must be as specied for that subject. While these people are prepared to assist students, a certain
However, faculty sometimes teach new classes under special subject amount of footwork and negotiation is required to achieve a
numbers for which credit units are arranged. satisfying collaboration. The UROP experience is unlike any other; its
benets and rewards are great, but expectations and standards are
For students to receive credit for work done in IAP, instructors must commensurate. For advice and assistance, contact ([email protected])
submit grades to the Registrar's Oce by the deadline given in the the UROP Oce in Room 7-104, 617-253-7306.
academic calendar. If a grade is received aer the Add Date of the
succeeding term and the student did not register in the subject
during IAP, the student must petition to receive credit. IAP credit will
not be given if the grade is received aer the end of the succeeding FIRST-YEAR ADVISING SEMINARS
spring term. The First-Year Advising Seminars (FAS) (http://uaap.mit.edu/oce-
rst-year/rst-year-advising/advising-options) program, oered by
Students may view their IAP grades on WebSIS (http://
the Oce of the First Year (http://uaap.mit.edu/oce-rst-year), is
student.mit.edu) shortly aer the start of the spring term. Students
one advising option available to rst year students. It is available
who do not receive grades when expected should check promptly
only during the rst term to rst year students, who must apply
with their instructors or the Registrar's Oce to ensure the grades
online. A First-Year Advising Seminar is typically led by a faculty
are submitted and recorded.
member who also serves as the rst year advisor to the small group
of seminar advisees. While FASes vary in style and topic, most are
Special Students
oriented to group discussion and oer an opportunity to interact
Applications for special student status solely for IAP will not be
closely with faculty. All Advising Seminars receive six units of credit
accepted. Special students admitted to the fall or spring term must
and are graded P/D/F.
consult the Admissions Oce concerning their status during IAP;
they do not automatically have IAP privileges. If the special student
has paid full tuition during the fall term or is admitted to do so in the
spring, there will not be an additional tuition charge for IAP. If the INTERPHASE EDGE
student has not been paying full tuition, a charge for the IAP units
Interphase EDGE (Empowering Discovery | Gateway to Excellence)
will be added to either the fall or spring term up to a maximum of full
(http://ome.mit.edu/programs-services/interphase-edge-
tuition for the term.
empowering-discovery-gateway-excellence) is a two-year scholar-
enrichment program sponsored by the Oce of Minority Education
(http://ome.mit.edu) that includes a seven-week summer session
UNDERGRADUATE RESEARCH OPPORTUNITIES as well as programming during the academic year. The focus of
PROGRAM the summer program is to give scholars an introduction to the MIT
experience by exposing them to the rigors of a full subject load and
The Undergraduate Research Opportunities Program (UROP) (http://
to life on campus.
uaap.mit.edu/research-exploration/urop) invites undergraduates to
participate in a wide range of research activities that are available in In addition, the Interphase EDGE curriculum is uniquely designed
every academic department and most interdisciplinary laboratories to impart pivotal concepts that will increase long-term academic
and centers in collaboration with MIT faculty. success. The program is designed not only to give students an
"edge" on their MIT experience, but also to catalyze their successes
There are many advantages to becoming involved in such pursuits
beyond MIT. During the summer and academic year, scholars will
as early as possible in an undergraduate career: establishing ties to
participate in a range of personal and educational development
faculty, investigating a potential major, acquiring data-gathering and
seminars and activities designed to ensure their smooth transition to
laboratory techniques, exploring the frontiers of a eld, undertaking
college life. Throughout the academic year, scholars will continue to
topics not amenable to the classroom, facing a real-world problem,
build upon the relationships created during the summer by attending
and establishing a focus for educational experiences. Through UROP,
biweekly meetings with EDGE advisors and monthly professional
students may gain a better understanding of the intellectual process
and academic enhancement events, including programs that expose
of inquiry, while having the opportunity to experience personal and
them to various career pathways.
professional growth. Students may earn pay or academic credit, or

EDGERTON CENTER
circuits, optics, biology, and more. Contact Amy Fitzgerald

(amy[email protected]) or call 617-253-7931 to become involved.
EDGERTON CENTER
The faculty director of the Edgerton Center is Professor J. Kim
The Edgerton Center oers a wide variety of subjects (http://
Vandiver ([email protected]), Room 10-110. For general information,
edgerton.mit.edu) for both undergraduate and graduate students,
contact Sandi Lipnoski ([email protected]), Room 4-408,
and provides resources and opportunities for students to pursue
617-253-4629, or visit the website (http://edgerton.mit.edu).
hands-on projects, UROPs, and other activities.
Named for Professor Harold Edgerton, whose high-speed

photography legacy (http://edgerton-digital-collections.org) lives GRADING OPTIONS
on with the Strobe Alley exhibition of Edgerton photographs,
the center can provide students with a workplace, a place to test Grading options are intended to provide students with the
equipment, access to the Student Machine Shop, or simply advice opportunity to explore new and challenging subjects and to broaden
and encouragement. The classroom and studio are located in Strobe their educational experience with reduced eect on term and
Alley on the fourth floor of Building 4, as is the Student Project cumulative ratings. These options must be approved by the student's
Lab (http://edgerton.mit.edu/student_project_lab) (4-409). The advisor and designated by Add Date.
lab is equipped with hand tools, a sewing machine, soldering Experimental Grading Policy to Increase Flexibility for Major
tools, electronics prototyping tools, and basic test equipment. Exploration and Discovery in the First Year (Fall 2018 and Fall 2019
For more information on using these facilities, contact Jim Bales entrants only). First-year students entering during the fall of 2018
([email protected]) or Amy Fitzgerald (amy[email protected]). and the fall of 2019 will be eligible to designate up to three Science
Subjects oered (http://edgerton.mit.edu/academics) include Core General Institute Requirements (GIRs) (3.091, 5.111, or 5.112;
introductory electronics, digital photography, and classes in 7.01; 8.01; 8.02; 18.01; and 18.02 or their equivalents, including
international development (D-Lab classes). In addition, Doc Concourse and Experimental Study Group versions of these subjects)
Edgerton's Strobe Project Laboratory 6.163 is taught each term by to be graded on a pass or no-record (p/NR) basis aer their rst term.
associate director Jim Bales. MIT’s “hidden" grade policy is in place for subjects taken under this
experimental policy, regardless of the term taken. Other regular MIT
The Student Shop in 44-022 (http://edgerton.mit.edu/student- grading policies including rst-year grading remain in eect.
shops/edgerton-student-shop) oers regular training sessions for
use of CNC mills, lathes, a 3D printer, and more. The Area 51 CNC This grading policy is authorized as an experiment by the Committee
Machine Shop (http://edgerton.mit.edu/student-shops/area-51-cnc- on the Undergraduate Program and is intended to provide additional
shop) is located on the rst floor of N51. The rst floor fabrication flexibility for students to explore and discover dierent areas of
facility—with CNC milling and lathe machines, an injection molding study early in their careers.
machine, a thermal forming machine, and a waterjet cutting Aer the rst term, students should designate a Science Core GIR
machine—is available to students on clubs and teams, D-Lab to be taken under P/NR when they initially register for the subject,
(http://d-lab.mit.edu), and to the students, faculty, and sta of the though the deadline for this decision is Add Date of the term in
International Design Center. The third floor space, the Milk Drop which the subject is being taken; regular deadlines for adding and
Shop, is used by clubs and teams for small-scale project work. Both dropping subjects remain in eect. Under this grading, a P (passing)
Area 51 and 4-409 are Maker Lodges (https://makerlodge.mit.edu), indicates C or better performance (C- with modier used within MIT)
part of Project Manus (http://project-manus.mit.edu). and NR reflects a grade of D or F. Students earning a grade of NR
The center supports about a dozen student clubs and teams receive no credit for those subjects, which do not appear on their
including the Solar Electric Vehicle Team, the MIT Robotics Team, MIT transcripts.
Motorsports, and others. We provide teams with a space to work, First-year students who earn a grade of NR in a Science Core GIR
machining equipment, some funding, administrative support, and under P/NR in their rst term or ABC/NR in their second term will
advising. Students interested in proposing a new team can ll out an be required to retake the subject. Students under this experimental
application form (https://edgerton.mit.edu/club-team-application) or policy subsequently designate that same subject as one of their
email Sandi Lipnoski ([email protected]). three P/NR options or take it for regular grades.
The Edgerton Center K-12 Outreach Program (http:// Upper-level students who earn a grade of NR in a Science Core GIR
edgerton.mit.edu/k-12) gives MIT students an on-campus they have designated to be graded P/NR may retake it as many times
opportunity to teach engineering and science to 4th through 8th as needed to pass on P/NR without using up an additional P/NR
graders from area schools. Topics include mechanical engineering, opportunity.

STUDY AT OTHER UNIVERSITIES
Upper-level students who earn the internal grade of D in a Science

Core GIR taken under P/NR, may elect to switch the P/NR grading to Study Abroad Opportunities
regular grades so that they receive academic credit for the subject.
The grade of D will be reflected on their ocial transcripts and will MIT-Madrid Program
count towards their GPA. Students are still considered to have used The MIT-Madrid Program (http://gecd.mit.edu/go_abroad/study/
their P/NR option for this subject and may not elect an additional explore/madrid) gives students the opportunity to study in Madrid
(fourth) subject to take under P/NR. Requests to change to regular at the Universidad Carlos III de Madrid (UC3M) for the spring term
grading for a particular subject in which a D was earned should during their sophomore or junior year. Depending upon major and
be made via the add/drop application, by Registration Day of the interests, students can choose engineering, science, humanities,
student’s next regular term at MIT. Final-term seniors who make arts, and social sciences courses at UC3M (courses are taught in
this request must do so prior to the Committee on the Academic Spanish and English). In addition to academic courses, students can
Performance's SB degree candidates meeting. participate in an internship during this program. Students who plan
to participate in MIT-Madrid must be in good academic standing and
Sophomore Exploratory. Sophomores may designate one subject have taken at least one year of Spanish language to participate in
as exploratory in each of their fall and spring terms. An exploratory the programs. Students who wish to take courses in Spanish should
subject is one in which the student may either accept the grade have Spanish language prociency at the Spanish IV level. MIT-
awarded in the subject or change the subject to listener status Madrid Program participants are placed individually with Spanish
through Registration Day of the succeeding term. Students receive families in homestays.
no credit for listener subjects, which do not appear on transcripts.
Any subject may be designated as exploratory—including an IAP Programs Abroad
Institute, departmental, or minor requirement or a cross-registered During Independent Activities Period (IAP) (http://catalog.mit.edu/
subject taken at another school. mit/undergraduate-education/academic-research-options/
Junior-Senior P/D/F. A student may take a total of two subjects to independent-activities-period), the Global Education Oce
be graded P, D, or F during his or her junior and senior years, where administers four IAP Programs Abroad: three programs in Madrid
P indicates C or better performance (C- with modier used within and one in London. These programs are taught by MIT faculty and
MIT). Such subjects may not be used to fulll the General Institute lecturers, and students receive MIT credit for these courses.
Requirements or departmental or minor requirements. However, The three programs oered in Madrid include Spanish III, Advanced
the subjects will count in the units completed beyond the General Spanish Communications, and the Spanish Incubator. Students
Institute Requirements. planning to participate in the Spanish III program need to have
Spanish language prociency at the Spanish II level. The Advanced
Spanish Communications course will require Spanish language
STUDY AT OTHER UNIVERSITIES prociency at the Spanish IV level. Both Spanish III and Advanced
Spanish Communications oer students the opportunity to
There are a number of opportunities for MIT undergraduates to
continue building their Spanish language skills through classroom
study at other universities, including study abroad, domestic study
instruction, outside-of-class activities and assignments. The Spanish
away, and cross-registration programs with local universities.
Incubator is a literature course taught in English. This course
Students who spend a term or a year studying abroad or at another
combines experiences in the classroom and in Madrid through
US university nd that in addition to the intellectual benet, they
outside-of-class activities and allows students to experience Spanish
are enriched by day-to-day exposure to dierent cultural and/or
literature in a vivid cultural, social, and political context. Students
social experiences, and upon successful completion of these courses
participating in the IAP programs in Madrid live with Spanish
typically receive transfer credit. Through the cross-registration
families in homestays.
programs students may take subjects not oered at MIT.
The fourth IAP program is the Literary London course oered in
London. This course gives students the opportunity to delve into
Global Education the worlds of Shakespeare and other famous English writers and to
experience the rich layers of London life, including theatre, musical
Global Education is a one-stop oce for information on all MIT
performances, museums, parks, and neighborhoods.
global education opportunities, helping students identify and
integrate global opportunities into their MIT experience. In addition,
Exchange Programs
Global Education oers comprehensive support to undergraduates
The new multi-departmental academic exchange with Imperial
interested in and preparing for study abroad, and works with partner
College London gives MIT students an opportunity to study at
programs such as the UROP Oce, the Priscilla King Gray Public
Imperial for a semester or a year. The following departments send
Service Center, D-Lab, and MISTI to support global opportunities.
students on this exchange:

• Aeronautics and Astronautics and other UK institutions, and a number of programs in Australia and
• Chemistry China.
• Chemical Engineering Students interested in study abroad should meet with a sta
• Earth, Atmospheric and Planetary Sciences member in Global Education who can help students identify a
• Electrical Engineering and Computer Science program that is a best t for them academically and professionally.
• Materials Science and Engineering Students should also work out their academic plans with a
• Mathematics faculty advisor and appropriate transfer credit examiner(s)
in the department. They also must complete a Worksheet for
• Mechanical Engineering
Planning Study Abroad/Domestic Study Away (http://gecd.mit.edu/
• Nuclear Science and Engineering go_abroad/study/prepare) in order to gain approval for study
Several MIT departments also oer smaller exchange programs abroad. Global Education sta can help students navigate all of
(http://gecd.mit.edu/go_abroad/study/explore/exchange) that allow these steps. While on an approved study abroad program during
their MIT students to swap places with peers from foreign partner the fall and/or spring term(s), a student maintains full-time student
universities. The following departments send students for a semester status at MIT. Although it is most common to study abroad during
or year for study: the junior year, it is possible to participate in a study abroad
program in the sophomore year or, in some cases, in the senior
• The Department of Aeronautics and Astronautics oers an year. Study during IAP and/or summer are popular options for any
exchange program with the University of Pretoria in South Africa. undergraduate year.
Courses are oered in English.
Financial aid is portable for semester or year study abroad programs.
• The Department of Materials Science and Engineering has
Students who receive nancial aid at MIT are advised to discuss
two exchange programs: with the University of Oxford and the
their study abroad plans with the Student Financial Aid Oce (http://
University of Tokyo (courses are oered in English).
sfs.mit.edu) at least one term prior to the term in which they wish to
• The Department of Political Science has an exchange program commence study abroad. This will help students develop the best
with Sciences Po in France. This program is open to students in possible nancial plans for their time abroad. Global Education has
all majors who are interested in taking courses in social sciences funding available for IAP and summer programs, and can also help
and/or humanities at Sciences Po. Participating students can students apply for external study abroad scholarships.
choose courses in English and/or French.
• The Department of Mechanical Engineering has two exchange Numerous institutions oer programs abroad taught in English. It
programs: with ETH-Zurich in Switzerland and the University is possible to study in a foreign country without prior knowledge of
of Tokyo. Students participating in the ETH-Zurich Exchange the host country's language. However, a working command of the
can take courses in English and/or German, while students language can add greatly to the overseas experience. Even a student
participating in the University of Tokyo Exchange take courses in without prior language skills can usually achieve a good level of
English. prociency in a foreign language by the beginning of the junior year
• The Department of Nuclear Science and Engineering has one if he or she begins language study by spring term of the rst year of
such exchange program with the University of Tokyo (courses in undergraduate study.
English). With proper planning and preparation, students who successfully
In addition, the following departments participate in the Imperial- complete an approved program of study abroad receive transfer
MIT Summer Research Exchange: Aeronautics and Astronautics, credit toward their MIT degree. While at the host institution,
Chemical Engineering, Civil and Environmental Engineering, students must arrange to have an ocial transcript sent directly to
Electrical Engineering and Computer Science, Materials Science and the MIT Registrar's Oce showing coursework and nal grade(s)
Engineering, Physics, and Nuclear Science and Engineering. This completed at the outside institution. Upon return, they must submit
program allows students to conduct faculty-mentored research over a completed Request for Additional Credit Form, signed by the
the summer and is oered in collaboration with the MIT UROP oce. appropriate transfer credit examiner(s), and the SHASS Dean's
Oce, if applicable.
Other Study Abroad Options For further information, contact Global Education
MIT students may also apply for admission directly to foreign ([email protected]), 617-324-7239, or visit the website (http://
institutions that oer study abroad programs or to a study abroad gecd.mit.edu/go_abroad).
program administered by another US institution or study abroad
provider. Examples of such opportunities include the University of Domestic Study Away
Edinburgh, the London School of Economics, University of Oxford Students may choose to spend from one term to one year studying
at another academic institution within the US. Students studying

at another US university through this option pay tuition to the Harvard which are not oered regularly at MIT. Cross-registration is
outside institution rather than to MIT for these terms. While on an limited to upper-level students who must be regularly enrolled at MIT
approved domestic study away program during the fall and/or spring and paying full tuition for the term in question. No more than half of
term(s), students maintain full-time student status at MIT. Students a student’s registration (up to a maximum of 24 units) may be taken
interested in domestic study away should make an appointment with at Harvard in any one term.
a sta member in Global Education (http://gecd.mit.edu/go_abroad).
Where appropriate, Harvard subjects can count toward fulllment
To qualify for Domestic Year Away status, students must show that of the HASS Requirement; in most cases, students must submit
their proposed program of study draws upon resources available a petition to the Subcommittee on the HASS Requirement. Letter
at the outside institution that are not generally available at MIT, or grades earned in Harvard subjects appear on the transcripts of MIT
at the institutions with which MIT has cross-registration privileges. undergraduates. Detailed information about the Harvard cross-
In addition, a planned program of study should be consistent with registration option for undergraduates (https://registrar.mit.edu/
an overall degree program at MIT. Students must be accepted by registration-academics/registration-information/cross-registration/
a school of established academic merit and undertake a workload harvard) is available online.
comparable to that at MIT. Students planning to spend time
studying at another academic institution in the US need to work out Wellesley College
their plans with a faculty advisor and appropriate transfer credit MIT students may cross-register for any courses at Wellesley College
examiner(s), gain approval from their academic department, and if they present the necessary prerequisites. This exchange program
complete and get signatures on a Worksheet for Planning Study is not applicable to IAP or the summer session. Wellesley is a small,
Abroad/Domestic Study Away (http://gecd.mit.edu/go_abroad/ liberal arts college for women located on a 500-acre campus 17 miles
study/prepare). west of Cambridge.
With proper planning and preparation, students who successfully Through the Wellesley Education Department, MIT students may earn
complete an approved program of study at another US university Massachusetts certication to teach at the elementary or high school
receive transfer credit. While at the host institution, students level. This certication is recognized by many other states.
must arrange to have an ocial transcript sent directly to the
MIT Registrar's Oce showing coursework and nal grade(s) Students generally cannot substitute Wellesley subjects for MIT
completed at the outside institution. Upon return, they must submit Science Requirement (p. 37) subjects (Chemistry, Biology,
a completed Request for Additional Credit Form, signed by the Physics, and Calculus) or Institute Laboratory Requirement (p. 42)
appropriate transfer credit examiner(s), and the SHASS Dean's subjects. They may take Wellesley subjects to satisfy Restricted
Oce, if applicable. Electives in Science and Technology (REST) (p. 41) Requirements,
but need the approval of the Committee on Curricula.
For further information, contact Global Education
([email protected]), 617-324-7239. When appropriate, Wellesley subjects can count toward fulllment
of the HASS Requirement; in most cases, students must submit a
petition to the Subcommittee on the HASS Requirement.
Cross-registration Programs Wellesley subjects may be used to fulll departmental major and
Subjects taken through cross-registration programs with Harvard minor requirements with the permission of a faculty advisor.
and Wellesley may be used to fulll departmental major and minor
For upper-level students, letter grades will be recorded for Wellesley
requirements with the permission of a faculty advisor.
subjects, unless the student designates a Wellesley subject as one
When appropriate, cross-registration subjects taken for a letter of his or her two electives to be graded P, D, or F. Grades for rst-year
grade at Harvard and Wellesley may count toward fulllment of the students will be converted to the MIT rst-year grading system.
HASS Requirement; in most cases, students must submit a petition
Students may take physical education classes at Wellesley on a
to the Subcommittee on the HASS Requirement. Subjects may be
space-available basis and may apply these classes toward their MIT
designated as part of the Concentration for the Humanities, Arts, and
physical education requirements. MIT students receive full library
Social Sciences at the discretion of the designated advisor in that
privileges at the Wellesley College Library.
eld of concentration.
Wellesley operates free weekday bus service between the two
Harvard University campuses. The service is open to everyone with an MIT or Wellesley
MIT undergraduates are permitted to take subjects at Harvard identication card, but priority will be given to cross-registered
University (except Harvard Business School, Harvard Extension students. The ride is about 50 minutes each way.
School, and Harvard Summer School) for degree credit at no extra
charge. This cooperative arrangement is not applicable to the Detailed information on registration procedures (https://
summer session or IAP. In general, MIT students take subjects at registrar.mit.edu/registration-academics/registration-information/

INTERNSHIPS ABROAD
cross-registration/wellesley) is available online. The Exchange Oce Oce Training Corps programs. This section describes some of the
at Wellesley is located in Room 339C, Green Hall, 781-283-2325. available options.
Massachusetts College of Art and Design

MIT undergraduates may cross-register at the Massachusetts College
CAREER ADVISING AND PROFESSIONAL DEVELOPMENT
of Art and Design (MassArt), a highly respected art school in Boston
with studio classes such as drawing, painting, and printmaking that Career Advising and Professional Development helps MIT students,
are not oered for credit at MIT. recent alumni, and postdocs (http://capd.mit.edu) nd jobs and
internships, explore career options, and apply to graduate and
Classes taken at MassArt through the cross-registration program professional schools. The oce is located in E17-294 and can be
are graded P, D, or F and may not be used to satisfy Institute, reached by email ([email protected]) or by phone at 617-715-5329.
departmental, or minor requirements. They may be used toward
unrestricted elective credit. Only one subject from the school may All students are encouraged to make use of Career Advising and
be taken in a semester. This program is not applicable to IAP or the Professional Development services early and oen. These include:
summer session.
• Resume, cover letter, and CV review
Students must complete a cross-registration form, available in • Guided self-assessments
the Student Services Center, Room 11-120, by the deadline set by • Mock interviews
the MIT Registrar. Detailed information is available online (http://
• Career fair preparation
act.mit.edu/academic-program/cross-registration).
• Counseling on other career issues, including researching careers,
nding jobs and internships, networking, and negotiating job
oers
INTERNSHIPS ABROAD • Workshops and events
MIT International Science and Technology Initiatives (MISTI) (http:// • Job postings
misti.mit.edu) is MIT’s experiential international education program. • On-campus recruiting and interviews
Each year over 1,000 MIT undergraduate and graduate students
intern, teach, research, and collaborate in more than 25 countries Many of these services can be accessed via CareerBridge (http://
around the world. myinterfase.com/mit/student), Career Advising and Professional
Development's online career tool for signing up for appointments,
MISTI's internship program (http://misti.mit.edu/student-programs/ registering for events, and searching job postings.
internships) matches MIT students with hands-on projects in leading
international companies, schools and labs. Through MISTI's teaching Prehealth Advising
programs (http://misti.mit.edu/global-teaching-labs), students learn Prehealth Advising, part of Career Advising and Professional
how to communicate with international peers by teaching STEM and Development and located in Room E17-294, supports students
entrepreneurship in foreign high schools and universities. To prepare interested in exploring and applying to health professional schools.
for their experiences abroad, MISTI students complete coursework There is no required major for admission to health professional
in the language, culture, history, and politics of their host country. schools; however, schools do require applicants to complete a
Students also participate in a series of location-specic Preparation number of science and writing subjects prior to admission. Students
& Training (http://misti.mit.edu/preparation-training) modules should visit the website (http://gecd.mit.edu/grad-and-med-school)
covering topics such as cross-cultural communication, current for information on admissions criteria, the application process, and
events, technology, and innovation in the host country, navigating services provided.
the workplace, logistics, and safety.
TEACHER LICENSURE AND EDUCATION

CAREER AND PROFESSIONAL OPTIONS
Options for MIT students interested in teaching elementary or
An MIT education is a valuable investment in the future. Several secondary school range from exploratory activities such as tutoring
options are available to students who need or desire career advice and participation in the Undergraduate Research Opportunities
or job-search assistance, as well as to those seeking guidance about Program (UROP) (p. 45) to an ocial teacher licensure program.
further study. Students can take advantage of programs to gain
international experience or to earn teaching credentials. Leadership For students who wish to explore teaching as a career (in the
and military training opportunities are available through US Reserve short or long term), the MIT/Wellesley Scheller Teacher Education
Program (STEP) (http://education.mit.edu), housed in Comparative
Media Studies/Writing (CMS/W), oers instruction to meet the

ROTC PROGRAMS
requirements for Massachusetts State Teacher Certication in STEM • All admit men and women.
subjects at the middle and high school levels (and can be transferred • Enrollment as a non-scholarship rst-year student or sophomore
to many other states). Courses oered through STEP are also useful does not involve a military service obligation.
for students preparing to teach at the college level, as well as those • Most students enter the program at the beginning of their rst
who wish to apply their work to related research elds such as year. However, entry up to the middle of the sophomore year is
curriculum design or educational technology. Those going into available. (For Army ROTC, students may enter at any time as long
industry nd that STEP training can apply to workforce development, as they have four full semesters remaining until undergraduate
training, leadership, and mentoring within a company. or graduate degree completion).
Education subjects that focus on math/science teaching at the • To be eligible for a commission as an ocer in the Armed Forces,
secondary level (grades 5–12) are oered through both CMS/W students must complete the Reserve Ocers' Training Corps
and the Department of Urban Studies and Planning. To receive (ROTC) program, including summer training, and earn their
Massachusetts State Teacher Certication, students must complete bachelor's degree. (Army ROTC students who are pursuing a
300 hours of supervised teaching practicum starting in IAP and graduate degree must complete the ROTC program, including
ending in spring semester, and additional coursework at MIT or summer training, and earn their graduate degree).
through Wellesley College. A HASS concentration in urban studies • Upon request by the student, any required summer employment
with emphasis in education is oered as part of the undergraduate nancial aid contribution can be waived if summer training
curriculum. makes such employment impossible.
• Non-scholarship students may compete for ROTC scholarships,
To explore K-12 teaching opportunities less formally, students may
many of which cover full tuition and fees, and range from one to
volunteer as tutors or teacher assistants in local schools, design
four years for the Army, Air Force, and Navy.
and teach classes through the Educational Studies Program (https://
esp.mit.edu/learn), or work with faculty members who conduct • Enrollment as a scholarship recipient beyond the rst year
research in schools. (Refer to the UROP Directory for a list of faculty generally creates an obligation of four years of active duty service
members interested in such research.) Other groups that can help in the Navy or Air Force, or four years of active duty or eight years
identify similar opportunities on campus are the Student Services of reserve duty in the National Guard or Reserve for the Army.
Center, Room 11-120; the Priscilla King Gray Public Service Center Aerospace Studies (AS), Military Science (MS), and Naval Science
(http://studentlife.mit.edu/pkgcenter), the Edgerton Center (http:// (NS) subjects are not included in a student's grade point average,
edgerton.mit.edu), the MIT Museum (https://mitmuseum.mit.edu), and the credits do not count toward a degree. These subjects can be
and Career Advising and Professional Development (https:// applied toward the Physical Education Requirement. In some cases,
capd.mit.edu). Students can also explore the Teaching Systems Lab the ROTC programs may include departmentally approved subjects
(https://tsl.mit.edu), which focuses on teacher learning and practice that provide academic credit.
spaces, and the Playful Journey Lab (https://playful.mit.edu), which
focuses on technology and innovative assessment. Students who accept a contract to become an ocer must maintain
acceptable levels of academic performance and physical tness.
ROTC academic performance requirements may exceed Institute
standards. Breach or willful evasion of the contract could lead to a
ROTC PROGRAMS
period of enlisted service or to repayment of scholarship funds.
Military training has existed at MIT ever since the Institute opened its
doors in 1865. More than 12,000 ocers have been commissioned Specic information concerning benets, ROTC training programs,
from MIT, of whom more than 150 have reached the rank of general career opportunities, and contractual obligations can be obtained
or admiral. Students who are United States citizens or who have from the program oces listed in this section.
applied for citizenship, are of good moral character, and are
medically qualied for military service, may enroll in the programs
for leadership training. Non-citizens who fulll naturalization Air Force ROTC
requirements for citizenship prior to graduation may enroll and The Air Force ROTC program provides students the opportunity to
participate in the Army or Naval ROTC two-year non-scholarship become commissioned ocers in the Air Force aer completing their
programs. Any full-time MIT student may participate in the Army or undergraduate or, with exception, graduate degree. It is designed to
Naval ROTC programs for leadership training. develop the leadership and management skills essential for an Air
Force ocer while preparing the student for assignment in a career
All three programs—Air Force, Army, and Naval ROTC—have the
eld related to his or her academic specialty.
following characteristics in common:
• Application is voluntary.
• Admission is selective.

ROTC PROGRAMS
Training Program Application Procedure

The program consists of classroom and leadership laboratory work Interested students can sign up for the Air Force ROTC program by
during the four years of academic study and one summer training visiting the Aerospace Studies Department, Room W59-114, calling
period of three weeks between the second and third years at an Air 617-253-4475, or emailing ([email protected]).
Force base. Students with three academic years remaining may enroll
in the four-year program by combining the rst two years.
Army ROTC
The rst two years of the four-year program are known as the General
Military Course (GMC). Upon completion of the GMC and summer The Army ROTC program at MIT (http://web.mit.edu/armyrotc) is
eld training, students may compete for entry into the Professional designed to enhance a student's college education by integrating
Ocer Course (POC). Selection into the POC is based on academic into the curriculum leadership and management theory with
aptitude and performance, successful completion of the GMC and leadership practicum modules. Through coursework and in-class
eld training, and recommendation of the professor of Aerospace practical experience, students will develop decision-making, team-
Studies. building, and time-management skills—leadership qualities that
are essential to success in any eld, including corporate or research
Scholarships careers. Students completing the ROTC program earn a commission
Air Force ROTC scholarships are available on a competitive basis as a Second Lieutenant in the US Army, Army Reserve, or Army
to qualied applicants. Scholarships pay up to full tuition, include National Guard. Non-scholarship students may participate in the rst
$600 per year for textbooks, and a $300–500 nontaxable allowance two years of Army ROTC with no commitment to military service.
each month. Two- to three-and-a-half-year scholarships are oered
The Military Science and Leadership Program is a four-year program
on a competitive basis in addition to the four-year scholarships
composed of the Basic Course (rst and sophomore years) and the
oered to high school seniors. The detachment commander also
Advanced Course (junior and senior years).
has three-and-a-half year full-tuition scholarships to award to
outstanding rst-year undergraduates (technical majors) and
Four-Year Program
$18,000 per year scholarships to award to non-technical students.
The four-year curriculum combines classroom and leadership
laboratory work. Any MIT student is eligible to participate in the
Classroom Instruction
leadership development courses regardless of academic grade.
The Aerospace Studies curriculum emphasizes the history,
organization, and mission of the Air Force, including its role in During the summer between their junior and senior years, students
national defense strategy and American society. Academic classes participate in a four-week Advanced Camp (AC) at Fort Knox, KY (near
and leadership laboratory activities provide training and practical Louisville). Upon graduation from college and successful completion
experience in developing leadership and managerial skills. of Advanced Camp, students are commissioned as ocers in the US
Army, US Army Reserve, or Army National Guard.
Students enrolled in the rst two years of the program attend one
hour of class and two hours of Leadership Laboratory (LLAB). In the
Two-Year Program
nal two years of the program, the class time is three hours per week
The two-year program is designed for students who did not complete
with the same LLAB requirement. LLAB has always been a highlight
the rst two years of the Army ROTC program. If students have at
of the program, introducing cadets to a variety of motivational and
least four semesters remaining in their academic program at MIT or
interactive activities. Aside from standard drill practice, students
are interested in pursuing a graduate degree, they may be eligible to
participate in guest-speaker events, athletic competitions, self-
participate in the Advanced Course. Students who do not complete
defense class, marksmanship training, rock climbing, career day,
all requirements of the Basic Course (rst and sophomore years) of
and much more. Cadets must also complete three hours of physical
instruction must participate in a four-week training camp Basic Camp
tness training each week.
(BC) at Fort Knox, KY unless they have successfully completed any
service enlisted Basic Training Course or are a graduate of a certied
Eligibility Requirements
Junior Reserve Ocers Training Corps program. Once students
To be eligible for the Air Force ROTC scholarship program and the
complete Basic Camp, they are eligible to receive the same benets
POC, students must be citizens of the United States; physically
as members in the four-year program.
qualied in accordance with existing Air Force regulations; and
enrolled at MIT, Harvard University, Salem State University, Suolk
Scholarships
University, Tus University, or Wellesley College as full-time
Army ROTC scholarships are available on a competitive basis to
students.
qualied applicants. Two-, three-, and four-year scholarships
are available each year, and are awarded on campus through
the professor of military science or through a national selection

ROTC PROGRAMS
board. High school seniors may apply for four-year scholarships medically qualied in accordance with existing Army regulations;
in conjunction with their application to MIT. Scholarships pay full and enrolled at MIT, Harvard University, Tus University, Wellesley
tuition and all mandatory fees, plus $1,200 for books and supplies College, Lesley University, Endicott College, Gordon College, Gordon-
each year, and a tax-free stipend ranging from $300 to $500 per Conwell Theological Seminary, or Salem State University as full-time
month. The scholarship is flexible in that it can be used for either of students.
the following: tuition and all mandatory fees, or room and board.
Application Procedure
Program of Instruction Students normally apply for the four-year program during their
The Army ROTC curriculum is designed to enhance a student's college rst year, but students may enroll in the course or apply for a
education by providing distinctive leadership and management campus-based scholarship each semester. Interested students can
training in conjunction with realistic experience. The program inquire about the Army ROTC program by visiting the Army ROTC
emphasizes leadership theory and practice, organizational oce at W59-192 (201 Vassar St, Cambridge, MA 02139), by calling
management, public speaking, tactics, purpose and history of the 617-253-4471, by emailing [email protected], or by visiting the
military, and physical tness. website (http://army-rotc.mit.edu) or the program's Facebook page
(https://www.facebook.com/PaulRevereBattalion).
Students enrolled in the rst two years of the program attend
one hour of class and three hours of physical tness each week.
Collegiate athletes who meet Army tness standards are excused
Naval ROTC
from physical tness training while their sport is in season. In the
nal two years of the program, class and physical tness total The Navy Reserve Ocers Training Program (NROTC) (http://
four to ve hours per week. Students also participate in a weekly www.nrotc.navy.mil) is a multi-year program that runs concurrently
Leadership Lab that highlights a particular military activity. Finally, with a student’s normal college or university educational course of
students participate in a eld training exercise each semester study. The mission of the nationwide NROTC program is to develop
that includes small unit leadership training, military tactics, midshipmen mentally, morally, and physically. The program aims
land navigation, rappelling, obstacle negotiation, and possibly a to imbue them with the highest ideals of duty and loyalty, and with
helicopter orientation ride. the core values of honor, courage, and commitment. The program
commissions college graduates as naval ocers who possess a basic
Extracurricular Events professional background, are motivated toward careers in the naval
The ROTC program oers MIT students a wide spectrum of service, and have a potential for future development in mind and
opportunities to participate in numerous challenging and rewarding character so as to assume the highest responsibilities of command,
extracurricular activities, such as high adventure training and eld citizenship, and government.
training exercises. Army Airborne, Air Assault, Mountain Warfare,
In addition to a normal academic workload leading to a
and other military schooling and training programs are available
baccalaureate degree, NROTC students attend classes in Naval
on a voluntary basis to qualied cadets. Also, there are global
Science, participate in the NROTC unit for drill, physical training,
summer internships available at national research laboratories,
and other activities. The purpose of the NROTC program is to provide
numerous Army bases, or the Pentagon. Finally, following graduation
instruction and training in naval science subjects which, when
there are opportunities—primarily for students going on to law,
coupled with a bachelor's degree, qualify students for commissions
medical, seminary, dental, or veterinary school—to defer the service
in the US Navy and US Marine Corps.
obligation until completion of their graduate studies. Many graduate
study opportunities are funded by the Army. The NROTC unit at MIT (http://nrotc.mit.edu) oers two ocer
development programs for which students attending Tus and
Opportunities in the US Army Reserve/Army National Guard Harvard are also eligible. The Scholarship Program provides full
Army ROTC oers opportunities to seek a commission as a Second tuition, fees, uniforms, a semester book stipend, and a monthly
Lieutenant in the Army National Guard or Army Reserve. This unique stipend for two, three, or four years. The length of scholarship
option provides the flexibility for newly commissioned ocers to benets is predicated upon the student's degree plan. Students will
participate in the Army part time while pursuing an advanced degree receive scholarship benets only for the time required to receive
or a full-time career. their Baccalaureate Degree or four years, whichever comes rst.
If additional benets are necessary, students may request and, in
Eligibility Criteria some cases, be granted h-year benets.
Enrollment in the rst-year and sophomore ROTC courses is open
to all MIT students. To be eligible for Army ROTC scholarships and/ Students in the College Program for two or four years receive naval
or enrollment in the junior- and senior year ROTC courses, students science books and uniforms. College Program midshipmen accepted
must be citizens of the United States or on the path to citizenship for advanced standing receive a monthly stipend for up to 20 months
and will become a citizen before they graduate; physically and during the last two academic years. Each year, College Program

ADMISSIONS
students compete for full-tuition scholarships for their remaining Program website (http://www.nrotc.navy.mil). Visitors are also
years in school. invited to learn more at the NROTC unit at MIT, Room W59-110, or at
any US Navy Recruiting Station.
Program of Instruction
The NROTC program of instruction includes one Naval Science
course each semester which encompasses the science of nautical
ADMISSIONS
matters and principles of leadership, ethics, and management.
Leadership principles and high ideals of a military ocer are taught
and practiced during weekly drill instruction periods. Concurrently, First-Year Admissions
midshipmen complete all requirements for a bachelor's degree
under their respective university’s rules and regulations. Navy The information provided here contains a broad overview of
Option Scholarship Program midshipmen must complete one year Admissions policies and procedures. For specic information,
of calculus, one year of calculus-based physics, and one year of please visit the Undergraduate Admissions website (http://
English grammar and composition. Both Navy and Marine Option mitadmissions.org).
midshipmen complete one semester of American history or national
security policy and one semester of cultural or regional studies. Secondary School Preparation
NROTC academic instruction is complemented by tours conducted to Although MIT does not have any required high school classes,
local naval facilities, cruises aboard active duty naval vessels, and applicants are expected to have enrolled in a broad, rigorous
practical navigation and piloting practice conducted aboard training program in high school. A strong academic foundation in high school
cra. will help students make the most of the Institute when they are
here. Advice and suggestions on how to prepare for MIT (http://
Between academic years, Scholarship Program midshipmen attend mitadmissions.org/apply/prepare/highschool) are available on the
approximately one month of summer training aboard active duty Admissions website.
naval vessels and at shore bases throughout the world to become
familiar with Navy and Marine Corps procedures. College Program Campus Tours and Information Sessions
midshipmen must complete one summer cruise aer their junior Prospective applicants and their families are welcome to visit the
year. Admissions Reception Center in Room 10-100, Monday through
Friday between 9 am and 5 pm. Undergraduate admissions
Graduating Midshipmen information sessions are oered most weekdays in the morning
Upon graduation, midshipmen who complete all academic and in the aernoon with student-guided tours of the campus
requirements in the NROTC program are oered commissions as immediately following. Visit the Admissions website (http://
Ensigns in the Navy or Second Lieutenants in the Marine Corps. mitadmissions.org/visit) for detailed information.
Unrestricted Navy line ocers serve in the aviation, submarine,
surface warfare, or special operations communities, among others. Application Procedures
Additionally, qualied ocers may be invited to become Naval MIT has its own online application. Students may register for a
Reactors Engineers in Washington, DC. Navy Option Scholarship MyMIT (http://mitadmissions.org/apply/rstyear/mymit) account
Program midshipmen are required to serve a minimum of ve years at any time to be added to the mailing list and when they're ready
of active military service and College Program midshipmen serve a to apply, use their MyMIT account to access the application. The
minimum of three years. There may be additional requirements for application will be available online in August of the year prior to
specic assignments. Marine Corps Option midshipmen serve at proposed entry. Early Action has a November 1 deadline. Regular
least four years on active duty. Action candidates must complete the application process by January
1 of the year of intended entrance. Early Action decisions will be
Eligibility Requirements announced in mid-December. At that time, the committee may oer
To be eligible for the four-year NROTC program at MIT, Harvard admission, deny admission, or defer the decision to Regular Action.
University, or Tus University, a prospective midshipman must be Deferred applications are reconsidered without prejudice in March.
accepted at one of these institutions. Additionally he or she must The application fee is $75. MIT accepts fee waiver requests.
be a United States citizen, not less than 17 years old by September 1
of the year starting college, and no more than 23 on December 31 of Additionally, MIT participates in the QuestBridge National College
that year. Applicants must also be found physically qualied by the Match program, which aims to increase the percentage of talented
Department of Defense Medical Review Board. low-income students attending the nation's best universities and
the ranks of national leadership itself. Interested applicants should
Application Procedure consult the QuestBridge website (http://www.questbridge.org).
Further detailed information is available at MIT's NROTC website
(http://nrotc.mit.edu) and at the Naval Reserve Ocers Training

COSTS
the-cost-of-attendance/making-mit-aordable) A detailed estimate

Applicant Interviews of the cost of attendance (https://sfs.mit.edu/undergraduate-
MIT recommends that applicants interview with a member of the students/the-cost-of-attendance/annual-student-budget) (prior to
MIT Educational Council if available. Council members are MIT nancial aid) is provided by Student Financial Service.
graduates who have volunteered to interview on behalf of the Oce
of Admissions. Key points:
• Tuition is prorated (https://registrar.mit.edu/registration-

Standardized Testing Requirements academics/tuition-fees/proration) if a student withdraws.
Standardized tests are required for all applicants. Specic SAT, ACT,
• A number of miscellaneous fees (p. 70) may also apply each
and TOEFL testing requirements are outlined in detail on the Tests &
term, separate from tuition, such as the student activity fee.
Scores (http://mitadmissions.org/apply/rstyear/tests-scores) page
of the Admissions website. • All students automatically receive basic medical coverage
through MIT Medical as part of their tuition. Additional
medical coverage for the student and/or families is available
through the MIT Student Extended Insurance Plan (https://
Transfer Admissions
medical.mit.edu/mit-health-plans/student-health-plans).
Although spaces are very limited, transfer students are welcome on See Student Health Insurance (p. 56) and Medical
campus for their fresh perspective, maturity, and focus. Students Requirements (p. 59) for further information.
who have completed a minimum of one year with high academic
standing at an accredited college, university, technical institute,
or community college may be considered for transfer admission. Tuition
Students with more than two and one-half years of study are not
eligible. The table below reflects standard undergraduate tuition rates for the
2019–2020 academic year. Amounts are per term, unless noted.
Transfer Application Procedures
The MIT transfer application (https://mitadmissions.org/apply/ Undergraduate tuition, per term, fall and spring, 2019–2020
transfer/transfer-application) is available online. Students applying Full regular tuition, per term, fall and spring* $26,725
for spring admission must complete the transfer application by Light-load tuition, per unit $830
November 15. Students applying for fall admission must complete Light-load tuition, minimum $4,980
the transfer application by March 15. International students SB thesis-only tuition, per unit $830
are eligible for fall admission only. The application fee& is $75. SB thesis-only tuition, minimum $1,660
Applicants may request a fee waiver.
SB thesis-only tuition, maximum $26,725
Standardized tests are required for all applicants. Testing O-campus internship tuition (35% of maximum tuition $9,355
requirements are outlined in detail on the Transfer Deadlines & charge)
Requirements (https://mitadmissions.org/apply/transfer/deadlines) *Full tuition in either term of the current year covers
page of the Admissions website. the January Independent Activities Period. Tuition rates
for the summer session are published each year in the
Credit Transfer Summer Session Catalog, available in April.
Students admitted by transfer may receive credit for subjects of
Regular undergraduate students who have permission to take only
study completed elsewhere which are substantially equivalent to
a few subjects are initially charged full tuition. They may then apply
corresponding Institute subjects. Academic credit is not assessed
to have their tuition charged at the rate of $830 per unit with the
until aer a student is admitted. You may compare the courses
approval of the faculty advisor. In such cases, there is a minimum fee
oered at your institution to those oered at MIT this year (http://
of $4,980 for subjects and a minimum of $1,660 for the SB thesis.
catalog.mit.edu/subjects).
Registration for 32 or more units will be assessed the full tuition
charge. Upon recommendation of a department, the Oce of the Vice
Chancellor may set a special tuition rate in unusual circumstances.
COSTS Financial aid will be adjusted based on enrollment costs. Some
classes (including ROTC and classes taken on listener status) are not
The estimated cost of attendance for the 2019–20 academic year
included in the determination of nancial aid eligibility.
is $73,160. Note that this number is actually much lower than what
it costs MIT to educate students (https://sfs.mit.edu/undergraduate- Internship and cooperative programs oered by MIT provide
students/the-cost-of-attendance/how-much-it-costs). However, you industrial and research experience through a series of work
should know that most students pay far less because of our need- assignments interwoven with regular study at the Institute. The
based nancial aid. (https://sfs.mit.edu/undergraduate-students/

COSTS
tuition fee for these programs is the same as that for other regular Application for MBA program $250
undergraduate students. Student life fee, per term $170
Late pre-registration $50
Visiting Student Fees
Late registration $50
Students pursuing a degree at an institution other than MIT and
Late change in registration $50
who have been invited by faculty in an MIT department, laboratory,
or center to do research here may apply for visiting student status. Late degree application $50
Current regular or special MIT students, or MIT students who have Late graduate thesis title $85
withdrawn or are on a leave of absence, are not eligible. Very late degree application $85
Very late pre-registration $85
Each term, visiting students are subject to a registration fee and a
Very late registration $100
student life fee (p. 70). The student life fee entitles the student to
Late application for non-resident doctoral status $100
use MIT’s tness facilities and supports student life programming
at the Institute. If the visiting student’s appointment does not Library processing fee—doctoral thesis $115
correspond directly with the beginning of MIT’s terms, they are still Library processing fee—theses for all other advanced $50
charged the entire fee. If the student leaves before the end of the degrees
term, the registration fee may be prorated (https://registrar.mit.edu/ *Miscellaneous fees and processing charges are
registration-academics/tuition-fees/pro-ration). nonrefundable unless levied in error.
Visiting student registration fees, 2019–2020 Processing Charges for Late Changes in Registration
Summer $900 A late change in registration, which requires a petition (http://
Fall $1,500 web.mit.edu/acadinfo/cap/petitions) to the Committee on Academic
Spring $1,200 Performance, is dened as adding a subject aer the h week
or dropping a subject during the last three weeks of a term. The
processing charge for late changes is $25. There is an additional
Withdrawal
charge of $25 for a change judged by the Committee to result from
A student withdrawing before the start of a term is not charged any
the student's neglect.
tuition for that term, and any tuition payments previously made
for that term will be refunded. Students withdrawing during the
fall or spring term are charged one-twelh of the stated tuition for
the term for each week from the starting date of the term, with a
Student Health Insurance
minimum two-week charge. A student is nancially obligated to the Payment of tuition entitles all regular and special students to
Institute for the tuition appropriate to the program approved by his many health care services at MIT Medical (https://medical.mit.edu)
or her faculty advisor at the beginning of the term. Any subsequent through the MIT Student Medical Plan at no charge. The MIT Student
reduction in fees is based on the date that cancellation of subject Extended Insurance Plan covers hospitalization due to accidents or
or withdrawal from the Institute is eected. At that time, any excess illness and meets the state’s requirement for comprehensive health
payments which the student has made will be refunded. insurance.
If the student receives nancial aid through one of the federal Enrollment in the MIT Student Extended Insurance Plan is automatic.
student nancial aid programs, and aid is reduced as a consequence Insurance is required for all students unless they can demonstrate
of the reduced tuition, the reduction in aid will be made in that they have comparable coverage through another insurance
accordance with current federal regulations. Visit the Student program, in which case they may submit an online waiver request.
Financial Services website (http://web.mit.edu/sfs) for more Complete details on MIT Student Health Insurance Plans (https://
information. medical.mit.edu/mit-health-plans/student-health-plans) are
available on the MIT Medical website.
Fees MIT Student Health Insurance, cost per year for single student,
2019–2020
All students pay a student life fee each term. Late registration
or applications may result in additional fees. See the Academic MIT Student Health Plan Included with
tuition
Calendar (p. 8) for relevant dates and deadlines.
MIT Student Extended Insurance Plan $3,269
Miscellaneous student fees*, 2019–2020
Students can also purchase coverage for their partners and
Application for undergraduate admission $75
dependents under the MIT plans. Refer to the Medical Requirements
Application for graduate admission $75 (p. 59) section for additional details or read more about the

COSTS
student health plans (https://medical.mit.edu/mit-health-plans/ imposed; students owing spring term balances have from December
student-health-plans). to April.
Notications to Undergraduates with Unpaid Balances

Payment of Tuition and Other Institute Charges The h week of the term, SFS will identify undergraduates who
have an unpaid balance on their student account for that term and
An individual who registers as a student at MIT agrees to pay all
who have not made satisfactory arrangements for payment of the
charges on their account when due, and acknowledges that the
balance. SFS will notify these students—both through the regular
Institute may charge a hold fee, suspend registration, revoke
billing process and by email—informing them of the MIT policy
Institute services, and withhold the degree if these charges are not
regarding nancial holds and registration holds for subsequent
paid.
terms. SFS will repeat this process aer the 11th week of the term.
Student Financial Services (SFS) (http://sfs.mit.edu) gathers, bills,
Aer the 11th week of the term, SFS will identify undergraduate
and collects student charges and provides a student account
students who have unpaid balances on their student accounts for
statement of that activity. These charges originate in the oces from
that term and who have not made satisfactory arrangements for
which the student receives Institute services. SFS bills by posting a
payment of those balances. SFS will notify these students—both
monthly student account electronic billing statement on MITPAY—a
through the regular monthly billing process and by email—informing
secure, paperless online billing and payment system. The statement
them of the Institute's policy regarding nancial holds.
is posted by the 10th of the month in which there is a new charge on
the account. SFS sends students a courtesy monthly email reminder
Policy on Undergraduate Financial Holds
to check the statement and pay any balance due. The statement
Undergraduate students are subject to the Financial Hold policy
includes charges (e.g., tuition, fees, housing, and library fees),
adopted by the Committee on the Undergraduate Program (CUP) and
payments (nancial aid, tuition awards), additional amounts due,
the Committee on Academic Performance (CAP) in 1998. Students
and payment deadlines.
who have not paid their outstanding student account balance, made
Payment in full or a satisfactory arrangement for payment is due satisfactory arrangements with SFS to pay the balance, or completed
on or before August 1 for the fall term and on or before January 1 a nancial aid application by the end of the term will lose access to
for spring term. New charges that occur aer the initial statement student services for subsequent terms. Removal of services includes
will appear on a subsequent statement. If a student anticipates the right to register for the term, Athena access, MIT housing, dining,
that he or she may not be able to pay the entire amount due by the the MIT Card, and library access. Students who have not made eorts
term bill due date, the MIT Payment Plan is available and should be to resolve their nancial situation will not be allowed to register, will
considered. not receive credit retroactively, and will be assessed a $100 Hold Fee.
The student account must be paid in full in order for a degree to be
The MIT Monthly Payment Plan (https://sfs.mit.edu/how-to- conferred.
pay/paying-your-bill/monthly-payment-plan) is an installment
arrangement that allows students to pay the balance due in monthly Removal of Services and Other Actions
installments interest-free. The terms and conditions (https:// Undergraduate students who have not paid or negotiated
sfs.mit.edu/how-to-pay/paying-your-bill/monthly-payment-plan) of satisfactory arrangements for payment of unpaid balances from the
the monthly payment plan are available on the SFS website. previous term may not register for subsequent terms and may be
restricted from Institute student services. When students have not
SFS also oers information on federal student loan programs
made satisfactory payment arrangements by Registration Day of
(https://sfs.mit.edu/undergraduate-students/types-of-aid/loans) as
the subsequent term, SFS and other Institute oces may take the
additional options for eligible US citizens and permanent residents.
following actions:
A student who fails to make satisfactory arrangements for payment
• The right to live in MIT housing is suspended.
will have a registration or degree hold imposed and a Hold Fee
• The MIT Card is deactivated, and undergraduates are not
of $100 will be charged to the student account. The balance due,
authorized to use the services for which the card provides
including the Hold Fee, must be paid in full before a hold will be
access. These services include but are not limited to the libraries,
released.
the dining system, computing resources, and Institute housing.
Students who have unanticipated nancial situations during a term • Students are permitted to retain an mit.edu email address
should resolve them using the resources of SFS and Student Support which will be forwarded to a specied outside email provider
and Wellbeing, as well as outside sources such as parents and until the normal graduation date. All other computer services,
relatives. The policy is designed to allow students sucient time to including Athena access and use of MIT licensed soware, will be
resolve their nancial diculties. Students owing fall term balances suspended.
have from July to November to clear their account before a hold is

FINANCIAL AID
• Undergraduates will be excluded from the student payroll and scholarship programs for residents, and information on eligibility
UROP systems. may usually be obtained from secondary school guidance
• Undergraduates will not be placed on class rosters. They will not counselors. ROTC programs at MIT may also provide substantial
be allowed to participate in class projects. Work that is turned in scholarship support.
for the class will not be graded or returned.
For more information on nancing an MIT education, see the SFS
• Undergraduates will not have their nancial aid applications website (http://sfs.mit.edu).
reviewed for the upcoming academic year until their past due
balance is cleared.
Applications
Student accounts unpaid aer the student has le MIT for any reason
Details on applying for nancial aid (https://sfs.mit.edu/
may be reported to credit bureau agencies and/or sent to an outside
undergraduate-students) are available on the website.
collection agency and assessed additional fees on the outstanding
balance. Please visit the website (https://sfs.mit.edu/how-to-pay/
Entering First-Year and Transfer Students
paying-your-bill/if-you-graduate-or-leave) for more information and
Students who wish to be considered for nancial aid should
to review the Student Financial Responsibility Statement. (https://
complete the Free Application for Federal Student Aid (FAFSA) and
sfs.mit.edu/policies/student-nancial-responsibility)
the CSS Prole form. MIT also requires the parents' tax returns,
W-2 forms, and all schedules. An application for admission is
not prejudiced by an application for aid; the two decisions are
FINANCIAL AID entirely separate. Need criteria have no bearing on admissions, and
admissions criteria have no part in determining qualications for aid.
MIT meets the full nancial need of every undergraduate for all four
years of their undergraduate career. Student Financial Services (SFS)
International Students
(http://sfs.mit.edu) awards nancial aid based on the nancial need
As with other undergraduates, MIT meets the full need of
of the individual student, as determined by analysis of information
international undergraduate students who demonstrate nancial
provided by the family on the Free Application for Federal Student
need. International students who wish to be considered for nancial
Aid (FAFSA) and the CSS Prole applications. Copies of parental
aid should complete the International Student CSS Prole online and
federal tax return(s) are required in support of aid applications.
provide verication of parent income.
SFS reviews applications and makes need-based awards to students
Students should also seek aid from sources other than MIT.
from Institute sources. MIT is fortunate in having received gis
International students should make all arrangements for their
from many benefactors, alumni, and friends to help support the
nancial obligations to MIT for their entire stay in the United States
educational needs of MIT students.
before leaving their home country.
Students choose term-time work and/or loan eligibility to meet
For complete instructions on applying for nancial aid, including the
their self-help requirement, which is an amount that students are
documents required, visit the SFS website (https://sfs.mit.edu).
expected to contribute themselves. Student loan funds allow the
student to pay part of the costs of their education on long-term credit
Upper-Level Students
under favorable nancial terms.
Enrolled students receiving nancial aid are required to reapply
Specic jobs are not assigned; students are expected to arrange each year for continued assistance in the following year. Award
work most suitable to their own talents and schedules. The SFS applications must be submitted no later than April 15 of the year
website maintains listings of positions for students seeking part- preceding the term in which aid is anticipated. Upper-level students
time jobs during the term or full-time summer jobs. On-campus must complete the Free Application for Federal Student Aid (FAFSA)
work is usually available in residence halls, oces, libraries, and and the CSS Prole. The application process also requires a copy
laboratories. Listings for o-campus positions are also available. of parental federal tax return(s), and all applicants are expected to
apply for a state grant where applicable, as well as any renewable
SFS participates in the Federal Community Service Program (part of grants received in prior years.
the Federal Work-Study Program). Eligible students work in jobs that
have a direct impact on the Cambridge and Boston communities or A student's eligibility for MIT undergraduate grant funds will end
their hometowns over the summer. Wages are subsidized up to the when the student receives an initial degree, or aer the equivalent
student's work-study eligibility. of eight attempted or completed terms, whichever occurs rst.
Students may appeal for eligibility for additional terms by contacting
All students who are thinking of attending MIT are strongly urged SFS. Eligibility for federal nancial aid is not limited to eight terms,
to explore all areas of nancial assistance, including government but ends once a student’s degree requirements have been met.
and private nancial aid programs. A number of states sponsor Student Financial Services will replace federal aid with equivalent

MEDICAL REQUIREMENTS
MIT funds if federal eligibility ends before a student has completed

eight terms.
Eligibility for undergraduate loans continues through all
undergraduate programs. A student becomes eligible for the higher
Medical Report Requirements
loan maximums that pertain to graduate students upon enrollment in
a graduate program. Additional information is available at the Loans MIT requires that all incoming students submit a medical history,
page (https://sfs.mit.edu/undergraduate-students/types-of-aid/ have a complete physical examination, and document immunity
loans) on the SFS website. against certain infectious diseases. Medical Report forms (https://
medical.mit.edu/sites/default/les/medreport.pdf) need to be
Veterans Benets submitted before registering for classes. Specic deadlines for each
Students who are receiving veterans benets need to verify their term are listed on the form itself.
enrollment each term in order to be certied.
Registration will not be permitted for any student who has not
Veterans Benets and Transition Act of 2018 complied with the Medical Report and/or immunization requirements
stated above.
In accordance with Title 38 US Code 3679 subsection (e), the
Massachusetts Institute of Technology adopts the following
additional provisions for any students using US Department of MIT Medical
Veterans Aairs (VA) Post 9/11 GI Bill® (Ch. 33) or Vocational To meet the heath care needs of MIT community members, MIT
Rehabilitation and Employment (Ch. 31) benets, while payment to Medical oers a single, centralized source of comprehensive health
the institution is pending from the VA. MIT will not: insurance, care, and treatment at our own medical centers (https://
medical.mit.edu), and an extensive roster of health promotion
• Prevent nor delay the student’s enrollment;
programs. Members of the MIT community and their families have
• Assess a late penalty fee to the student;
convenient, on-campus access to a broad range of clinical services
• Require the student to secure alternative or additional funding; and medical and dental specialties, delivered by highly qualied
• Deny the student access to any resources available to other health care professionals. Through our aliations with Boston's
students who have satised their tuition and fee bills to the leading hospitals, our clinicians are able to refer patients with more
institution, including but not limited to access to classes, serious conditions to the most appropriate specialists. MIT Medical
libraries, or other institutional facilities. is located in Building E23.
However, to qualify for this provision, such students may be required Visits to MIT Medical are by appointment, except for urgent care.
to: Urgent medical care is available at MIT Medical seven days a
week. (See the MIT Medical website for hours of operation (https://
• Produce the Certicate of Eligibility by the rst day of class;
medical.mit.edu/services/urgent-care).) MIT Medical’s Student
• Provide written request to be certied; Mental Health and Counseling Service oers assistance to students
• Provide additional information needed to properly certify the dealing with personal concerns, including anxiety, depression,
enrollment as described in other institutional policies. relationship problems, and stress. They provide evaluations and
consultations, brief treatment, referrals, and group counseling.
Veteran students are still responsible for charges above and beyond
All services at the Student Mental Health and Counseling Service
those covered by their VA benets.
are available free of charge to MIT students. The Student Mental
GI Bill® is a registered trademark of the US Department of Veterans Health and Counseling Service also has walk-in hours for urgent
Aairs (VA). More information about education benets oered matters from 2 to 4 pm daily, Monday through Friday. MIT community
by VA is available at the ocial US government web site (https:// members should call 617-253-4481 day or night for medical advice.
www.benets.va.gov/gibill.html).
Visit the MIT Medical website for more information about our
For more information, visit Veterans benets (https://sfs.mit.edu/ services (https://medical.mit.edu/services), including appointment
undergraduate-students/types-of-aid/veterans-benets). hours, phone numbers, and clinician proles.
Health Insurance Requirements

All MIT students must have health insurance that meets the
requirements for the Massachusetts Student Health Insurance
Plan (SHIP). Students with J-1 visas under MIT sponsorship
must have insurance that also meets US Department of State

regulations for themselves and their spouses and children who If students have enrolled their partners and/or children and wish to
accompany them. Visit the MIT Medical website for more information continue their enrollment in the MIT Student Medical or Extended
about Massachusetts health insurance requirements (https:// Insurance Plan, no further action needs to be taken as they will be
medical.mit.edu/mit-health-plans/student-health-plans). automatically re-enrolled as long as the student remains covered by
the MIT Student Extended Insurance Plan. If students wish to end
coverage for their family, they must notify ([email protected])
MIT Student Health Plan
the Health Plan oce, in writing, by the enrollment deadlines.
The MIT Student Health Plan (https://medical.mit.edu/mit-health-
plans/student-health-plans) consists of two complementary parts, The deadline for submitting enrollment forms and waiver forms is
the MIT Student Medical Plan and the MIT Student Extended August 15 for the fall term, January 15 for the spring term, and May 31
Insurance Plan. for the summer term.
The MIT Student Medical Plan covers a wide range of services Visit the MIT Medical website (https://medical.mit.edu/mit-health-
provided at MIT Medical, including primary care, many medical plans/student-health-plans) for more information about the MIT
specialties, urgent care 7 days a week, mental health care, and Student Health Plans, including benets, rates, and enrollment or
other services. Registered MIT students paying tuition to MIT are waiver processes.
automatically enrolled in the MIT Student Medical Plan as part of
Please contact MIT Health Plans with enrollment or waiver questions
their tuition. Student partners and children of students can pay a
([email protected]), or contact Claims and Member Service with
Partner/Child MIT Student Medical Plan premium for comprehensive
any questions about benets or claims ([email protected]).
access. To enroll their families, students must complete the MIT
Student Health Plan enrollment form during the enrollment period.
Partners and children of students who purchase the MIT Student
Medical Plan premium must also provide evidence that they are
enrolled in a health insurance plan or may purchase the MIT Student
Extended Insurance Plan.
The MIT Student Extended Insurance Plan is designed to coordinate

with the MIT Student Medical Plan and provides coverage for more
extensive care, such as hospitalization, diagnostic tests, physical
therapy, surgery, prescription medication, and obstetrical care. Since
health insurance is mandatory under Massachusetts law, all regular
students and special students registered with 75% of the full-time
academic requirement or full-time, including students on a J-1 or
F-1 visa, are automatically enrolled in the MIT Student Extended
Insurance Plan. Prior to the beginning of each academic year,
students have the option to submit an online request to waive the
MIT Student Extended Insurance Plan for either the full year if they
already have coverage which meets the Massachusetts requirements
for student health insurance. If students choose to keep the MIT
Student Extended Insurance Plan for the fall term, they will still have
the option to waive the MIT Student Extended Insurance Plan for
the spring academic term. All waivers must be submitted before the
designated deadline to avoid a late fee. J-1 students under MIT visa
sponsorship may waive the MIT Student Extended Insurance Plan
only if their policies meet both the Massachusetts requirements and
specied United States Information Agency (USIA) requirements.
Massachusetts state law requires coverage through an insurance
carrier based in the United States. New waiver forms must be lled
out each academic year.
Special students taking two or more subjects but registered at MIT

less than 75% of the full-time academic requirement are eligible
to purchase the MIT Student Extended Insurance Plan but are not
enrolled automatically.

GRADUATE EDUCATION
GRADUATE EDUCATION degree programs with the Woods Hole Oceanographic Institution.
Limited study opportunities are also available at Boston University,
Brandeis University, Tus University, and at local institutions
MIT graduate programs provide collaborative environments for
through the Consortium for Graduate Studies in Gender, Culture,
advanced study by students and faculty working together to extend
Women, and Sexuality.
the boundaries of knowledge. MIT boasts globally prominent
graduate programs in engineering, science, architecture and Graduate students are encouraged to use MIT's extensive athletic
planning, management, and the social sciences and humanities. facilities. Teams comprised of both undergraduate and graduate
MIT's ve schools encompass a broad variety of degree paths, each students participate in intercollegiate competitions and the
with their unique requirements. Across all schools, MIT graduate intramural athletic program.
programs oer students the opportunity to gain unparalleled
discipline-specic knowledge; to master the tools needed to advance Graduate students also participate in a wide array of social activities
research; and to acquire a bedrock foundation in the skills necessary at MIT, and take advantage of the numerous cultural and intellectual
for career advancement. opportunities in the Boston area, including free admission to the
Boston Museum of Fine Arts and the Museum of Science. A more
This section outlines the general requirements together with other detailed description of campus activities can be found in the section
important aspects of graduate education, including admissions and on Campus Life (p. 17).
nancial aid.
Independent Activities Period

GRADUATE STUDY AT MIT Independent Activities Period (IAP) (http://web.mit.edu/iap) is a four-
The broad scope and high quality of MIT's graduate education week period in January during which faculty and students are freed
have made it a global leader. The most important factor in the from the rigors of regularly scheduled classes for flexible teaching
eectiveness of graduate programs at MIT is the quality of the and learning and for independent study and research. IAP is part
faculty. MIT is proud of its nationally and internationally recognized of the academic program of the Institute—the "1" month in MIT's
faculty of scholars and academic leaders, who are also eective "4-1-4" academic calendar. Students are encouraged to explore the
teachers and research collaborators. educational resources of the Institute by taking specially designed
subjects, arranging individual projects with faculty members, or
More than a third of MIT graduate students have international organizing and participating in IAP activities. They may also pursue
citizenship. The Institute has made signicant eorts, with some interests independently either on or o campus.
success, to increase the numbers of underrepresented and women
students attending its graduate programs. This representation Departmental programs may require students to complete a subject
of students from diverse backgrounds contributes greatly to the (of no more than 12 units) during one IAP.
richness of the MIT community and to the excellence of its graduate
academic programs. Activities
More than 600 activities are oered each year on a wide range
Graduate education at MIT places special emphasis on the relevance of topics, both academic and nonacademic. In addition, most
of science and technology to the complex problems of society. Such departments oer "special subjects," for which students can arrange
problems frequently require an interdisciplinary approach involving credit for individual work.
expertise in several dierent departments.
Many IAP activities, both credit and noncredit, are organized
Extensive resources for graduate study have developed naturally each fall. Noncredit activities are advertised, beginning in early
at MIT from a long tradition of emphasis on contributions to new November, on the IAP website (http://web.mit.edu/iap). Information
knowledge. The wealth and diversity of teaching and research on credit activities is available, beginning in early December, on
resources are described in the school and departmental sections. the Subject Listing and Schedule website (http://student.mit.edu/
catalog).
Although most graduate students nd their interests served by
programs available within a single department, others choose Organizing Activities
to work in interdisciplinary elds (described in the sections on Nonacademic activities may be organized or attended by members
Interdisciplinary Graduate Programs (p. 369) and Research and of the MIT community: faculty, students, and employees. Tips on
Study (p. 91)), which may reach into two or more departments and organizing an IAP activity are available on the IAP website (http://
involve work in any of MIT's laboratories and centers. web.mit.edu/iap). Organizers may approach MIT departments and
An additional resource for graduate study is cross-registration in organizations to help defray expenses.
programs with Harvard University and Wellesley College, and joint

GENERAL DEGREE REQUIREMENTS
Students nd organizing IAP activities a rewarding challenge. For will be added to either the fall or spring term up to a maximum of full
many, it is their rst opportunity to develop and teach a program tuition for the term.
from their own ideas. In doing so, they acquire organizational and
leadership skills that prove invaluable to their careers.
Oce of Graduate Education
Tuition, Housing, and Meals
The Institute has a single faculty that is responsible for both
Regular students paying full tuition in either the fall or spring term
undergraduate and graduate instruction. The administration of
do not have to pay additional tuition or housing fees to the Institute
graduate education rests with the president, provost, chancellor,
during IAP. Students who have not been charged full tuition in either
vice chancellor, senior associate dean for graduate education, and
the fall or spring term are subject to additional tuition charges and
the Committee on Graduate Programs (a standing committee of the
should consult the Registrar's Oce, Room 5-117, 617-258-6409. MIT
Faculty).
Dining provides food service options through retail, house dining,
and catering services throughout the entire academic year, including The mission of the Oce of Graduate Education (OGE) is to provide
IAP. Please visit the Dining website (http://dining.mit.edu) in early Institute-wide support and service to students, faculty, and sta to
December to learn more about dining options during IAP. make graduate education at MIT empowering, exciting, holistic, and
transformative. The senior associate dean for graduate education
Academic Credit and Grades directs the oce.
Students should follow directions published on MIT's IAP website
(http://web.mit.edu/iap) regarding registration for subjects. In Each department exercises a large measure of autonomy for its
addition to regular subjects, students may make arrangements graduate programs, under general guidelines established for
to earn credit for independent work under faculty supervision. No the Institute as a whole. Each department has a departmental
student may earn more than 12 units of credit during IAP. Credits committee on graduate students, including one or more graduate
received by rst-year undergraduate students during IAP are not registration ocers, to administer department and Institute graduate
counted toward their credit limits for fall or spring term. procedures.
All credit-bearing subjects are graded according to the grading More detailed information about the organization, rules, regulations,
rules approved for that subject number. A subject can be graded and procedures of graduate education is given in the publication,
P/D/F only if it has been approved with P/D/F grading. Similarly, Graduate Policies and Procedures (http://odge.mit.edu/gpp).
the number of units awarded must be as specied for that subject.
However, faculty sometimes teach new classes under special subject
numbers for which credit units are arranged. Career Advising and Professional Development
For students to receive credit for work done in IAP, instructors must Career Advising and Professional Development helps students make
submit grades to the Registrar's Oce by the deadline given in the informed decisions about career goals and nd opportunities related
academic calendar. If a grade is received aer the Add Date of the to their professional objectives. Graduate students are encouraged
succeeding term and the student did not register in the subject to visit the oce, located in E17-294, during their rst year to learn
during IAP, the student must petition to receive credit. IAP credit will what career resources are available. The oce can also be reached
not be given if the grade is received aer the end of the succeeding by phone at 617-715-5329 or by email ([email protected]).
spring term.
See also the Career Advising and Professional Development
Students may view their IAP grades on WebSIS (http:// description (p. 50) under Undergraduate Education.
student.mit.edu) shortly aer the start of the spring term. Students
who do not receive grades when expected should check promptly
with their instructors or the Registrar's Oce to ensure the grades GENERAL DEGREE REQUIREMENTS
are submitted and recorded.
Graduate students may pursue work leading to any of the following
Special Students types of degrees: Doctor of Philosophy (PhD), Doctor of Science
Applications for special student status solely for IAP will not be (ScD), Engineer's degrees, Master of Science (SM), Master of
accepted. Special students admitted to the fall or spring term must Architecture (MArch), Master of Applied Science (MASc), Master
consult the Admissions Oce concerning their status during IAP; of Business Administration (MBA), Master of Business Analytics
they do not automatically have IAP privileges. If the special student (MBAn), Master in City Planning (MCP), Master of Engineering
has paid full tuition during the fall term or is admitted to do so in the (MEng), and Master of Finance (MFin). Graduate programs are
spring, there will not be an additional tuition charge for IAP. If the described in individual department statements, and in the
student has not been paying full tuition, a charge for the IAP units Interdisciplinary Graduate Programs section (p. 369).

Each graduate student is ocially enrolled in a degree program. The academic years of residence. Advanced entry may be considered for
programs are not limited, however, to subjects oered in a single students with a pre-professional bachelor’s degree in architecture.
department. Subjects and research programs may be chosen from The degree requirements for students pursuing advanced entry
several departments, given the approval of the departmental faculty will depend on the student academic experience and waived
advisor to ensure that the overall program is integrated and well requirements, but will be no less than two and one-half years of
balanced with respect to a major eld of study. residence, as well as satisfactory completion of 164 units of graduate
subject credit and a thesis, both acceptable to the Department of
A student who expects to come to MIT for an advanced degree aer Architecture.
earning an undergraduate degree elsewhere should give careful
attention to undergraduate prerequisites as outlined by each Master of Applied Science
department or program elsewhere in this catalog. For more specic To be awarded the Master of Applied Science (MASc) degree with
information, a student should consult the department or program in specication of the eld in which the student has specialized, the
which they wish to enroll. student must satisfactorily complete at least 90 units of credit
MIT degrees are "residence" degrees in the sense that a major (including at least 66 units of graduate subject credit) from within
portion of the work must be done on campus in association with the a program of study that includes a slate of required and elective
faculty, other graduate students, and the Institute community. The subjects, and a capstone experience, both acceptable to the
amount of time required to attain any one degree varies. department in which the student is enrolled. The candidate must
also have been in residence for a minimum of one regular term.
Master's Degree Master of Business Administration

To be awarded the degree of Master of Business Administration
Master of Science With and Without Specication through the two-year MBA program, the student must satisfactorily
For the degree of Master of Science, the student must have complete a program of study of at least 189 units that includes a
satisfactorily completed a program of study of at least 66 units of set of required core subjects, at least 144 units of elective graduate
graduate subject credit and a thesis approved by the department subject credit, and four regular academic terms in residence, as
in which they are enrolled. If 34 units and the thesis are in a acceptable to the Sloan School of Management.
single approved program, as determined by a departmental To be awarded the degree of Master of Business Administration
committee on graduate students, the degree will be recommended through the one-year Sloan Fellows Program in Innovation and
with specication in this program; otherwise, the degree will be Global Leadership, the student must satisfactorily complete a
recommended without specication. The same high standard of program of study of at least 171 units that includes a set of required
academic performance in a program approved by a departmental core subjects, and at least 48 units of graduate subject credit
committee on graduate students is required for either degree. acceptable to the Sloan School of Management.
The choice of area of specialization must be approved by the To be awarded the degree of Master of Business Administration
committee on graduate students of the department in which the through the two-year Executive MBA (EMBA) Program, the student
student is enrolled. Approval of the entire program must be obtained must satisfactorily complete a program of study of at least 174 units
from this committee and from the student's faculty advisor. A special that includes a set of required core subjects, plus three graduate-
interdepartmental committee, approved by the Oce of Graduate level restricted electives taken at designated times throughout the
Education, may be appointed to supervise a program of study in an program.
interdisciplinary eld.
The satisfactory completion of the master's degree requires the Master of Business Analytics
student to be in residence as a full-time regular graduate student for To be awarded the degree of Master of Business Analytics, the
a minimum of one regular academic term (not the summer session). student must satisfactorily complete a minimum of 66 units of
Every degree candidate working on a thesis must register for thesis graduate subject credit from within a program of study that includes
in all terms during which their thesis research or writing is actually a slate of required and elective subjects, a project class, a pro-
in progress and during the term in which their name appears on the seminar, and a summer capstone experience. The candidate must
degree list. also have been in residence as a graduate student for at least two
academic terms. A summer term is also required.
Master of Architecture
For the degree of Master of Architecture, the student must have Master in City Planning
satisfactorily completed a program of study of at least 312 units To be awarded the degree of Master in City Planning, the student
of graduate subject credit and a thesis, both acceptable to the must satisfactorily complete a minimum of 126 units of graduate
Department of Architecture. The program requires three and one-half subject credit. The student must also complete a thesis acceptable

to the Department of Urban Studies and Planning, and have been in units. Individuals who wish to qualify for the master's degree in Real
residence for a minimum of two regular academic terms. Estate Development also must take at least 66 subject units unique
to this program. Students may submit a single thesis provided it
Master of Engineering is acceptable to the graduate committees of each program. It is
To be awarded the Master of Engineering degree with specication expected that such dual degree candidates will be in residence at
of the eld in which the student has specialized, the student must least one term longer than expected if enrolled in a single degree
satisfactorily complete at least 66 units of subject credit (including program.
at least 42 units of graduate subject credit) and a thesis which
collectively constitute a structured program of at least 90 units In order to be eligible to participate in a dual degree program,
acceptable to the department of the School of Engineering in which students must meet the admissions criteria of both departments.
the student is enrolled. The candidate must also have been in At least two regular terms prior to completion of the program, the
residence for a minimum of one regular term. student must submit to each department a statement of educational
objectives along with a detailed program plan that includes a
Master of Finance description of the proposed thesis topic. The total program must
To be awarded the Master of Finance (MFin) degree, the student meet with the approval of each department, and a petition approved
must satisfactorily complete a minimum of 66 units of graduate by the Oce of Graduate Education describing the program must be
subject credit from within a program of study that includes a slate led with the Registrar's Oce.
of required subjects, restricted and general electives, and a pro- The thesis research must be conducted under the supervision of an
seminar. The candidate must also have been in residence as a approved member of one of the two participating departments, with
graduate student for at least two consecutive academic terms (fall the other department providing a thesis reader. The thesis must be
and spring). In most cases, a summer term is also required. of superior quality. The single thesis cannot be used to satisfy the
thesis requirements of any additional graduate degree programs.
Simultaneous Registration for Two Master's Degrees
Single thesis. This degree plan is intended for qualied graduate In special cases, the standing committee of an approved
students who seek academic recognition in two professional elds interdisciplinary program may act in lieu of one of the two
that, although distinct, have a substantial intellectual connection. participating departments.
The degree plan requires a balanced choice of academic subjects,
made with the advice of each of two departments, and by selection Two theses. Occasionally an individual, already admitted for
of the thesis topic. graduate study, may wish to pursue simultaneously two distinct
master's programs, fullling the thesis requirement with a separate
To satisfy the minimum requirements for the program, the student thesis for each degree program. In such cases, the usual unit
must complete (in addition to thesis units) at least 132 units of requirements for each program apply separately. Registration for
subject credit, of which 66 units are unique to each department. In two degrees is contingent upon approval by the second department
those instances where a department or program has established of a request for admission. Such a request can be initiated by a
unit requirements in excess of the foregoing minimums, the petition approved by both departments and approved by the Oce of
department or program requirements prevail. Such excess of units Graduate Education.
in one department may not be applied to the program in the other
department. Simultaneous Award of Bachelor's and Master's Degrees
An undergraduate student of the Institute who is enrolled as
A student pursuing a Master in City Planning in addition to a second a candidate for the bachelor’s degree may be admitted by a
master's degree must have both programs approved in the usual department as a candidate for the master’s degree. Students must
way, but the subject units for the Master in City Planning can be register as graduate students for at least one regular academic term
lowered at the discretion of the Department of Urban Studies and (not the summer session) to be recommended for the simultaneous
Planning. award of the bachelor’s and master’s degrees. The thesis submitted
The dual-degree Leaders for Global Operations (http://lgo.mit.edu) for the master’s degree may also be accepted by the department in
program confers both an MBA from the Sloan School of Management fulllment of the undergraduate thesis requirement, if any. A student
and an SM from one of seven engineering programs. wishing to pursue this type of academic program must apply for
graduate admission in the usual way.
Individuals who wish to qualify for a Master of Science degree in
Real Estate Development, in addition to a Master of Architecture or Once a student is classied as a graduate student by the Institute,
Master in City Planning degree, will be required to satisfy all the their eligibility for certain nancial aid programs will change. US
subject requirements of each program. Specically, candidates for citizens who are graduate students, and who are enrolled at least
the Master of Architecture degree must take 164 subject units and half time, are eligible to apply for several types of Title IV federal
Master in City Planning degree candidates must take 126 subject loans. The interest rates, subsidy rules and origination fees may be

dierent than those for undergraduate students. Graduate students for the lists of degrees. A list of the interdisciplinary graduate
are not eligible for MIT scholarship funds from Student Financial degrees oered at MIT, including those oered by the MIT-Harvard
Services. International students who are graduate students may Health Sciences and Technology Program and the Joint Program
apply for MIT Loans. More information about graduate nancial aid with Woods Hole Oceanographic Institution, is available in the
as well as instructions and application forms can be found on the section on Interdisciplinary Graduate Programs (p. 369). MIT
Student Financial Services (http://sfs.mit.edu/graduate-nancial- oers the degrees of Doctor of Science and Doctor of Philosophy
aid) website. interchangeably in the engineering and science departments (except
biology and brain and cognitive sciences) and from the Harvard-
Undergraduate students eligible for a simultaneous degree are MIT Health Sciences and Technology Program. These degrees certify
entitled to remain in undergraduate housing on the condition that creditable completion of an approved program of advanced study in
they are within their “eight-term maximum” housing guarantee. addition to a research dissertation of high quality based on original
Otherwise, ninth-term undergraduate students must apply to the research.
graduate housing waiting list.
The two Institute requirements for a doctorate are completion of a
program of advanced study, including a general examination, and
Engineer's Degree completion and oral defense of a thesis on original research.
The program for an engineer's degree requires more advanced and The course of advanced study and research leading to the doctorate
broader competence in engineering and science subjects than for the must be pursued under the direction of the departmental committee
master's degree, but with less emphasis on original research than on graduate students for at least four academic terms. In some
a doctoral program. In general, the engineer's degree requires two cases, the required period of residence may be reduced, but in no
academic years beyond an undergraduate degree. instance can it be reduced to less than two regular academic terms
and one summer session.
The following engineer's degrees are awarded:
A student is enrolled in a program of advanced study and research
• Civil Engineer (CE)
approved by the department. The thesis research is in this same
• Electrical Engineer (EE) area, but the program oen includes subjects reaching into several
• Engineer in Aeronautics and Astronautics (EAA) departments. If the eld requires substantial participation by two
• Engineer in Computer Science (ECS) or more departments, an interdepartmental faculty committee,
• Environmental Engineer (EnvE) approved by the Oce of Graduate Education, should be appointed
to supervise the student's program.
• Materials Engineer (MatE)
• Mechanical Engineer (MechE) Each doctoral candidate must take a general examination in his
• Naval Engineer (NavE) or her program of study at such time and in such manner as the
• Nuclear Engineer (NuclE) departmental or interdepartmental committee approves. This
examination consists of both oral and written parts.
The requirement for such a degree is the satisfactory completion
of a program of advanced study and research approved by the Nonresident Doctoral Thesis Research Status
appropriate department or interdepartmental committee of the Thesis research is ordinarily done in residence at the Institute.
School of Engineering. The minimum program consists of at least However, on some occasions, it may be essential or desirable
162 subject units (exclusive of thesis units) and the completion that the student be absent from the campus during a portion of
of an acceptable thesis. The candidate must also have been in thesis research or writing. Nonresident doctoral thesis research
residence for a minimum of two regular academic terms. Every status allows thesis research to be carried out while not in formal
degree candidate working on a thesis is expected to register for residence at the Institute. Nonresident status is intended for doctoral
thesis in all periods during which the thesis research or writing is students who have completed all requirements other than the
actually in progress and during the term his or her name appears thesis. Permission to become a nonresident doctoral candidate
on the degree list. A department may accept a master's thesis of must be obtained from the Oce of Graduate Education at least
superior quality for the engineer's degree only if the student intends one month prior to Registration Day of the term during which the
to use that document to fulll the requirements of a single master's student wishes to register in this category (a fee will be assessed for
degree. late requests). A student who is permitted to undertake nonresident
thesis research must register as a nonresident doctoral candidate
and pay a substantially reduced tuition. For the rst three regular
Doctoral Degree academic terms, tuition is approximately 5 percent of regular full
tuition. Thereaer, it is charged at approximately 15 percent.
Doctoral degrees are oered by various departments and programs
within each of MIT's ve schools; see each school's description

OTHER INSTITUTIONS
Nonresident students have limited access to the facilities and

academic life of the Institute. However, they are permitted access to
the libraries and athletic facilities and have the same student health OTHER INSTITUTIONS
privileges and options as resident students upon payment of the
appropriate fees. For the rst three semesters of nonresident status, Harvard University
a student may receive fellowship support from MIT for an amount
up to 5 percent of tuition per semester. Aer the third semester, A regular or special full-time graduate student at MIT may enroll
nonresident students can no longer receive tuition or stipend to take subjects (exclusive of thesis) at Harvard (except Harvard
fellowship support from MIT. However, departments and programs Extension School and Harvard Summer School) without paying
may provide funding to cover student health insurance for the additional tuition, provided that this enrollment does not exceed
duration of the nonresident period. Eligibility for federal loans and one-half of the student's total registration for the term. This
sponsored billing (http://sfs.mit.edu/billing-repayment/your-billing- cooperative arrangement is not applicable to the summer session or,
statement/how-to-pay-your-bill/#sponsorbilling) remain unaected except in limited circumstances, during IAP.
for the length of nonresident tenure. Consult the Oce of Graduate Requests for cross-registration must be approved by the student's
Education (http://odge.mit.edu) or see Graduate Policies and MIT department of registration and should generally be conned to
Procedures (http://odge.mit.edu/gpp/degrees/thesis/nonresident- subjects that are not oered at MIT. Students will not be allowed to
doctoral-thesis-research-status) for additional information on attend classes in which additional registrants put an undue load on
nonresident status. the instructors. The procedures to be followed are available on the
Registrar's Oce website (https://registrar.mit.edu/registration-
Minor Program academics/registration-information/cross-registration/harvard).
Although there is no Institute requirement of a minor for the doctoral Grades earned in Harvard subjects appear on MIT transcripts as the
degree, certain departments require that candidates take a number closest equivalent MIT grade.
of subjects outside their major eld.
Language Prociency Wellesley-MIT Exchange

There is no Institute language requirement; however, several Graduate students are eligible to participate in the Wellesley-MIT
departments require that a candidate be able to read or speak a Exchange Program. Wellesley courses are not considered graduate-
second or third language with intermediate competence. A student level subjects, but may be accepted for graduate credit toward a
may satisfy the requirement in one of three ways: by fullling the student's degree with the approval of the department. For details
requirement before entrance by passing one or more intermediate or about the exchange, see the program description in the section on
advanced subjects with a grade of C or better; through examination Undergraduate Education.
by MIT Global Studies and Languages (GSL); or by taking language
subjects oered by MIT GSL or its aliated cross-registration
partners according to the requirements of the candidate's home
Boston University
department. An arrangement for cross-registration has been made between the
MIT departments of Economics and Political Science and the African
Normally, introductory subjects in a language cannot be used to
Studies Program of Boston University. Details of the procedures to be
satisfy a requirement for language prociency.
followed are similar to those for Harvard-MIT cross-registration.
MIT GSL oers a variety of intermediate and advanced language
subjects, stressing the ability to read and speak in Chinese, Brandeis University
French, German, Japanese, Portuguese, Russian, or Spanish. For
the purpose of meeting the requirement through examination, A cooperative arrangement exists between the MIT Department of
MIT GSL gives written examinations each semester prior to pre- Urban Studies and Planning and the Florence Heller Graduate School
registration (November and April) in any language oered at MIT. for Advanced Studies in Social Welfare at Brandeis University. Cross-
If a candidate wishes to be examined in a language not oered at registration is restricted to one or two subjects per term in the areas
MIT, the candidate's home department will have to arrange for this of social welfare at Brandeis and urban studies at MIT.
examination.
Tus University
For more information, visit the the GSL Graduate Language Exam
website (http://mitgsl.mit.edu/graduate-language-exam-gle). A cross-registration agreement exists between MIT and the School
of Dental Medicine at Tus University. The program is restricted to
specic graduate subjects at each institution.

ADMISSIONS
Consortium for Graduate Studies in Gender, Culture,

ADMISSIONS
Women, and Sexuality at MIT
Founded in 1992, the Consortium for Graduate Studies in Gender, Regular Graduate Admissions
Culture, Women, and Sexuality (GCWS) is a pioneering eort by
faculty at six degree-granting institutions in the Boston area and A regular graduate student is an individual who has been admitted
MIT to advance women's and gender studies scholarship through a to the Institute and who is registered for a program of advanced
series of ongoing team-taught interdisciplinary graduate seminars, study and research leading to any of the post-baccalaureate degrees
curriculum development events, and conferences that feature oered by MIT.
graduate student work. Currently there are nine participating
To be admitted as a regular graduate student, an applicant must
institutions: Boston College, Boston University, Brandeis University,
normally have received a bachelor's degree or its equivalent from
Harvard University, MIT, Northeastern University, Simmons
a college, university, or technical school of acceptable standing.
University, Tus University, and the University of Massachusetts
Applicants are evaluated by the department in which they propose
Boston.
to register on the basis of their prior performance and professional
In keeping with the collaborative tradition of Women's and Gender promise. These are evidenced by academic records, letters of
Studies, GCWS oers seminars to students matriculated in graduate evaluation from individuals familiar with the applicant's capabilities,
programs at our member institutions. Students enrolled in any and any other pertinent data furnished by the applicant. While
department or program at MIT may register for GCWS seminars and high academic achievement does not guarantee admission, such
receive graduate credit. Graduate students receive priority, but MIT achievement, or other persuasive evidence of professional promise,
undergraduates may also apply. is expected.
Several graduate seminars are oered each year including a A student registered in a program of study leading to the
writing workshop for students currently working on dissertations simultaneous award of the bachelor's degree and master's degree
that incorporate women's, gender, and sexuality studies' topics. must apply for graduate study and be registered as a graduate
Examples of past seminars (http://web.mit.edu/gcws/courses/ student for at least one academic term (not the summer session) of
course-archive.html) include Feminist Inquiry; Gender, Health, and his or her program of study.
Marginalization; and Gender, Race, and the Complexities of Science
Some engineering departments require students seeking a doctoral
and Technology, among others. Enrollment in each is limited,
degree to qualify rst for a master's degree.
so students who are interested in enrolling in GCWS seminars
must complete a short GCWS course application online (http://
Undergraduate Requirements for Advanced Degrees
web.mit.edu/gcws/courses/how-to-apply.html). Undergraduate
In addition to preparation in the specic eld of interest, most
students must rst consult with the director of Women's and Gender
departments require signicant work in mathematics and the
Studies at MIT. Admissions decisions are based on the student's
physical sciences, but some require as little as a year of college-level
background and brief statement of interest. The list of seminars
work in these disciplines. Requirements of individual departments
oered and the online application are available on the GCWS website
are described in their chapters of this catalog. Students with minor
(http://web.mit.edu/gcws).
deciencies in preparation may be admitted for graduate study;
In GCWS courses, faculty explicitly integrate gender analyses with however, deciencies in prerequisite or general or professional
issues of class, race, culture, ethnicity, and sexualities, and the subjects must be made up before the student can proceed with
practical and public-policy implications of feminist theory and graduate work dependent on them.
scholarship are considered. Courses are designed not only to
examine existing feminist scholarship, but to open paths to the Application Procedures
creation of new knowledge. GCWS graduate courses also provide Students normally begin graduate study in September. However, in
crucial intellectual support for students pursuing feminist work select departments, suitable programs can be arranged for students
within the framework of traditional disciplines. For additional entering in June or February. Prospective applicants should check
information, contact the GCWS Oce ([email protected]), Room with individual departments about their dates for admission and
14N-211. matriculation. Application deadlines vary by department. Deadlines
are noted on the graduate admission application.
All applicants are required to apply online. Each department or

program has its own online application with specic instructions.
Department websites and application instructions may be found

ADMISSIONS
on the MIT Graduate Admissions (http://gradadmissions.mit.edu)

website. Graduate Student Status for Research Sta Members
In view of their full-time responsibilities on assigned research
Inquiries about specic application and testing requirements, and their corresponding salary scales, Institute research sta or
deadlines, and notication of decision for admission should be employees of the Lincoln Laboratory or Draper may not be full-time
addressed to the appropriate graduate department or program. regular graduate students, but may, under certain conditions, be
granted the status of special graduate student. However, a research
sta appointee or an employee of the Lincoln Laboratory or Draper
International Graduate Admissions who desires to work for an advanced degree must be admitted as a
Graduate student applicants who are citizens of countries other regular graduate student and must complete the residency and other
than the United States must have received a bachelor's degree requirements of the degree program to which the individual has been
or its equivalent from a college, university, or technical institute accepted. This individual may not continue to hold a research sta
of acceptable standing. The academic record and all credentials appointment, nor include any work completed while employed as
must indicate the ability of the candidate to complete the approved part of the thesis for an advanced degree.
program of graduate study and research. Applicants are evaluated by
Any research sta appointee and any employee of the Lincoln
the academic departments. Admission is granted on a competitive
Laboratory or Draper may, by written permission from the director
basis. Competence in written and spoken English is expected.
of the division (or his or her designate), apply for admission as a
Students whose native language is not English and whose schooling special graduate student for enrollment in one subject only per term
has not been predominantly in English may be required to submit (but not thesis), either as a listener or for academic credit.
scores from the International English Language Testing System
Acceptance for such enrollment will be granted if, in the opinion of
(IELTS) or the Test of English as a Foreign Language (TOEFL). Inquiries
the instructor, the individual is qualied to undertake the subject
about specic testing requirements for admission should be
and if section size permits. For this type of enrollment, the student
addressed to the appropriate graduate department.
will be assigned to an appropriate registration ocer and will pay,
whether as a student or listener, the fee established at the special
student rate.
Special Graduate Student Admissions

A special graduate student is one whose intended program of study
is essentially graduate in nature but who is not a candidate for an
advanced degree. Students holding a bachelor's degree or higher
who are not currently enrolled in an MIT degree program and are
interested in taking classes as a non-degree student at MIT must
apply through MIT's Advanced Study Program. Deadlines for ling
applications are May 1 for fall term and December 1 for spring term.
The application and additional information may be found on the
Advanced Study Program website (http://advancedstudy.mit.edu).
Admission is valid only for one term; a student must seek

readmission each term to continue at the Institute. Those applying
for special graduate student status for the rst time must pay an
application fee. To be allowed to continue as a special graduate
student, satisfactory academic performance must be maintained.
Admission as a special graduate student does not imply any
commitment toward an individual's admissibility to regular graduate
student status
A student who is neither a United States citizen nor a United States

Permanent Resident is considered an International Student. The form
I-20 or DS-2019 will not be issued for subject registration of less than
36 units. Most subjects at MIT are either 9 or 12 units each. Detailed
information about policies and procedures can be found at the Oce
of Graduate Education website (http://oge.mit.edu/gpp/registration/
status/special-student).

COSTS
information on nonresident status.The minimum term tuition charge

for registration for doctoral thesis upon readmission as a resident
COSTS student is $40,085 if not registered during the preceding regular
term.
Tuition Key points:
The table below reflects standard graduate tuition rates for the • Tuition for thesis students is based on registration and residency
2019–2020 academic year (which are reviewed and likely to status. The Registrar’s Oce provides further information under
increase next year). Graduate programs in the MIT Sloan School of “tuition information by academic year (https://registrar.mit.edu/
Management (p. 70) have their own tuition rates. Certain other registration-academics/tuition-fees).”
graduate programs, such as the Real Estate Development master's • Resident graduate students making progress toward a degree
program and the master's programs in Supply Chain Management, are expected to register as and are considered full-time students.
also have “non-standard” tuition (p. 70). Special students Tuition is prorated (https://registrar.mit.edu/registration-
(p. 70) and visiting students (p. 70) should refer to the tuition academics/tuition-fees/pro-ration) if a student withdraws early
and fee information specic to them. or drops a subject during the term.
Full regular graduate tuition (including graduate student $26,725 • A student who continues to hold a fellowship, traineeship, or
sta), per term, fall and spring* graduate sta appointment for the remainder of the term aer
Doctoral students approved for non-resident tuition, rst $1,335 delivery of the thesis is still considered a full-time student and
three semesters† tuition will not be adjusted. In unusual circumstances, the Oce
of Graduate Education may set special tuition rates for graduate
Doctoral students approved for non-resident tuition, $4,010
students.
subsequent semesters†
O-campus internship tuition (35% of maximum tuition $9,355 • Students in approved programs registering for thesis work or
charge) other approved research subjects in the summer are eligible for
a summer tuition subsidy (p. 69).
*Full tuition in either term of the current year covers the
January Independent Activities Period. The tuition for all regular graduate students, including fellows,
†Following completion of the nonresident period, the trainees, and academic sta in the 2019 summer session was
student must return to resident status for completion $17,800.
and presentation of the doctoral thesis. If the student
requires only part of this rst term back in residence to • A number of miscellaneous fees (p. 70) may apply each term,
complete the thesis, the tuition will be adjusted subject unrelated to tuition.
to a minimum of $13,362. Consult Graduate Policies and
Procedures for additional information on nonresident Cooperative and Practice-School Programs
status. Cooperative and practice-school programs oered by MIT provide
industrial and research experience through a series of work
If the student was registered for thesis as a resident student in
assignments interwoven with regular study at the Institute. The
the immediately preceding term, regular or summer, tuition for
tuition fees for these programs are the same as those for regular
thesis will be adjusted aer acceptance by the department of the
graduate students.
completed document on the basis of a charge of $2,225 per week
from the starting date of the term, with a minimum of $2,225 for the
Cooperative and practice-school program tuition, per term, fall
master's or engineer's degree and $4,452 for the doctoral degree.
and spring, 2019–2020
If the immediately preceding term was the summer term and if the
Chemical Engineering Practice School, Course 10-A $26,725
graduate student was not registered for thesis in that summer term,
but was registered for thesis in residence in the previous second Electrical Engineering and Computer Science, Course 6-A $26,725
term, the minimum tuition for thesis is $13,362.
Summer Tuition Subsidy
Students who are permitted to undertake nonresident thesis Graduate students who are enrolled in a research degree program
research must register as nonresident doctoral candidates. Following and who are not taking subjects are eligible to have their summer
completion of the nonresident period, the student must return to tuition subsidized from Institute general funds. The subsidy applies
resident status for completion and presentation of the doctoral to new or continuing graduate students in normal resident status
thesis. If the student requires only part of this rst term back in during the preceding spring term, and who are only registered for
residence to complete the thesis, the tuition will be adjusted subject thesis or pre-thesis research credit during the summer session.
to a minimum of $13,362. Consult Graduate Policies and Procedures
(http://oge.mit.edu/gpp/degrees/thesis/nonres) for additional Key points:

COSTS
• Graduate students who register for other summer subjects will

be charged tuition on a per unit basis up to the maximum tuition. Special Student Tuition
This tuition may not be charged to research grants. Special students are non-degree students who are taking classes at
• Students registering for summer internship subjects are not MIT for personal or professional reasons.
eligible and will be charged the per unit rate, up to a maximum of
Key points:
four units.
• Graduate special students, including Sloan students,
Full details on the Summer Tuition Subsidy (https://registrar.mit.edu/
should contact the Advanced Study Program (https://
sites/default/les/2019-03/summer_tuition_subsidy_19.pdf) are
professional.mit.edu/programs/advanced-study-program/
available online. Email the Registrar’s Oce ([email protected]) or
admissions-faq) for information about admission and tuition
call 617-258-6409 with questions about the subjects that currently
rates.
qualify as thesis or pre-thesis in each department.
• There are additional miscellaneous fees (p. 70) associated
MIT Sloan School of Management Tuition with registering at MIT.
MIT Sloan master's programs, annual tuition rate (unless Visiting Student Fees
otherwise noted), 2019–2020 Students pursuing a degree at an institution other than MIT and
MBA Program $77,168* who have been invited by faculty in an MIT department, laboratory,
or center to do research here may apply for visiting student status.
Sloan Fellows MBA $133,475**,†
Current regular or special MIT students, or MIT students who have
Executive MBA, 20 months $178,302†
withdrawn or are on a leave of absence, are not eligible.
Leaders for Global Operations $77,168**,†
Master of Finance, 12 months $80,350 Each term, visiting students are subject to a registration fee and a
Master of Finance, 18 months $111,275 student life fee (p. 70). The student life fee entitles the student to
Master of Science in Management Studies $77,168* use MIT’s tness facilities and supports student life programming
at the Institute. If the visiting student’s appointment does not
Master of Business Analytics $82,000
correspond directly with the beginning of MIT’s terms, they are still
Visiting Fellows Consult
charged the entire fee. If the student leaves before the end of the
program
term, the registration fee may be prorated (https://registrar.mit.edu/
oce
registration-academics/tuition-fees/pro-ration).
*These programs are also charged the $2,200 student life
fee
Visiting student registration fees, 2019–2020
**Amounts include mandatory MIT Sloan student life fee
Summer $900
†Students interested in the Sloan Fellows Program for
Fall $1,500
Innovation and Global Leadership should consult the
Spring $1,200
Sloan School of Management with regard to fees.
Withdrawal
Other Programs with Non-Standard Tuition
A student withdrawing before the start of a term is not charged any
Certain other graduate programs have non-standard tuition rates.
tuition for that term and any tuition payments previously made for
that term will be refunded. Students withdrawing during the fall or
Tuition for non-standard programs, 2019–2020
spring term are charged one-twelh of the stated tuition for the term
Center for Real Estate SM Program, per term, fall and $29,364
for each week from the starting date of the term, with a minimum
spring
two-week charge. A student must pay full tuition and fees at the
Center for Real Estate SM Program, summer $19,576
beginning of the term. Any subsequent reduction in fees is based
Supply Chain Management Master's Program in Logisitics, $74,968 on the date that cancellation of a subject or withdrawal from the
academic year
Institute is eected. At that time, any excess payments which the
Supply Chain Management Five-month Blended Program $44,980 student has made will be refunded.
Systems Design and Management/Integrated Design and Consult
Management Program program
oce Fees
Professional Education Advanced Study Program (ASP) Consult
All students pay a student life fee each term. Late registration
program
oce or applications may result in additional fees. See the Academic
Calendar (p. 8) for relevant dates and deadlines.

COSTS
Students can also purchase coverage for their partners and

Miscellaneous student fees*, 2019–2020 dependents under the MIT plans. Refer to the Medical Requirements
Application for undergraduate admission $75 (p. 59) section for additional details or read more about the student
Application for graduate admission $75 health plans (https://medical.mit.edu/mit-health-plans/student-
Application for MBA program $250 health-plans).
Student life fee, per term $170

Late pre-registration $50
Payment of Tuition and Other Charges
Late registration $50
Late change in registration $50 An individual who registers as a student at MIT agrees to pay all
charges on their account when due, and acknowledges that the
Late degree application $50
Institute may charge a hold fee, suspend registration, revoke
Late graduate thesis title $85
Institute services, and withhold the degree if these charges are not
Very late degree application $85
paid.
Very late pre-registration $85
Very late registration $100 Student Financial Services (SFS) (http://sfs.mit.edu) gathers, bills,
and collects student charges and provides a student account
Late application for non-resident doctoral status $100
statement of that activity. These charges originate in the oces from
Library processing fee—doctoral thesis $115
which the student receives Institute services. SFS bills by posting a
Library processing fee—theses for all other advanced $50
monthly student account electronic billing statement on MITPAY—a
degrees
secure, paperless online billing and payment system. The statement
*Miscellaneous fees and processing charges are is posted by the 10th of the month in which there is a new charge on
nonrefundable unless levied in error.
the account. SFS sends students a courtesy monthly email reminder
to check the statement and pay any balance due. The statement
Processing Charges for Late Changes in Registration includes charges (e.g., tuition, fees, housing, and library fees),
A late change in registration, which requires a petition (http:// payments (nancial aid, tuition awards), additional amounts due,
oge.mit.edu/gpp/oversight/petitions) to the Oce of Graduate and payment deadlines.
Education, is dened as adding a subject aer the h week or
dropping a subject during the last three weeks of a term. The Payment in full or a satisfactory arrangement for payment is due
processing charge for late changes is $50. There is an additional on or before August 1 for fall term and on or before January 1 for
charge of $50 for a retroactive change aer the end of the term. spring term. New charges that occur aer the initial statement will
appear on a subsequent statement. If a student anticipates that
they may not be able to pay the entire amount due by the term bill
Student Health Insurance due date, the MIT Monthly Payment Plan is available and should be
considered.
Payment of tuition entitles all regular and special students to
many health care services at MIT Medical (https://medical.mit.edu) The MIT Monthly Payment Plan (https://sfs.mit.edu/how-to-
through the MIT Student Medical Plan at no charge. The MIT Student pay/paying-your-bill/monthly-payment-plan) is an installment
Extended Insurance Plan covers hospitalization due to accidents or arrangement that allows students to pay the balance due in monthly
illness and meets the state’s requirement for comprehensive health installments interest free. The terms and conditions (https://
insurance. sfs.mit.edu/how-to-pay/paying-your-bill/monthly-payment-plan) of
the monthly payment plan are available on the SFS website.
Enrollment in the MIT Student Extended Insurance Plan is automatic.
Insurance is required for all students unless they can demonstrate SFS also oers information on federal student loan programs
that they have comparable coverage through another insurance (https://sfs.mit.edu/graduate-students/guide/loans) as additional
program, in which case they may submit an online waiver request. options for eligible US citizens and permanent residents.
Complete details on MIT Student Health Insurance Plans (https://
medical.mit.edu/mit-health-plans/student-health-plans) are A student who fails to make satisfactory arrangements for payment
available on the MIT Medical website. will have a registration or degree hold imposed and a Hold Fee
of $100 will be charged to the student account. The balance due,
MIT Student Health Insurance, cost per year for single student, including the Hold Fee, must be paid in full before a hold will be
2019–2020 released.
MIT Student Health Plan Included with
tuition Notications to Graduate Students with Unpaid Balances
The h week of the term, SFS will identify graduate students
MIT Student Extended Insurance Plan $3,269
who have an unpaid balance on their student account for the term

FINANCIAL AID
and who have not made satisfactory arrangements for payment

of the balance. SFS will notify these students—both through the
Fellowships, Assistantships, and Taxes
regular billing process and by email—informing them of the MIT
policy regarding registration and graduation holds for subsequent At MIT, a fellowship award to a graduate student covers full or
terms. SFS will repeat this process aer the 11th week of the term. partial tuition, and may also provide a stipend to help defray living
expenses. In the context of graduate study, a scholarship covers full
Aer the 11th week of the term, SFS will identify graduate students or partial tuition only. Although most awards are made on the basis
who have unpaid balances on their student accounts for the term of academic merit, nancial need is a factor in some instances.
and who have not made satisfactory arrangements for payment of
those balances. SFS will notify these students—both through the Many individual, foundation, corporate, and government granting
regular monthly billing process and by email—informing them of the organizations provide external fellowship support for students.
Institute's policy regarding nancial holds. Students should apply directly to the granting organization for
funding based on eligibility. Application deadlines typically fall
Policy on Graduate Student Financial Holds and Other Actions between October 1 and May 1 of any given year.
Graduate students who have not paid their prior term balances and
Generous donors have provided MIT with permanent funds in
have not made eorts to resolve their nancial situation will not
support of fellowships, many of which have unique restrictions. MIT
be allowed to register for subsequent terms, will not receive credit
oces administer a number of these endowed internal fellowships
retroactively, will be assessed a $100 Hold Fee, and may be restricted
through annual processes. Students who seek nancial support
from Institute student services. The student account must be paid in
from any of the fellowships administered by MIT should inform
full in order for a degree to be conferred.
their academic department. The award process typically runs
Student accounts unpaid aer the student has le MIT for any reason concurrently with the timeline for application for admission. For
may be reported to credit bureau agencies and/or sent to an outside further information on guidelines, see Graduate Policies and
collection agency and assessed additional fees on the outstanding Procedures (http://oge.mit.edu/gpp/assistance/awards). In
balance. Please visit the SFS website (https://sfs.mit.edu/how-to- accordance with a resolution of the US Council of Graduate Schools
pay/paying-your-bill/if-you-graduate-or-leave) for more information (endorsed by most graduate schools), a student has until April 15 to
and to review the Student Financial Responsibility Statement accept or decline an oer. If a student does not reply to an oer by
(https://sfs.mit.edu/policies/student-nancial-responsibility). this date, it may be cancelled.
More information on both external and internal fellowships (https://

oge.mit.edu/nances/fellowships), including links and tips for
FINANCIAL AID applying, is provided by the Oce of Graduate Education.
MIT makes nancial support available to graduate students from Every student holding a fellowship for graduate study at the
a variety of sources and in several dierent forms—fellowships, Institute must register as a full-time graduate student for the
scholarships, traineeships, teaching and research assistantships, period of the award. Fellowship limitations apply to nonresident
on-campus employment, and federal loans. Many forms of support doctoral students; see "Terms of Status (http://oge.mit.edu/gpp/
are granted solely on the basis of merit, while others are granted on degrees/thesis/nonres)" for this category in Graduate Policies and
the basis of nancial need or a combination of merit and need. Procedures. If a student withdraws from the Institute before tenure
expires, the award must be relinquished, and the student will be
Neither a department nor the Institute itself has the nancial
required to refund any payment made in excess of tenure.
resources to provide support for all deserving students. Thus, it
is important that prospective students explore all sources of aid
available outside MIT to nd means of nancing their graduate Teaching Assistantships
programs.
MIT employs about 1,300 graduate students each year as part-
Information on fellowships and other nancial aid resources (https:// time or full-time teaching assistants to assist the faculty in grading
oge.mit.edu/nances) is available from individual departments undergraduate quizzes, instructing in the classroom and laboratory,
and the manager of graduate fellowships in the Oce of Graduate and conducting tutorials.
Education. Information on loans (https://sfs.mit.edu/graduate-
The departments regard seriously the benets of a teaching
students/guide/loans) is available from Student Financial Services
assistantship as a preparation for a career in university teaching.
(SFS), Room 11-120.
Each year, the Institute oers a prize, the Goodwin Medal (https://
oge.mit.edu/development/teaching/the-goodwin-medal), for
conspicuously eective teaching by a graduate student.

FINANCIAL AID
The units for which an instructor or teaching assistant may register fellowship stipends at a flat rate depending on the student’s visa
as a student are determined by the department in light of the type; Massachusetts income tax is not automatically withheld and
student's assistantship duties, program of study, and compensation. it is the student’s responsibility to determine their state income tax
Teaching assistants receive stipends as well as tuition support for liability and make estimated tax payments to the state, if necessary.
the services that they provide.
More information on tax rules for US and international graduate
Appointments to teaching assistantships are made upon students (https://oge.mit.edu/nances/taxes) is found on
recommendation of the head of a department. A student who the Oce of Graduate Education website. A helpful two-page
wishes to be considered for a teaching appointment should reference document (http://vpf.mit.edu/sites/default/les/forms/
contact the departmental graduate administrator. Only full-time HRPayroll_GradStudentInfo%202017.pdf) is provided by the Oce of
graduate students who are candidates for advanced degrees may the Vice President for Finance.
be appointed. A Free Application for Federal Student Aid (FAFSA) is
required for all teaching assistants who are US citizens or permanent
residents. Loan Funds
Research Assistantships US Citizens

Graduate students may want to consider federal student loans
Each year about 3,800 graduate students at MIT hold appointments rst as these loans ordinarily have better terms and conditions.
as research assistants. The principal duty of a research assistant To establish eligibility for federal student loans, applicants must
is to contribute to a program of departmental or interdepartmental complete the Free Application for Federal Student Aid (FAFSA)
research. (http://www.fafsa.ed.gov) and the Graduate Information Finance
Form (https://sfs.mit.edu/graduate-students/guide/loans) on
Most students welcome the opportunity to participate as a junior
the MIT Online Financial Aid System (https://fadata.mit.edu/
colleague of a faculty member in an ongoing research project that
NetPartnerStudent/Logon.aspx). The maximum Federal Direct
frequently influences their choice of thesis topic. Appointments to
Unsubsidized Loan per year is $20,500. Application forms and
research assistantships are made by the department head to full-
details of the application procedure may be obtained from SFS
time students who are candidates for advanced MIT degrees.
(http://sfs.mit.edu) in Room 11-120.
The units for which a research assistant may register are determined
Students who need additional student loan funding (beyond the
by the department in light of duties and program of study. Research
Federal Direct Unsubsidized Loan) may want to consider securing a
assistants receive stipends and tuition support for the services they
Federal PLUS Loan or private alternative loan, which are not based on
provide, and are compensated on the basis of time devoted to their
nancial need. The Federal PLUS Loan and private alternative loans
research.
may be used to borrow the remainder of a student's expenses.
Students who receive primary nancial support from fellowships or
MIT does not maintain a preferred lender list. MIT believes it is
other sources may receive supplementary stipends as teaching or
inappropriate to endorse or recommend one private loan over
research assistants in accordance with Institute and departmental
another as students and their families have dierent needs and
guidelines.
priorities.
Taxes International Students

Students who are not US citizens or who do not hold a permanent
Tuition payments made through fellowships and research and
resident visa are not eligible for federal loans. International students
teaching assistantships are nontaxable.
must be prepared to meet their expenses without help from loans
Stipends provided to teaching (TA) and research (RA) assistants from the Institute. International students may consider applying for
are considered taxable income. TA and RA stipend payments to loans from private sources as explained in the previous sections.
students who are US citizens and permanent residents are subject to Most of these loans will require a US-based co-signer.
withholding tax. MIT will issue a W2 form to all students from whom
this tax has been withheld.
Student Employment
Fellowship stipends are also legally taxable income. However,
tax withholding regulations do not allow for withholding federal Student Financial Services (SFS) (https://sfs.mit.edu) maintains
and Massachusetts income taxes from the fellowship payments listings of on-campus and o-campus job opportunities that are
for students who are US citizens and permanent residents. Thus, open to graduate students. Some positions are available directly
students should anticipate the tax obligation; no W2 will be issued. through administrative oces on campus. Graduate students who
For international students, federal income tax is withheld from hold full-time research or teaching assistantships or fellowships and

who are US citizens or permanent residents may typically work an Veteran students are still responsible for charges above and beyond
additional 10 hours per week in such employment. For additional those covered by their VA benets.
information, visit Student Financial Services (https://sfs.mit.edu).
GI Bill® is a registered trademark of the US Department of Veterans
For international students, regulations regarding on-campus and Aairs (VA). More information about education benets oered
o-campus employment depend on the student's visa type and by VA is available at the ocial US government web site (https://
other circumstances; full details are available on the International www.benets.va.gov/gibill.html).
Students Oce website (https://iso.mit.edu/immigration/
employment.shtml). For more information, visit Graduate Veterans Benets (https://
sfs.mit.edu/graduate-students/guide/veterans-benets).
US graduate students who complete the Free Application for Federal
Student Aid (FAFSA) and are eligible for Federal Work-Study may
do paid community service. Wages are subsidized for students
performing direct community service at approved nonprot agencies.
Graduate Residents Medical Report Requirements

Any graduate student at MIT may apply for a position as a graduate MIT requires that all incoming students submit a medical history,
resident tutor (GRT) through Residential Life Programs (http:// have a complete physical examination, and document immunity
studentlife.mit.edu/beagragrt). The compensation for a GRT position against certain infectious diseases. Medical Report forms (https://
includes free use of a room/apartment in the assigned residence medical.mit.edu/sites/default/les/medreport.pdf) need to be
during the appointment plus a stipend of $730 per semester (which submitted before registering for classes. Specic deadlines for each
is taxable). term are listed on the form itself.
Registration will not be permitted for any student who has not
Veterans Benets complied with the Medical Report and/or immunization requirements
stated above.
Students who are receiving veterans benets need to verify their
enrollment each term in order to be certied.
MIT Medical
Veterans Benets and Transition Act of 2018
To meet the heath care needs of MIT community members, MIT
In accordance with Title 38 US Code 3679 subsection (e), the Medical oers a single, centralized source of comprehensive health
Massachusetts Institute of Technology adopts the following insurance, care, and treatment at our own medical centers (https://
additional provisions for any students using US Department of medical.mit.edu), and an extensive roster of health promotion
Veterans Aairs (VA) Post 9/11 GI Bill® (Ch. 33) or Vocational programs. Members of the MIT community and their families have
Rehabilitation and Employment (Ch. 31) benets, while payment to convenient, on-campus access to a broad range of clinical services
the institution is pending from the VA. MIT will not: and medical and dental specialties, delivered by highly qualied
health care professionals. Through our aliations with Boston's
• Prevent nor delay the student’s enrollment; leading hospitals, our clinicians are able to refer patients with more
• Assess a late penalty fee to the student; serious conditions to the most appropriate specialists. MIT Medical
• Require the student to secure alternative or additional funding; is located in Building E23.
• Deny the student access to any resources available to other
Visits to MIT Medical are by appointment, except for urgent care.
students who have satised their tuition and fee bills to the
Urgent medical care is available at MIT Medical seven days a
institution, including but not limited to access to classes,
week. (See the MIT Medical website for hours of operation (https://
libraries, or other institutional facilities.
medical.mit.edu/services/urgent-care).) MIT Medical’s Student
However, to qualify for this provision, such students may be required Mental Health and Counseling Service oers assistance to students
to: dealing with personal concerns, including anxiety, depression,
relationship problems, and stress. They provide evaluations and
• Produce the Certicate of Eligibility by the rst day of class; consultations, brief treatment, referrals, and group counseling.
• Provide written request to be certied; All services at the Student Mental Health and Counseling Service
• Provide additional information needed to properly certify the are available free of charge to MIT students. The Student Mental
enrollment as described in other institutional policies. Health and Counseling Service also has walk-in hours for urgent
matters from 2 to 4 pm daily, Monday through Friday. MIT community
members should call 617-253-4481 day or night for medical advice.

Visit the MIT Medical website for more information about our specied United States Information Agency (USIA) requirements.
services (https://medical.mit.edu/services), including appointment Massachusetts state law requires coverage through an insurance
hours, phone numbers, and clinician proles. carrier based in the United States. New waiver forms must be lled
out each academic year.
Health Insurance Requirements Special students taking two or more subjects but registered at MIT
All MIT students must have health insurance that meets the less than 75% of the full-time academic requirement are eligible
requirements for the Massachusetts Student Health Insurance to purchase the MIT Student Extended Insurance Plan but are not
Plan (SHIP). Students with J-1 visas under MIT sponsorship enrolled automatically.
must have insurance that also meets US Department of State
If students have enrolled their partners and/or children and wish to
regulations for themselves and their spouses and children who
continue their enrollment in the MIT Student Medical or Extended
accompany them. Visit the MIT Medical website for more information
Insurance Plan, no further action needs to be taken as they will be
about Massachusetts health insurance requirements (https://
automatically re-enrolled as long as the student remains covered by
medical.mit.edu/mit-health-plans/student-health-plans).
the MIT Student Extended Insurance Plan. If students wish to end
coverage for their family, they must notify ([email protected])
MIT Student Health Plan the Health Plan oce, in writing, by the enrollment deadlines.
The MIT Student Health Plan (https://medical.mit.edu/mit-health- The deadline for submitting enrollment forms and waiver forms is
plans/student-health-plans) consists of two complementary parts, August 15 for the fall term, January 15 for the spring term, and May 31
the MIT Student Medical Plan and the MIT Student Extended for the summer term.
Insurance Plan.
Visit the MIT Medical website (https://medical.mit.edu/mit-health-
The MIT Student Medical Plan covers a wide range of services plans/student-health-plans) for more information about the MIT
provided at MIT Medical, including primary care, many medical Student Health Plans, including benets, rates, and enrollment or
specialties, urgent care 7 days a week, mental health care, and waiver processes.
other services. Registered MIT students paying tuition to MIT are
automatically enrolled in the MIT Student Medical Plan as part of Please contact MIT Health Plans with enrollment or waiver questions
their tuition. Student partners and children of students can pay a ([email protected]), or contact Claims and Member Service with
Partner/Child MIT Student Medical Plan premium for comprehensive any questions about benets or claims ([email protected]).
access. To enroll their families, students must complete the MIT
Student Health Plan enrollment form during the enrollment period.
Partners and children of students who purchase the MIT Student
Medical Plan premium must also provide evidence that they are
enrolled in a health insurance plan or may purchase the MIT Student
Extended Insurance Plan.
The MIT Student Extended Insurance Plan is designed to coordinate

with the MIT Student Medical Plan and provides coverage for more
extensive care, such as hospitalization, diagnostic tests, physical
therapy, surgery, prescription medication, and obstetrical care. Since
health insurance is mandatory under Massachusetts law, all regular
students and special students registered with 75% of the full-time
academic requirement or full-time, including students on a J-1 or
F-1 visa, are automatically enrolled in the MIT Student Extended
Insurance Plan. Prior to the beginning of each academic year,
students have the option to submit an online request to waive the
MIT Student Extended Insurance Plan for either the full year if they
already have coverage which meets the Massachusetts requirements
for student health insurance. If students choose to keep the MIT
Student Extended Insurance Plan for the fall term, they will still have
the option to waive the MIT Student Extended Insurance Plan for
the spring academic term. All waivers must be submitted before the
designated deadline to avoid a late fee. J-1 students under MIT visa
sponsorship may waive the MIT Student Extended Insurance Plan
only if their policies meet both the Massachusetts requirements and

ACADEMIC PROCEDURES
ACADEMIC PROCEDURES to loan repayment are somewhat dierent). Graduate students

making progress toward a degree during the summer must register
for the summer session in accordance with Oce of Graduate
What is MIT’s policy on grading? On plagiarism? On harassment?
Education regulations.
Does MIT disclose information about students to persons outside the
Institute? This section contains the essential rules and regulation Students do not have to register for the Independent Activities Period
that govern day-to-day operations at MIT. to retain student status between fall and spring terms.
In addition to the information presented in this catalog, students If a student has begun the registration process but wishes to take
are expected to be familiar with the Mind and Hand Book (http:// a leave, he or she must notify Student Support and Wellbeing if an
handbook.mit.edu) and the Institute Policies and Procedures (http:// undergraduate; his or her registration ocer if a graduate student;
policies.mit.edu). and, in addition, the International Students Oce if an international
student.
A person wishing to be reinstated as an undergraduate must apply

REGISTRATION to return through Student Support and Wellbeing. No application
Information on preregistration and registration procedures is to return to the undergraduate program will be considered from any
available on the Registrar's Oce website (https://registrar.mit.edu/ applicant who has received a bachelor's degree or the equivalent
registration-academics/registration-information). from another institution. A person wishing to be reinstated as a
graduate student must apply to return through the Admissions Oce
and the department. International students also need to be cleared
Retaining Student Status
by the International Students Oce.
A person becomes an MIT student at the start of the term for which
People on campus who are not registered during a term are not
he or she is admitted or readmitted. Regular student status is
considered students and have no student privileges.
retained until graduation, unless the student takes a leave or is
disqualied.
Prerequisites
For the fall and spring terms, undergraduate and graduate students
must complete the three steps listed below in order to continue Prerequisites are used to indicate the sequence in which subjects
student status during that term: are to be taken and the base of knowledge on which a particular
subject will build. Before taking a subject, a student should complete
• Preregistration must be completed according to instructions any prerequisite(s) listed for that subject; corequisites, which are
issued by the Registrar's Oce. listed in italics, are to be taken concurrently. (See subject listings by
• All Institute and Fraternity, Sorority, and Independent Living department/program (http://catalog.mit.edu/subjects)).
Group (FSILG) charges must be paid when due, or satisfactory
Once prerequisites and corequisites are included in a subject listing,
alternative arrangements must be made with Student Financial
it is the responsibility of the instructor to ensure that the subject is
Services or the FSILG.
taught at the appropriate level. At the rst class, instructors should
• Registration must be approved by the student's advisor
reiterate the prerequisites and corequisites, and describe acceptable
or registration ocer and submitted by the student to the
substitutions.
Registrar's Oce by the published deadline.
Students who do not have the stated prerequisites should obtain
Students who do not complete these steps by the published
the permission of the instructor. Instructors may request that the
deadlines are subject to nes. Failure to pay charges and complete
Registrar's Oce identify students without prerequisites, and in
registration by the end of the second week of the term will result in
some cases, screen them from the subjects.
the loss of student status.
If the instructor allows a student to waive or make a substitution for
International students are required by immigration regulations to be
a prerequisite, it is then the student's responsibility to master any
registered full-time when school is in session in order to maintain
missing background material in a timely fashion so that the content
legal status in the US. Students should check with the International
of the subject does not change for other students in the subject.
Students Oce (http://web.mit.edu/iso) for details.
The instructor may determine that a student does not have the
Undergraduate and graduate students registered in the spring term
required preparation and knowledge to take a subject and may,
who do not graduate or take a leave from MIT retain their student
with the help of the Registrar's Oce, exclude the student from the
status through the following summer, whether or not they register
subject.
for the summer session; they cease being students if they do not
register in the fall (although the rules for student status with regard

TERM REGULATIONS AND EXAMINATION POLICIES
Some departments require students with a D-level performance in

certain prerequisite subjects within the departmental program to do Graduate Students
additional work or to retake the prerequisite before proceeding with Academic departments may decide to arrange advanced standing
the follow-on subject. credit for their graduate students. The department may do so,
in agreement with the faculty member in charge of the subject
concerned, who may require evidence of competence in addition to
Credit Hours and Designations for Subjects
an examination. A passing grade entitles a student to full credit for
The credit hours (units) for each subject indicate the total amount the subject. A failing grade will appear on the permanent record.
of time spent in class and laboratory, plus the estimated time
that the average student spends on outside preparation, for one
regular term. Each subject is listed in the online MIT Subject Listing
& Schedule (http://student.mit.edu/catalog), with three credit
numbers, showing in sequence the units allotted to class time These term regulations and examination policies (https://
(lecture and/or recitation); laboratory, design, or eldwork; and facultygovernance.mit.edu/rules-and-regulations/#term-
preparation. Each unit represents about 14 hours of work per term, regulations-and-examination-policies) derive from Rules and
or about one hour of work per week for a subject that spans an Regulations of the Faculty (https://facultygovernance.mit.edu/rules-
entire term. The total unit credit for a subject is obtained by adding and-regulations/#rules-and-regulations-of-the-faculty). They apply
together all the units shown. Additional information regarding to academic exercises during the fall and spring terms. Questions of
subject designations (http://catalog.mit.edu/subjects/#keytext) may interpretation and requests for exceptions to regulations should be
be found in the Subjects Key. referred to the Chair of the Faculty.
Advanced Standing Examinations/Credit All Subjects

Class Times. Academic exercises are, in general, held between 9 am
Undergraduate Students
and 5 pm, Monday through Friday. Classes begin ve minutes aer
Advanced standing examinations for undergraduate students are
and end ve minutes before the scheduled hour or half-hour.
given in August/September, December, January/February, and
May. These examinations may be taken only by students who have Beginning of Term. Early in the term, the faculty member should
never been registered for or attended class at MIT in the subject inform students of expectations regarding permissible academic
concerned. Special students are not eligible to take advanced conduct. Particular attention should be given to such questions as
standing examinations. the extent of collaboration permitted or encouraged, and the use of
prior years' materials in completing problem sets, lab reports, and
Except for entering rst-year and transfer students, who may
other assignments.
take advanced standing examinations oered during orientation,
students must petition to take an advanced standing examination. Scheduling Final Examinations. Final examinations for full-term
The petition must be approved by the instructor in charge of the subjects and H2 and H4 half-term subjects are held during the nal
subject and the student's advisor, and then submitted to the examination period at the end of each term, and are scheduled
Registrar's Oce, Room 5-117, at least three weeks before the rst through the Schedules Oce. Final examinations are scheduled
day of the examination period. in either the morning (9 am to noon) or aernoon (1:30 pm to 4:30
pm) on examination days. A nal examination in any of these
Students interested in taking higher-level examinations should
subjects must be scheduled to last at least one hour and not more
check in advance what preparation is required. The instructor may
than three hours. Final examinations may not be cancelled once
require evidence of competence in addition to the examination if the
they are announced, and, aer the nal examination schedule is
subject normally involves measures of student performance that are
published, the time of the nal examination may not be changed.
qualitatively dierent from the examination.
Instructors may not administer a take-home examination as a
If a student fails an advanced standing examination, he or she may nal examination, except as permitted with respect to ex camera
not retake the examination, but may register for the same subject in examinations approved by the Chair of the Faculty.
any subsequent term.
Final examinations for H1 and H3 half-term subjects shall be held
For more information, see the advanced standing examination during a regularly scheduled class period in the nal week of
procedures on the Registrar's website (https://registrar.mit.edu/ the subject (the Half-Term Final Examination Period). The nal
classes-grades-evaluations/examinations/advanced-standing- examination scheduled in any H1 and H3 half-term subject shall last
examinations). no longer than one class period.

Students are responsible for attending the nal examinations same restriction also applies to undergraduate subjects taught
in subjects for which they are registered. The schedule of nal during the Independent Activities Period.
examinations for full-term subjects and H2 and H4 half-term
subjects is published on the web by the end of the third week of the Beginning of Term. By the end of a subject's rst week of classes, the
term. The Schedules Oce contacts students who have conflicts faculty member must provide:
between scheduled nal examinations to notify them of the conflict • A clear and complete description of the required work, including
examination schedule, which is announced the day aer Drop Date. the number and kinds of assignments
The Schedules Oce also provides instructors with the conflict
• The approximate schedule of tests and due dates for major
examination schedule immediately aer Drop Date.
projects
Aer the Last Scheduled Class. No required classes, examinations, • An indication of whether or not there will be a nal examination
or assignments of any kind may be scheduled aer the last regular • The grading criteria and procedures to be used
scheduled class in a subject except for nal exams scheduled
through the Schedules Oce. (The architecture design reviews that The precise schedule of tests and major assignments must be
occur during nals week are considered to be equivalent to nal provided in full-term subjects by the end of the third week and in
examinations and are scheduled by the Department of Architecture.) half-term subjects by the end of the second week.
Formal review must be held during regular class periods. However, Tests and Academic Exercise Outside Scheduled Class Times.
instructors may schedule optional reviews or sessions at which the Tests, required reviews, and other academic exercises held outside
instructing sta is available to answer questions for students who scheduled class times may not be held on Monday nights.
choose to attend aer the last day of classes. No new material may
In addition, tests will:
be introduced during optional events.
• Not exceed two hours in length
An instructor may give an extension to an individual student for an
assignment, but blanket extensions should not be given to the entire • Be scheduled through the Schedules Oce
class. • Begin no earlier than 7:30 pm when held in the evening
Excused Absences from Final Examinations. A student may be A student who is unable to take a test or participate in a required
excused from a scheduled nal examination for reasons of illness review or other academic exercise that is held outside of scheduled
or signicant personal problems. To seek an excused absence in class time owing to a conflict with a regularly scheduled academic
these situations, an undergraduate student should contact a dean exercise must be allowed to do so at another time.
in Student Support and Wellbeing and a graduate student should
Some subjects may require extra hours outside of regular class time
contact the Oce of Graduate Education; faculty members with
for special activities such as presentation sessions. These require an
questions about this process should contact the appropriate oce.
exception from the Chair of the Faculty ([email protected]).
See denition of "O" and "OX" under Grades.
These activities must be scheduled at the beginning of the semester
In addition, the faculty member in charge of a subject may excuse and included in the syllabus, and students who are unable to
a student from a nal examination for reasons such as a conflict participate as described immediately above shall be accommodated.
with another examination or a religious holiday. In these cases,
When a test is held outside scheduled class time, during that
a mutually satisfactory agreement must be reached between the
calendar week either:
student and the faculty member, the agreement must be ratied in
advance of the examination by the head of the department in which • A regularly scheduled class session (lecture or recitation) must
the subject is oered, and the faculty member must be prepared to be cancelled, or
submit a grade based on other evidence. • No assignment will fall due during the same calendar week.
Faculty members are not required to provide make-up examinations Ex Camera Finals. In some undergraduate subjects, nal
to accommodate an individual student's personal plans at the end of examinations may be ex camera (out-of-room) examinations. Ex
term. camera examinations are a dierent mode of testing that gives
students access to computers and libraries and evaluates their
abilities to select resources and answer questions of an integrative
Undergraduate Subjects nature. Ex camera nal examinations are not intended as a way to
Class Times. For undergraduate subjects taught on campus during increase the amount of material covered.
the instructional period of the fall and spring terms, there should be
A faculty member must obtain the written permission of the Chair
no required academic exercises between 5 pm and 7 pm, Monday
of the Faculty ([email protected]) to hold an ex camera nal
through Thursday, and between 5 pm Friday and 8 am Monday. This
examination in an undergraduate subject, and permission will be

granted for no more than ve years. The ex camera examination Tests and Academic Exercise Outside Scheduled Class Times. A
must: student who is unable to take a test or participate in a required
review or other academic exercise that is held outside of scheduled
• Be scheduled through the Schedules Oce class time owing to a conflict with a regularly scheduled academic
• Be oered over the course of a single aernoon, starting at 1:30 exercise must be allowed to do so at another time.
pm and ending no later than 7:30 pm
• Permit students unrestricted use of resources Some subjects may require extra hours outside of regular class time
for special activities such as presentation sessions. These require an
End-of-Term Tests and Assignments. For full-term subjects and H2 exception from the Chair of the Faculty ([email protected]).
and H4 half-term subjects, there shall be no tests aer the Last These activities must be scheduled at the beginning of the semester
Test Date, which is dened as the Friday preceding the start of and included in the syllabus, and students who are unable to
the Reading Period. Unit tests may be scheduled during the nal participate as described immediately above shall be accommodated.
examination period.
End-of-Term Tests and Assignments. For each full-term subject or
For each subject in which there is testing during the nal H2 or H4 half-term subject with testing during the nal examination
examination period, no assignment may fall due aer the Last Test period, no test shall be given and no assignment shall fall due aer
Date. the Friday preceding the start of the Reading Period.
For each subject in which there is no testing during the nal For each full-term subject or H2 or H4 half-term subject in which
examination period, there may be at most one assignment due there is no testing during the nal examination period, there may
between the Last Test Date and the end of the last scheduled class be at most one assignment due or one in-class test held between
period in the subject. This single assignment may include both an the Friday preceding the start of the Reading Period and the end of
oral presentation and a written report if the two derive from the the last scheduled class period in the subject. An in-class test given
same project. However, students may not be required to attend during this period is limited to one normal class period (or to one
additional lecture or recitation hours beyond the assigned units to and one-half hours, whichever is shorter).
accommodate oral presentations.
For H1 and H3 half-term subjects, the nal week of the class shall
Optional assignments between the Last Test Date and the last be called the Half-Term Final Examination Period. During this week,
scheduled class period in the subject should be for self-study and there may be at most one assignment due or one in-class test held.
may not be used toward part of the grade in a subject, even for extra An in-class test given during this period is limited to one normal
points or as substitutes for earlier assignments. class period (or to one and one-half hours, whichever is shorter).
For H1 and H3 half-term subjects, the nal week of the class shall
be called the Half-Term Final Examination Period. During this week,
Policy for Emergency Closing during Final Exams
there may be at most one assignment due or one in-class test held.
An in-class test given during this period is limited to one normal Every eort must be made to give nal exams as scheduled during
class period (or to one and one-half hours, whichever is shorter). the nal examination period. Because students have included the
Optional assignments during the Half-Term Final Examination Period nal exam in their planning for the subject, faculty members may not
shall be for self-study, and may not be used toward part of the choose to cancel exams; they must give the exam as scheduled, or as
grade in a subject, even for extra points or as substitutes for earlier rescheduled in the event the Institute is closed because of snow or
assignments. other emergency (see below).
• In case of inclement weather during exams, getting to MIT may

be dicult for individuals involved with proctoring an exam.
Graduate Subjects
Thus, it is the responsibility of the department and the faculty
Beginning of the Term. By the end of the third week of classes in a member in charge to provide in advance for alternate sta who
full-term subject and by the end of the second week of classes in a are physically at MIT and who have access to the written exam
half-term subject, the faculty member must provide: questions. Exam proctors will accommodate late student arrivals
to the extent possible.
• A clear and complete description of the required work, including
• In case of an emergency closing or delayed opening during exam
the number and kinds of assignments
week, students, faculty, and sta can go to the nal examination
• The schedule of tests and due dates for major projects schedule (http://nals.mit.edu) to get up-to-date information.
• An indication of whether or not there will be a nal examination Exam information is also available from the "snow" link that
• The grading criteria and procedures to be used is provided on the MIT home page (http://web.mit.edu) during
emergencies.

ACADEMIC PERFORMANCE AND GRADES
• If the Institute is closed, the exams scheduled during that period required. (The latter would only occur as a result of previously poor
are postponed to the next available "contingency" exam periods, performance.)
usually evenings 6-9 pm through the last day of the exam
period, and either the second day of IAP (for fall exams) or the When these criteria are not met, the CAP considers each student's
day following the exam period (for spring exams). Information academic performance on an individual basis. Consideration is
about postponed exams will be added to the nal examination given not only to the grades received in the subjects for which the
schedule (http://nals.mit.edu). student is registered, but also to the total number of subject units,
the nature of the subjects themselves, progress toward the degree,
• Students who miss exams given at the rescheduled times will be
and personal or medical factors that may have aected academic
excused; faculty should submit the interim grade O, to which an
performance in a given term. The CAP website gives more detailed
"X" will be added routinely. These students will take a postponed
information concerning end-of-term review procedures (http://
nal exam given near the beginning of the next regular term.
web.mit.edu/acadinfo/cap). For further information, contact the CAP
administrator ([email protected]), Room 7-104, 617-253-4164.
Student Absence for Religious Observances

Undergraduate Academic Standards for Federal Student
Massachusetts state law regarding student absence due to religious Financial Assistance
beliefs has been adopted by the Institute as follows:
Per federal regulations, a regular undergraduate student is eligible
Any student who is unable to attend classes or participate in any to receive federal student nancial assistance if the student is
examination, study, or work requirement on a particular day because enrolled at least half time per term and maintains satisfactory
of his or her religious beliefs is excused from any such activity. academic progress in his or her course of study.
The student will be given the opportunity to make up the work that
was missed, provided that the makeup work does not create an Federal student nancial assistance for undergraduates includes:
unreasonable burden upon MIT. Federal Pell Grants, Federal Supplemental Educational Opportunity
Grants, Iraq and Afghanistan Service Grants, Teacher Education
The Institute will not levy fees or charges of any kind when allowing Assistance for College and Higher Education Grants, Federal Perkins
the student to make up missed work. In addition, no adverse or Loans, Federal Direct Subsidized Staord Loans, Federal Direct
prejudicial eects will result because students have made use of Unsubsidized Staord Loans, Federal Direct PLUS Loans for Parents,
these provisions. and Federal Work-Study.
For more information about religious holidays, visit the To achieve satisfactory academic progress for purposes of federal
Registrar's website (https://registrar.mit.edu/calendar/religious- student nancial assistance, an MIT undergraduate must achieve the
holidays). following qualitative and quantitative standards:
• Have a cumulative grade point average (GPA) of at least a C (3.0

on MIT’s 5.0 scale); and
• Pass 67% of cumulative units attempted (dened as “pace”); and
• Not exceed 150% of the published length of the program.
Undergraduate Academic Standards
Dropped subjects are not included in the GPA or pace calculations.
The Committee on Academic Performance (CAP) ensures that Transfer credit, which carries no grade, is not included in the GPA
the minimum academic standards proposed by the individual calculation, but the number of units credited is included in the
departments for undergraduate students are consistent throughout pace calculation. Incomplete grades are not included in the GPA
the Institute and conform to the rules and regulations approved by calculation, but incomplete subjects are included in the pace
the Faculty. In view of the individual nature of student academic calculation. Grades for repeated subjects are included in the GPA
performance, the CAP does not establish rigid standards of calculation, but repeated subjects count as only one subject in the
academic performance to be used throughout the Institute. The pace calculation.
Institute generally expects undergraduate students to complete the
requirements for an SB degree in four years; passing an average of At the end of each term, the Committee on Academic Performance
48 units per term for eight terms will accomplish this goal. Normally, (CAP) considers the academic performance of undergraduate
however, the CAP accepts a minimum academic record of at least students eligible for federal student nancial assistance whose
36 units of credit with a term rating above 3.0 (on a 5.0 scale) at performance falls below any one of the federal standards. Aer
the end of any regular term, unless the Committee has specically taking special circumstances into account, CAP decides on the
notied an individual student that a higher level of performance is appropriate action.

Students on, or eligible for, federal student nancial assistance who factors a program considers in evaluating whether a student is
are placed on academic warning by CAP are concurrently placed by making adequate progress in the program. Note that in most
Student Financial Services (SFS) on federal nancial aid warning or departments and graduate programs, grades consistently below
federal nancial aid probation. B are not normally considered an acceptable measure of progress
towards degree objectives. It is each department’s responsibility
• The status of federal nancial aid warning is assigned to to inform students about academic performance requirements and
students who were not on academic warning in the prior term, expectations.
but are now placed on academic warning by CAP. Students on
federal nancial aid warning may continue to receive federal Recommendations for action by the GAPG are made by departmental
student nancial assistance for the academic warning term. graduate committees. Unless extenuating circumstances are found,
Federal nancial aid warning status has no eect on the amount students who are not making satisfactory progress towards a degree
of nancial aid a student is eligible to receive from MIT, the may be denied permission to continue or may be warned that without
federal government, or any other source during the federal substantial improvement the following term, they may be refused
nancial aid warning term. further registration. In addition, departmental graduate committees
• The status of federal nancial aid probation is assigned to may recommend to the GAPG that a student be allowed to register
students who were on academic warning in the prior term and only for a less advanced degree.
continue to be placed on academic warning by CAP. Federal
More detailed information concerning procedures followed by this
regulations mandate that students may only be placed on federal
standing faculty committee may be found in the online publication,
nancial aid probation, which allows them to retain eligibility for
Graduate Policies and Procedures (http://odge.mit.edu/gpp).
federal nancial aid, aer a successful appeal. At MIT, the CAP
review of a student’s academic progress and plans constitutes
the required appeal process. Any decision by the CAP other than Graduate Academic Standards for Federal Student
requiring the student to take a required academic leave from Financial Assistance
MIT constitutes approval of the appeal. Federal nancial aid
Per federal regulations, a regular graduate student is eligible to
probation status has no eect on the amount of nancial aid the
receive federal student nancial assistance if the student is enrolled
student is eligible to receive from MIT, the federal government, or
at least half-time per term and maintains satisfactory academic
any other source during the federal nancial aid probation term.
progress in his or her course of study.
A student under CAP review will be considered to be making
Federal student nancial assistance for graduate students includes
satisfactory academic progress for federal student nancial
Teacher Education Assistance for College and Higher Education
assistance purposes unless the CAP requires the student to take a
Grants, Federal Direct Unsubsidized Staord Loans, Federal Direct
required academic leave from MIT.
PLUS Loans for Graduate and Professional Degree Students, and
Further information on federal satisfactory academic progress rules Federal Work-Study.
can be found on the SFS website (http://sfs.mit.edu).
To achieve satisfactory academic progress for purposes of federal
student nancial assistance, an MIT graduate student must achieve
the following qualitative and quantitative standards:
Graduate Academic Standards
• Have a cumulative grade point average (GPA) exceeding 4.0 on
It is the responsibility of the Graduate Academic Performance
MIT’s 5.0 scale; and
Group (GAPG), operating with the authority of the Committee on
Graduate Programs (CGP), to monitor minimum academic standards • Pass 67% of cumulative credit units attempted (dened as
for graduate students and special students in accordance with the “pace”); and
rules and regulations of the Faculty. The GAPG reviews the academic • Make satisfactory progress in his/her academic milestones, as
records of all graduate students at the end of each term (including evaluated by his/her graduate program; and
the summer session), giving particular attention to students with • Not exceed ve terms of enrollment for a Master’s candidate and
cumulative ratings below 3.5 to 4.0. Consideration is given to 13 for a PhD or ScD candidate.
low grades and factors aecting a student's ability to meet the
requirements for the degree program in which he or she is enrolled. Dropped subjects are not included in the GPA or pace calculations.
Transfer credit, which carries no grade, is not included in the GPA
Students should consult with their specic graduate degree program calculation, but the number of units credited is included in the
regarding grade expectations for remaining in good standing. pace calculation. Incomplete grades are not included in the GPA
These expectations dier among graduate programs and in general calculation, but incomplete subjects are included in the pace
are dierent from those for undergraduate degree programs. A calculation. Grades for repeated subjects are included in the GPA
passing grade in a particular class or classes may be one of many

calculation, but repeated subjects count as only one subject in the grade descriptions below. Grades may not be awarded according to a
pace calculation. predetermined distribution of letter grades. For example, grades in a
subject may not be allocated according to set proportions of A, B, C,
At the end of each term, the Graduate Academic Performance Group D, etc.
(GAPG) considers the academic performance of all enrolled graduate
students and decides on the appropriate action for those students Passing Grades. Undergraduate and graduate students who
not making satisfactory academic performance (e.g. academic satisfactorily complete the work of a subject by the end of the term
warning or denial of further registration). If a student is placed on receive one of the following grades:
academic warning, a set of requirements (academic plan) is set forth
and communicated to the student for the student to continue to be A Exceptionally good performance demonstrating a superior
eligible for enrollment. understanding of the subject matter, a foundation of
extensive knowledge, and a skillful use of concepts and/
Students on, or eligible for, federal student nancial assistance who or materials.
are placed on academic warning by GAPG are concurrently placed by B Good performance demonstrating capacity to use the
Student Financial Services (SFS) on federal nancial aid warning or appropriate concepts, a good understanding of the
federal nancial aid probation. subject matter, and an ability to handle the problems and
materials encountered in the subject.
• The status of federal nancial aid warning is assigned to
students who were not on academic warning in the prior term, C Adequate performance demonstrating an adequate
but are now placed on academic warning by GAPG. Students on understanding of the subject matter, an ability to handle
federal nancial aid warning may continue to receive federal relatively simple problems, and adequate preparation for
student nancial assistance for the academic warning term. moving on to more advanced work in the eld.
Federal nancial aid warning status has no eect on the amount
Note that the MIT internal grading system includes plus (+) and
of nancial aid a student is eligible to receive from MIT, the
minus (-) modiers for use with the letter grades A, B, and C for
federal government, or any other source during the federal
all academic subjects (except advanced standing exams). These
nancial aid warning term.
modiers appear only on internal grade reports. They do not appear
• The status of federal nancial aid probation is assigned to on transcripts and are not used in calculating term or cumulative
students who were on academic warning in the prior term and grade-point averages. The MIT grading system for external purposes
continue to be placed on academic warning by GAPG. Federal does not include modiers.
regulations mandate that students may only be placed on federal
nancial aid probation, which allows them to retain eligibility for D Minimally acceptable performance demonstrating at
federal nancial aid, aer a successful appeal. At MIT, graduate least partial familiarity with the subject matter and some
students on academic warning are encouraged to engage with capacity to deal with relatively simple problems, but
and provide relevant information to their academic programs also demonstrating deciencies serious enough to make
during the GAPG review of the students’ academic progress, it inadvisable to proceed further in the eld without
which constitutes the required appeal process. Any decision additional work. Some departments require students
by the GAPG other than requiring the student to withdraw from with D-level performance in certain prerequisite subjects
MIT constitutes a continuation of the student’s academic plan within the departmental program to do additional work,
and enables students to be placed on federal nancial aid or to retake the prerequisite, before proceeding with the
probation. Federal nancial aid probation status has no eect follow-on subject.
on the amount of nancial aid a student is eligible to receive P When use of the passing grade P is authorized, it reflects
from MIT, the federal government, or any other source during the performance at the level A, B, or C (A+ to C- with modiers
federal nancial aid probation term. used within MIT), with the student graded on a P/D/F
basis.
Further information on federal satisfactory academic progress rules
can be found on the SFS website (http://sfs.mit.edu).
Non-Passing Grades. The grades and notations used for subjects not
passed or not completed by the end of the term are as follows.
Grades DN Signies a D grade on Freshman Pass/No Record and

ABC/No Record.
In determining a student's grade, consideration is given for elegance
of presentation, creativity, imagination, and originality where these F Failed. This grade also signies that the student must
may appropriately be called for. The grade for each student shall repeat the subject to receive credit.
be determined independently of other students in the class, and FN Signies an F grade on Freshman Pass/No Record and
shall be related to the student's mastery of the material based on the ABC/No Record.

O Absent. This grade indicates that the student was J Notation assigned for work such as thesis, UROP, or
progressing satisfactorily during the subject but was At Plant registration (internship or industrial practice),
either (a) absent from the nal examination or (b) absent which has progressed satisfactorily, but has not been
during the last two weeks of the term (for a full-term completed. Grade given upon completion of the work in
subject) or the last week of the term (for a half-term a later term also covers this term. Faculty members must
subject), or both (a) and (b). An O grade carries no credit obtain approval from the Committee on Curricula or the
for the subject. Unsatisfactory performance because of Committee on Graduate Programs to use the grade of J in
absence throughout the term should be recorded as F. subjects other than those mentioned above.
OX Absence satisfactorily explained to and excused by the U Notation for thesis work that has not been completed
Oce for Undergraduate Education in the case of an and in which progress has been unsatisfactory. Grade
undergraduate student or by the Oce for Graduate given upon completion of the work in a later term also
Education in the case of a graduate student. The Faculty covers this term. Unless a student's progress improves
member in charge of the subject will be notied when signicantly, the student may expect that grade to be
an O is changed to an OX. An OX carries no credit for the failing.
subject. However, the Faculty member in charge must T Temporary notation. Used for subjects which cover the
provide the student the opportunity to receive a credit- equivalent of one term's work, but are scheduled over
carrying grade. This may be done with or without the parts of two normal grading periods. Prior approval must
instructor requiring a postponed nal examination or have been obtained from the Committee on Curricula for
other additional evaluation procedure. undergraduate subjects or the Committee on Graduate
I Incomplete. The grade I indicates that a minor part Programs for graduate subjects. This notation is recorded
of the subject requirements has not been fullled only on the student's internal record. A permanent grade
and that a passing grade is to be expected when the must be assigned when the subject is nished.
work is completed. The grade I for the term remains
permanently on the student's record even when the Other Notations. The following notations are also used on the
subject is completed. The work should normally be academic record.
completed before Add Date of the succeeding term of
S Notation for credit awarded for work done elsewhere.
the regular academic year; however, the faculty member
in charge, in negotiation with the student, has the right SA Notation for satisfactorily completed doctoral thesis.
to set an earlier or later date for pedagogical reasons Doctoral theses are not graded.
or extenuating circumstances. Graduate students may DR Notation used only on the student's internal record for a
extend the ve-week deadline with the explicit approval of subject dropped aer the h week of the regular term for
the faculty member in charge. full-term subjects, or aer the second week of instruction
The instructor is required to submit an Instructor's Report for half-term subjects.
Form for a grade of I reported for an undergraduate. On LIS Notation used only on the student's internal record for a
the form, the instructor provides the date by which the subject the student registered for as a listener.
outstanding work is to be completed and a default nal URN Notation for a subject in UROP taken for pay or as a
grade. The default nal grade represents the grade the volunteer rather than academic credit.
student would have earned, using appropriately low VIS Notation for a research subject taken as a non-degree
scores for the missing work. If the subject has not been visiting student.
completed by Add Date of the succeeding regular term,
the default nal grade will be posted to the student's Alternate Grades. When a signicant disruption of academic
record unless a later deadline has been specically activities is declared, as described in the Rules and Regulations
agreed upon by the instructor and the student. of the Faculty (http://web.mit.edu/faculty/governance/
No grade of I can be assigned to any undergraduate in rules/2.100.html), the use of the grades below may be authorized.
the term in which he or she graduates. All grades of These grades are not included in the calculations of grade point
Incomplete must be resolved prior to graduation. averages.
PE Performance at any of the levels A, B, or C, under the

circumstance of an Institute emergency closure.
NE Performance at the level of D or F for which no record will
appear on the external transcript.

GRADUATION
IE Incomplete. Indicates that a portion of the subject

requirements has not been fullled, due to a major
disruption of the Institute’s academic activities. A letter
grade may be assigned if the work is subsequently
completed. The grade IE remains permanently on the
student’s record even when the subject is completed.
To receive a letter grade, the work must be completed
prior to a date set by the Chair of the Faculty. If the work is
not completed prior to the established completion date,
the grade will remain an IE on the student’s record and
transcript. A grade of IE does not carry credit but need not
be resolved prior to graduation.
Additional information regarding freshman grading, hidden grades,

and the sophomore exploratory and junior-senior P/D/F grading
options is available in the Undergraduate Education section.
Grade Reports and Transcripts

Students may view their internal grade reports on WebSIS.
Transcripts are available in an unocial version free of charge or in
an ocial version at a cost currently set at $8 per copy. Students
wishing to request a copy of their academic record should see the
Registrar's Oce website (http://web.mit.edu/transcripts).
GRADUATION
Degrees are awarded by the Corporation of the Institute in
September, February, and June upon recommendation of the Faculty.
Favorable faculty action is based upon approval by the Committee
on Academic Performance or the Committee on Graduate School
Programs on recommendations from departmental committees.
Students must submit an online SB degree application or advanced

degree application by the deadline for each regular term or the
summer session, as established in the academic calendar. A degree
will not be awarded unless all nancial obligations to the Institute
are clear and there are no pending disciplinary actions.
More information is available on the Registrar's website (http://

registrar.mit.edu).

INSTITUTE REGULATIONS
INSTITUTE REGULATIONS
Institute Policy on Harassment
MIT is a community dedicated to scholarship and leadership. In order to create a respectful, welcoming and productive community,
Student members of this community are expected to reflect upon the Institute is committed to providing a living, working, and learning
and uphold these principles in all academic and non-academic environment that is free from harassment.
endeavors.
Harassment is dened as unwelcome conduct of a verbal, nonverbal
MIT expects all students to be responsible individuals who conduct or physical nature that is suciently severe or pervasive to create
themselves with high standards of honesty, fairness, respect, a work or academic environment that a reasonable person would
integrity, and accountability in both their academic and non- consider intimidating, hostile, or abusive and that adversely aects
academic lives. Students are expected to uphold a high standard an individual’s educational, work, or living environment.
of civility and to demonstrate their respect for all members of this
diverse community. These expectations are fundamental to learning In determining whether unwelcome conduct is harassing, the
and professional growth, and to the maintenance of a healthy living Institute will examine the totality of the circumstances surrounding
and learning environment. the conduct, including its frequency, nature and severity, the
relationship between the parties, and the context in which the
conduct occurred. Below is a partial list of examples of conduct that
would likely be considered harassing, followed by a partial list of
POLICIES AND PROCEDURES
examples that would likely not constitute harassment:
Academic Integrity • Examples of possibly harassing conduct: Public and personal

tirades; deliberate and repeated humiliation; deliberate
Cheating, plagiarism, unauthorized collaboration, and other forms interference with the life or work of another person; the use
of academic dishonesty are considered serious oenses for which of certain racial epithets; deliberate desecration of religious
disciplinary penalties can be imposed. articles or places; repeated insults about loss of personal and
professional competence based on age.
Early in the term, the instructor should communicate specic
expectations regarding academic conduct and collaboration in the • Examples of conduct that is likely not harassment:
subject. See the information on Term Regulations (p. 77). Administrative actions like performance reviews (including
negative performance reviews) and making work assignments;
The Institute encourages faculty to take responses to academic other work-related decisions like moving work areas or changing
dishonesty seriously, while also evaluating each case individually work colleagues; and isolated incidents (unless, as noted above,
for the most appropriate response. In all cases, documenting the they are very severe, such as the use of certain racial epithets).
outcome with the Oce of Student Conduct ensures that records
of student misconduct are maintained centrally at the Institute, Information on dierent ways to raise concerns about harassment
preventing an individual student from committing several instances can be found in the Complaint Process and Resolution website
of academic dishonesty without accountability. The Handbook for (https://hr.mit.edu/complaint).
Academic Integrity (http://integrity.mit.edu) can be found online.
Conduct that does not rise to the level of harassment may still
Several degrees of response are available, all of which help uphold violate Section 9.1 (https://policies.mit.edu/policies-procedures/90-
the integrity of the Institute and all students’ learning experiences. relations-and-responsibilities-within-mit-community/91-personal-
The Oce of Student Conduct is responsible for facilitating these conduct-and) of MIT's Policies and Procedures. Even conduct
responses for faculty, as well as maintaining documentation within that does not violate an MIT policy may be inappropriate and any
the Institute on the incident and response. Information for faculty inappropriate conduct should be addressed by the supervisor or
regarding the options for handling academic integrity violations department head.
(https://studentlife.mit.edu/osc/faculty/academic-misconduct) is
While MIT’s harassment policy is not limited to harassment
online.
based on the protected categories (https://policies.mit.edu/
policies-procedures/90-relations-and-responsibilities-within-mit-
Voter Registration community/92-nondiscrimination) listed in Section 9.2 of MIT's
Policies and Procedures, the Institute is particularly committed to
US citizens who are at least 18 years old on or before Election Day
eliminating harassment based on those categories. Harassment
are eligible to vote in local, state, and federal elections. Information
that is based on an individual’s race, color, sex, sexual orientation,
on voter registration (https://registrar.mit.edu/transcripts-records/
gender identity, pregnancy, religion, disability, age, genetic
personal-information/voter-registration) is available on the
information, veteran status, or national or ethnic origin is not only
Registrar's Oce website.
a violation of MIT policy but may also violate federal and state law,

including Title IX of the Education Amendments of 1972, Title VII embarrassment, and/or humiliation tactics. New members oen
of the Civil Rights Act of 1964, and Mass. General Laws Chapter feel the need to endure subtle hazing to feel like part of the
151B. For information on how to le complaints of violation of law group or community.
(https://policies.mit.edu/policies-procedures/90-relations-and-
responsibilities-within-mit-community/98-complaint-resolution) Examples of subtle hazing include but are not limited to:
with governmental agencies see Section 9.8.5.9 of MIT's Policies and • Deception
Procedures.
• Silence periods
MIT’s complete policy on Harassment (https://policies.mit.edu/ • Deprivation of privileges
policies-procedures/90-relations-and-responsibilities-within-mit- • Social isolation
community/94-harassment), including detail on sexual misconduct, • Name calling
sexual harassment, and gender-based harassment, can be found in
• Assignment of duties not assigned to other
Policies & Procedures Sec. 9.4.
members
• Harassment Hazing: Behaviors that cause emotional anguish

Institute Policy on Hazing or physical discomfort in order to feel like part of the group.
Harassment hazing oen confuses, frustrates, and causes undue
MIT prohibits hazing by individuals or groups and denes it as
stress for new members.
follows: Any action or activity that is reasonably likely to, or is
intended to, endanger the physical or mental health of a person Examples of harassment hazing include but are not
for the purpose of initiation, admission into, aliation with, or as limited to:
a condition for continued membership in a group, organization, or
living community. This denition shall apply regardless of location • Verbal abuse
or consent of participants. Hazing includes, without limitation, • Threats or implied threats
behaviors that violate Massachusetts General Laws Chapter 269, • Sexual simulations
Sections 17–19 (reproduced in their entirety below).
• Requiring situationally inappropriate attire
Endangering mental health is dened as sleep deprivation, extended • Sleep deprivation
isolation, public degradation, intimidation, creation of articial and
• Violent Hazing: Behaviors that do or could cause physical or
excessive stress, public nudity, and other comparable behaviors
psychological harm.
that are reasonably likely to, or are intended to, cause a signicant
degree of distress, disgrace, anguish, or interference with academic, Examples of violent hazing include but are not limited to:
professional, or personal pursuits.
• Placing students in the shower against their will
Apathy or acquiescence in the presence of hazing are not neutral
• Forced or coerced alcohol or other drug
acts and constitute hazing as prohibited by this policy. Students and
consumption
other members of the Institute community must report incidents of
• Forced or coerced sexual acts
hazing that they witness or for which they were present. Incidents
of hazing shall be reported to an appropriate law enforcement • Beating
ocial and the Oce of Student Conduct. Failure to report incidents • Paddling, or other forms of assault
of hazing is a violation of this policy and may be a violation of • Forced or coerced ingestion of vile substances
Massachusetts law (M.G.L. c. 269 Section 18). • Bondage
Any retaliation against any person who reports, is a witness to, • Kidnapping
is involved with, or cooperates with the adjudication of hazing is • Expected participation in illegal activity
strictly prohibited.
The sanction of disciplinary suspension or disciplinary expulsion will
Prohibited forms of hazing include but are not limited to: be strongly considered for individuals or groups found responsible
for hazing.
• Subtle Hazing: Behaviors that emphasize a power imbalance
between new members and other members of the group or In addition to the foregoing, students are advised that the following
community. This is termed “subtle hazing” because these types is the Massachusetts law on hazing:
of hazing are oen taken for granted or accepted as “harmless”
Whoever is a principal organizer or participant in the crime
or meaningless. Subtle hazing typically involves activities or
of hazing, as dened herein, shall be punished by a ne of
attitudes that breach reasonable standards of mutual respect
not more than three thousand dollars or by imprisonment in
and place new members on the receiving end of ridicule,

a house of correction for not more than one year, or both such or organization understands and agrees to comply with the
ne and imprisonment. provisions of this section and sections seventeen and eighteen.
The term “hazing” as used in this section and in sections Each institution of secondary education and each public or
eighteen and nineteen, shall mean any conduct or method of private institution of post secondary education shall, at least
initiation into any student organization, whether on public or annually, before or at the start of enrollment, deliver to each
private property, which willfully or recklessly endangers the person who enrolls as a full time student in such institution a
physical or mental health of any student or other person. Such copy of this section and sections seventeen and eighteen.
conduct shall include whipping, beating, branding, forced
calisthenics, exposure to the weather, forced consumption Each institution of secondary education and each public or
of any food, liquor, beverage, drug or other substance, or private institution of post secondary education shall le, at
any other brutal treatment or forced physical activity which least annually, a report with the board of higher education
is likely to adversely aect the physical health or safety of and in the case of secondary institutions, the board of
any such student or other person, or which subjects such education, certifying that such institution has complied
student or other person to extreme mental stress, including with its responsibility to inform student groups, teams or
extended deprivation of sleep or rest or extended isolation. organizations and to notify each full time student enrolled
Notwithstanding any other provisions of this section to the by it of the provisions of this section and sections seventeen
contrary, consent shall not be available as a defense to any and eighteen and also certifying that said institution has
prosecution under this action. M.G.L. c. 269 Section 17. adopted a disciplinary policy with regard to the organizers
and participants of hazing, and that such policy has been set
Whoever knows that another person is the victim of hazing as forth with appropriate emphasis in the student handbook or
dened in section seventeen and is at the scene of such crime similar means of communicating the institution’s policies to
shall, to the extent that such a person can do so without danger its students. The board of higher education and, in the case of
or peril to himself or others, report such crime to an appropriate secondary institutions, the board of education shall promulgate
law enforcement ocial as soon as reasonably practicable. regulations governing the content and frequency of such
Whoever fails to report such crime shall be punished by a ne of reports, and shall forthwith report to the attorney general any
not more than one thousand dollars. M.G.L. c. 269 Section 18. such institution which fails to make such report. M.G.L. c. 269
Section 19.
Each institution of secondary education and each public and
private institution of post secondary education shall issue to For further information about hazing and hazing prevention eorts
every student group, student team or student organization at MIT, visit MIT's hazing resources website (http://hazefree.mit.edu)
which is part of such institution or is recognized by the contact the Oce of Student Outreach and Support in W20-507 or
institution or permitted by the institution to use its name or 617-258-8423.
facilities or is known by the institution to exist as an unaliated
student group, student team or student organization, a copy Please note there is a condential form to report hazing (https://
of this section and sections seventeen and eighteen; provided, hazefree.mit.edu/hazing-reporting-form) available for public use.
however, that an institution’s compliance with this section’s
requirements that an institution issue copies of this section
and sections seventeen and eighteen to unaliated student Other Personal Conduct
groups, teams or organizations shall not constitute evidence of The Institute promotes the principle that every person brings
the institution’s recognition or endorsement of said unaliated unique qualities and talents to the community and that every
student groups, teams or organizations. individual should be treated in a respectful manner. All members
of the MIT community are expected to conduct themselves with
Each such group, team or organization shall distribute a copy
professionalism, personal integrity, and respect for the rights,
of this section and sections seventeen and eighteen to each of
dierences and dignity of others. These standards of personal
its members, plebes, pledges or applicants for membership.
conduct apply to all communications, whether oral, written, or
It shall be the duty of each such group, team or organization,
in gestures. Community members are also expected to treat the
acting through its designated ocer, to deliver annually, to
property of both the Institute and other community members with
the institution an attested acknowledgement stating that such
appropriate care and respect. More information on MIT’s policy on
group, team or organization has received a copy of this section
Personal Conduct and Responsibilities towards Members of the
and said sections seventeen and eighteen, that each of its
MIT Community (https://policies.mit.edu/policies-procedures/90-
members, plebes, pledges, or applicants has received a copy
relations-and-responsibilities-within-mit-community/91-personal-
of sections seventeen and eighteen, and that such group, team
conduct-and) can be found in Policies & Procedures Sec. 9.1.

PRIVACY OF STUDENT RECORDS
The Institute reserves the right to take any action that it deems 617-258-8423. Students may also bring concerns to the attention of
necessary or appropriate to protect the intellectual integrity, an Ombudsperson (http://web.mit.edu/ombud).
safety, and well-being of the campus community including interim
measures such as temporary suspension. To that end, MIT students It is the Institute's policy that individuals will not be
are expected to abide by the rules, regulations, and policies of retaliated against for initiating an inquiry or complaint in good faith.
the Institute, as well as city, state, and federal laws. Students Anyone—including individual students, faculty members, and
are expected to be familiar with the Institute’s expectations of employees of the Institute—may bring a formal complaint against a
them, which are found in the MIT Bulletin, in the Mind and Hand student to the Committee on Discipline (COD) (http://cod.mit.edu).
Book (https://handbook.mit.edu), and in the Institute Policies and The COD reviews cases of academic oenses, violations of Institute
Procedures (https://policies.mit.edu/policies-procedures). regulations and standards, and other infractions alleged to have
MIT expects that members of the MIT community will not engage in been committed by students.
behavior that endangers their own sustained eectiveness or that A formal complaint against a student must be submitted to OSC.
has serious ramications for their own physical and mental health, The charge and its documentation are transmitted to the chair of
safety, welfare, academic well-being, professional obligations, or for the COD. Aer a review of the documentation, the chair will decide
that of others. In situations where an individual student’s physical the appropriate method of resolution. The COD has the authority
illness or emotional diculties aect not only the student, but to impose any sanction it deems appropriate. Possible sanctions
also others in the community, it is the Institute’s responsibility to include placing a letter in a student's disciplinary le, probation,
consider the well-being of the community as well as the individuals suspension, and expulsion. Sanctions may also include educational
in care decisions. and/or restorative components meant to address the wrongdoing
O-campus misconduct may be a basis for MIT disciplinary action and serve the larger community. Detailed procedures for resolving
if the Institute considers that such alleged misconduct may have complaints alleging that a student has violated MIT policies are
violated Institute policy and expectations of civility, integrity, available from the OSC (https://studentlife.mit.edu/osc) and from the
and respect. Student status in no sense renders an individual COD.
student immune from the jurisdiction of civil or criminal courts This procedure serves also as the grievance procedure for students
and other governmental authorities. MIT actions will take into as required by Title IX of the Higher Education Act of 1972 with
account applicable law as well as the policies and procedures of the regard to grievances arising out of alleged discrimination on the
Institute and the standards of behavior expected of members of the basis of sex, and for disabled students alleging failure to comply
educational community. with Sections 503 and 504 of the Rehabilitation Act of 1973, and the
MIT handles internally some incidents that might give rise to civil or Americans with Disabilities Act of 1990.
criminal liability. This is done with the understanding by the outside A complaint against anyone employed by MIT may be discussed with
community that MIT deals seriously with such oenses. As is the the immediate or higher supervisor in the center, lab, department,
case for many universities, local authorities oen rely on MIT to or school where the concern arose, with an Administrative Ocer
resolve such issues as long as the internal policies and procedures (AO) if applicable, or with the Human Resources Oce on campus
are eective and adequate. MIT action by itself, however, does not or at Lincoln Laboratory. A written request for a formal review of a
preclude the possibility of other judicial remedy. complaint should be made to a human resources ocer.
If an infraction causes a student to be involved both in Institute
disciplinary proceedings and in criminal proceedings, the Institute
generally will not delay or stop the internal process until aer the PRIVACY OF STUDENT RECORDS
criminal proceedings have been concluded.
MIT adheres to the Family Educational Rights and Privacy Act of
For more information, contact the Oce of Student Conduct (OSC) 1974 (FERPA), a federal law that governs to the release of and access
([email protected]), Room W20-507, 617-258-8423. to student education records. FERPA aords students the right to
have access to their education records, the right to seek to have
their records amended, and the right to have some control over
Complaint and Disciplinary Procedures the disclosure of personally identiable information from their
education records. In accordance with FERPA, MIT has set the
Students who believe that they have been treated improperly for
following denitions and policies regarding the release of student
any reason are encouraged to raise their concerns. Diculties with
education records.
other students can be pursued through the living group, department
head, other appropriate venues or groups, and the Oce of Student
Conduct (OSC) (https://studentlife.mit.edu/osc), Room W20-507,

prior consent. However, FERPA allows the Institute to disclose such

information under the following conditions, among others:
Education Records
Under FERPA, education records are dened as records that are • To Institute ocials, sta, and others engaged in activities on
directly related to a student and are maintained by an educational behalf of the Institute with a legitimate educational interest
agency or institution, or by a party acting for the agency or • In connection with a health or safety emergency
institution. Education records can exist in any medium, including: • In compliance with a subpoena, provided certain conditions are
typed, handwritten, digital, computer generated, videotape, met
audiotape, lm, microlm, microche, and email, among others. • To ocials of other academic institutions to which a student
seeks or intends to enroll or in which they are concurrently
As described more fully in FERPA, records that are kept in the sole
enrolled
possession of the maker and not shared with others, certain medical
treatment records, law enforcement unit records, certain employment • To authorized representatives of certain federal, state, and local
records, and records created or received aer an individual is no government agencies
longer a student and which are not directly related to the individual’s
MIT does not usually disclose information from education records
attendance as a student are not education records and therefore are
to a student’s parents or guardians unless the student requests or
not governed by FERPA.
consents to the disclosure. In certain situations, appropriate MIT
ocials may disclose information when such disclosure seems
Directory Information important for the well-being of the student or others (e.g., in a health
or safety emergency).
MIT denes directory information as follows:
Schools, academic departments, laboratories, and centers that
• Name
have long-standing traditions of public disclosure of student
• Address (term and permanent)
work for pedagogical purposes (e.g., products of design studios,
• MIT oce address collaborative/team class work, and graduate research results
• Term phone number and reports) may make such work publicly available, but should
• Term email address bring this to their students' attention in advance, and give them
• Date of birth the opportunity to opt out of the disclosure if it will not otherwise
constrain the educational process.
• Course
• Year and registration type Unless otherwise required by law, MIT will not share library
• Degrees received circulation records and other records that identify the intellectual
• Dates of attendance pursuits of a student, even within the Institute.
• Any honors and awards received

• Height and weight for an intercollegiate athletic team member Inspection of Education Records
Students have the right to inspect and review their education
In accordance with FERPA, MIT may disclose Directory Information
records. Requests to inspect records can be submitted to the
without a student's consent and without a record being made of
Registrar's Oce ([email protected]?subject=Inspection of Education
these disclosures. MIT acknowledges that date of birth, while
Records). MIT does not maintain education records in any one central
Directory Information, may be considered somewhat more sensitive
oce, but the Registrar’s Oce will provide contact details of the
to some community members and therefore reasonable eorts
appropriate ocial in each oce to the requesting student. Requests
should be made to release date of birth only to those who have a
for access will receive a response within forty-ve days, and the
legitimate need to obtain such information.
student will be notied of the time and place where the records may
Students may withhold their Directory Information from disclosure. be inspected.
Information on the procedure to be followed is available on the
Unless otherwise permitted or required by law, students may only
Registrar's Oce website (https://registrar.mit.edu/transcripts-
inspect, review, or be informed of information directly related to
records/records-privacy-access/ferpa/suppressing-directory-
themselves. Students do not have the right to access certain records,
information).
such as:
Disclosure of Education Records • Condential letters of recommendation if the student has waived
the right of access in writing
In general, the Institute may not disclose personally identiable
• Records of Institute faculty and sta members that are made for,
information from a student's education records without the student's
and restricted to, their personal use

• Parents' nancial records

• Records that also contain information on other students.
Amending Education Records

Students have the right to have their education records maintained
accurately and may request amendment of records that they
believe are inaccurate, misleading, or in violation of their rights
under FERPA. Requests for amendment should be submitted
to the custodian of the record or through the Registrar's Oce
([email protected]?subject=Amendment of Education Records). If the
oce to which the request is presented decides not to amend the
record, the student may request a hearing. If, aer such a hearing,
the record is not amended, the student may submit a statement to
be included with the record commenting on the information and
stating disagreement with the decision not to amend the record as
requested.
The process of amending records or requesting hearings applies only

to information that has been recorded inaccurately, incorrectly, or
that violates the student’s rights under FERPA. It is not a process to
appeal grades or other subjective judgments with which a student
disagrees but that have been recorded correctly.
Complaint Procedure
Students have the right to le a complaint with the Family Policy
Compliance Oce of the US Department of Education concerning
alleged failures by the Institute to comply with the requirements
of FERPA. Complaints must be submitted within 180 days of the
date of the alleged violation or of the date that the student knew
or reasonably should have known of the alleged violation, and
must contain specic factual allegations giving reasonable cause to
believe that a violation of FERPA has occurred. Complaints may be
sent to:
Family Policy Compliance Oce

US Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-4605

RESEARCH AND STUDY
RESEARCH AND STUDY • Joint Program on the Science and Policy of Global Change
(p. 103)
• Knight Science Journalism Program (p. 103)
Research can be an invaluable way to broaden a student’s education.
Through the Undergraduate Research Opportunities Program • Koch Institute for Integrative Cancer Research (p. 104)
(http://web.mit.edu/urop), undergraduates discover avenues for • Laboratory for Financial Engineering (p. 104)
participation in research projects that can count toward their major, • Laboratory for Information and Decision Systems (p. 105)
including possibilities for thesis work. For graduate students, • Laboratory for Manufacturing and Productivity (p. 105)
research opportunities can oen lead to thesis topics—and research
• Laboratory for Nuclear Science (p. 106)
assistantships—as well as advanced degrees.
• Legatum Center for Development and Entrepreneurship (p. 106)
Some interdepartmental educational programs have been approved • Lincoln Laboratory (p. 107)
for graduate students by the Committee on Graduate Programs. • Martin Trust Center for MIT Entrepreneurship (p. 107)
Students must be admitted by a regular academic department in
• Materials Research Laboratory (p. 107)
order to participate in one of these programs (with the exception of
• McGovern Institute for Brain Research (p. 108)
the Operations Research Center, which accepts students directly).
Each has a standing faculty committee that administers the program, • Microsystems Technology Laboratories (p. 108)
but degrees in the eld of study are granted by the student's • MIT Center for Art, Science, and Technology (p. 109)
department of registration. The program descriptions in this section • MIT Energy Initiative (p. 109)
indicate any advanced degrees that may be oered. • MIT Environmental Solutions Initiative (p. 110)
• MIT Innovation Initiative (p. 110)
MIT Centers, Labs, and Programs, and Aliated • MIT Kavli Institute for Astrophysics and Space Research (p. 110)
Institutions • MIT Media Lab (p. 111)
• Abdul Latif Jameel Poverty Action Lab (p. 92) • MIT Open Learning (p. 111)
• Broad Institute of MIT and Harvard (p. 92) • MIT Portugal Program (p. 111)
• Center for Archaeological Materials (p. 92) • MIT Professional Education (p. 112)
• Center for Bits and Atoms (p. 93) • MIT Program in Art, Culture and Technology (p. 112)
• Center for Collective Intelligence (p. 93) • MIT Sea Grant College Program (p. 113)
• Center for Computational Engineering (p. 93) • Nuclear Reactor Laboratory (p. 113)
• Center for Energy and Environmental Policy Research (p. 94) • Operations Research Center (p. 114)
• Center for Environmental Health Sciences (p. 94) • Picower Institute for Learning and Memory (p. 114)
• Center for Global Change Science (p. 95) • Plasma Science and Fusion Center (p. 114)
• Center for International Studies (p. 95) • Research Laboratory of Electronics (p. 116)
• Center for Real Estate (p. 96) • Simons Center for the Social Brain (p. 116)
• Center for Transportation and Logistics (p. 97) • Singapore-MIT Alliance for Research and Technology Centre
• Clinical Research Center (p. 98) (p. 116)
• Computer Science and Articial Intelligence Laboratory (p. 98) • Sociotechnical Systems Research Center (p. 117)
• Concrete Sustainability Hub (p. 98) • Whitehead Institute for Biomedical Research (p. 118)
• D-Lab (p. 99) • Women's and Gender Studies Program (p. 118)
• Deshpande Center for Technological Innovation (p. 99)

• Division of Comparative Medicine (p. 100)
• Draper (p. 100)
• Haystack Observatory (p. 100)
• Initiative on the Digital Economy (p. 101)
• Institute for Medical Engineering and Science (p. 101)
• Institute for Soldier Nanotechnologies (p. 101)
• Institute for Work and Employment Research (p. 102)
• Internet Policy Research Initiative (p. 102)

ABDUL LATIF JAMEEL POVERTY ACTION LAB
ABDUL LATIF JAMEEL POVERTY ACTION LAB BROAD INSTITUTE OF MIT AND HARVARD
Despite massive investments in development programs over the last The Broad Institute of MIT and Harvard (http://
70 years, more than 700 million people across the globe still live in www.broadinstitute.org) seeks to transform medicine by empowering
extreme poverty. Improving their lives through better programs and creative and energetic scientists of all disciplines from across the
policies is the mission of the Abdul Latif Jameel Poverty Action Lab MIT, Harvard, and the Harvard-aliated hospital communities
( J-PAL) (https://www.povertyactionlab.org) at MIT. to work together to address even the most dicult challenges in
biomedical research.
J-PAL’s aliated professors and sta believe that essential questions
of social policy—e.g., eectively reducing the dropout rates of girls Faculty members at the Broad Institute are faculty members at MIT,
in Peru, increasing the yields of small farmers in Kenya, boosting Harvard, or one of the Harvard-aliated hospitals and have teaching
immunization rates in India, or preventing crime in US cities—can be and other responsibilities at their home institution. Currently there
answered through rigorous empirical evaluation and innovation. J- are 15 core faculty members whose primary laboratory is located at
PAL works closely with governments and non-prots to design new the Broad, and over 300 associate members whose primarly lab is
programs and improve existing ones, scientically test whether located at one of the aliated universities or hospitals.
these programs work in practice, help scale up eective programs,
and institutionalize a culture of evidence-informed policymaking. The Broad Institute is also home to many postdoctoral and graduate
students who perform some or all of their research at the Broad
Founded at MIT’s Economics Department in 2003, J-PAL is directed by Institute, although graduate students earn their degrees from their
MIT researchers Abhijit Banerjee, Esther Duflo, Rachel Glennerster, respective home institutions. In addition, the Broad Institute oers
and Benjamin Olken, some of the world’s foremost development numerous research opportunities for undergraduate and high school
economists. The J-PAL network now includes more than 170 aliated students. To learn more about these programs, visit the Broad
professors around the world. J-PAL aliates have conducted more website.
than 800 evaluations in 58 countries. More than 300 million people
have been reached by programs shown to be successful through J- The Broad Institute primary research labs are at 415 Main Street
PAL evaluations. (across the street from MIT's Biology Department and adjacent to the
Whitehead Institute), at 320 Charles Street, and at 75 Ames Street.
MIT students can be involved with J-PAL’s work in various ways:
Further information may be obtained by contacting the Broad
• Undergraduates: J-PAL hosts 10 to 15 UROPs annually. UROPs Institute Communications Oce at 617-714-7000.
provide valuable assistance to J-PAL projects while allowing
students to gain practical experience in data analysis. UROP
positions are available through the academic year, IAP, and the
CENTER FOR ARCHAEOLOGICAL MATERIALS
summer period.
• New graduates: J-PAL hires highly qualied graduates with The purpose of the Center for Archaeological Materials (http://
strong backgrounds in economics for entry-level positions in web.mit.edu/cmrae/cmrae_home.htm) is to encourage incorporation
research, policy, and training. Though not reserved for MIT of the natural sciences and engineering in the normal pursuit of
students, MIT graduates are strong candidates for positions at J- anthropological, archaeological, and art historical inquiry.
PAL in Cambridge or with our international partners.
The center's particular emphasis is on examining and explaining
• Graduate students: J-PAL sta and economics faculty support the nature of prehistoric and non-industrial technologies, especially
graduate student research by advising on project design and those technologies of unusual importance in the development
analysis, particularly during weekly Development Lunches and of ancient and pre-industrial societies. The center considers not
Development Teas. J-PAL partner oces around the world work only technologies of subsistence, communication, and production,
with MIT graduate students to implement projects, nd partners, but technologies whose purposes are largely symbolic, such as
and hire local sta. information-bearing technologies of art.
• Postdoctoral fellows: J-PAL hosts several postdoctoral students
in cooperation with the Prize Fellowship in Economics, History, The center is concerned with the remains of human activities in the
and Politics at Harvard, and also provides grant-funded past and the exploration of the imprint of these activities on the
fellowships directly. environment: what people did in the environment and what the
environment was like. Determination of palaeoecologies—climates,
Contact J-PAL ([email protected]) for further information. floral and faunal populations, food chains, and so forth—provides
a strong research focus. The center uses as its evidence all of
material culture, and explores cultural and environmental materials
through the most up-to-date methods common to chemistry,

CENTER FOR BITS AND ATOMS
physics, biology, geology, and materials science and engineering, in shared through an outreach program to establish community fab
conjunction with appropriate mathematical and statistical analyses. labs, which have grown into a global network of over 1,000 sites.
The center's teaching and research programs incorporate materials CBA's students apply to work in participating research groups
science and engineering among the range of methods that through associated academic departments. Most of its graduate
archaeologists use to try to render culture history, cultural lifeways, students are fully funded by research assistantships, and
and culture process from what little is preserved of society's material undergraduate students are supported through MIT's Undergraduate
culture. Research activities are carried out in a network of materials Research Opportunities Program (UROP) (p. 45).
laboratories that include metallurgy, ceramics, photomicrography,
and computation. The center emphasizes rigorous laboratory study CBA is directed by Professor Neil Gershenfeld. Its oce is located
of artifacts and other kinds of cultural remains to determine the in E15-401, and may be contacted at (617) 253-0392 or via email
nature and structure of the materials of which they are composed ([email protected]).
and the extraction and processing regimes they have undergone.
Open to graduate students and senior undergraduates, the center

CENTER FOR COLLECTIVE INTELLIGENCE
oers graduate-level subjects in the Graduate Archaeological
Science Laboratory. Subjects are heavily laboratory-oriented and The MIT Center for Collective Intelligence (CCI) (http://cci.mit.edu)
oen cover a single class of materials (e.g., ceramics or metals), or brings together faculty from across MIT to conduct research on
a method for interpreting archaeological data (e.g., computers in how new information technologies, especially the internet, now
archaeology). allow huge numbers of people all over the world to work together in
new ways. The center's basic research question is: How can people
The center is administered by the Oce of the Provost. Further and computers be connected so that—collectively—they act more
information about the center may be obtained from the director, intelligently than any individuals, groups, or computers have ever
Professor Heather Lechtman, Department of Materials Science and done before?
Engineering, Room 8-138, 617-253-2172.
This rst-of-its-kind research eort draws on the strengths of many
diverse organizations across MIT including the MIT Media Lab,
the Computer Science and Articial Intelligence Laboratory, the
CENTER FOR BITS AND ATOMS
Department of Brain and Cognitive Sciences, and the MIT Sloan
MIT's Center for Bits and Atoms (CBA) (http://cba.mit.edu) is an School of Management.
interdisciplinary initiative exploring the boundary between computer
science and physical science. CBA studies how to turn data into CCI frequently employs graduate students and undergraduates to
things, and things into data. Its personnel have participated in assist with its research projects.
projects ranging from the creation of among the rst quantum CCI is directed by Professor Thomas W. Malone. For further
computers and synthetic organisms, to the invention of microfluidic information about the center or about student employment
bubble logic and physical one-way cryptographic functions, up to opportunities, contact Robert Laubacher ([email protected]),
the development of intelligent infrastructure and the automated 617-253-0526.
assembly of discrete materials for record-setting ultralight aero and
space structures.
CBA is funded by a mix of government agencies, corporate CENTER FOR COMPUTATIONAL ENGINEERING
sponsors, and international collaborations. It was launched by
The broad mission of the Center for Computational Engineering
a National Science Foundation award to create a unique digital
(CCE) (http://computationalengineering.mit.edu) is to support
fabrication facility that gathers tools across disciplines and length
computational engineering at MIT. The center is comprised of faculty
scales for making and measuring things. These include electron
and research partners from across the School of Engineering as
microscopes and focused ion beam probes for nanostructures, laser
well as other departments and units involved in computational
micromachining and X-ray microtomography for microstructures,
engineering research and education around the Institute.
and multi-axis machining and multi-material 3D printing for
macrostructures. These are supported by instrumentation The center's research focus is on computational approaches for
for processing and characterizing materials and devices, and engineering problems: the formulation and implementation
infrastructure for high-performance computing and communication. of new approaches that are more ecient and capable, and
the informed application of existing approaches to important
CBA's tools are used to teach the popular rapid-prototyping subject
engineering questions. Our emphasis is on the development of
MAS.863[J] How To Make (almost) Anything, and its capabilities are

CENTER FOR ENERGY AND ENVIRONMENTAL POLICY RESEARCH
the next generation of computational engineering innovators and MIT and one group at the Broad Institute that work to address the
computational engineering innovations. eects of hazardous agents in the environment on humans and the
human ecosystem. A signature element of our research portfolio is
CCE oversees a master's program in Computation for Design the integration of science, engineering and policy to solve complex
and Optimization (CDO) (p. 370) and a doctoral program in problems in environmental health. The center is funded primarily
Computational Science and Engineering (CSE) (p. 373). CDO is by the National Institute of Environmental Health Sciences, which is
an interdisciplinary program that provides students with a strong part of the National Institutes of Health.
foundation in computational methods for the design and operation
of complex engineered systems. The CSE PhD program allows The CEHS program encompasses ve research themes:
students to specialize in a computation-related eld of their choice
through focused coursework and a doctoral thesis. The CSE program • DNA damage, DNA repair, and genomic stability;
is oered through a number of participating departments, including • microbiomes and environmentally induced disease
Aeronautics and Astronautics, Chemical Engineering, Civil and susceptibility;
Environmental Engineering, Mathematics, Mechanical Engineering, • inflammation chemistry and biology;
and Nuclear Science and Engineering. • bioengineering for environmental health; and
For more information about the Center for Computational • chemistry and transport of pollutants in the atmosphere, water,
Engineering, the CDO SM program, and the CSE PhD program, and soil.
contact Kate Nelson ([email protected]), Room 35-434, Traction on our research themes is enabled by four Facilities Cores,
617-253-3725. which provide state-of-the-art technology or approaches to research
problems in the following areas:
• animal models;
CENTER FOR ENERGY AND ENVIRONMENTAL POLICY
RESEARCH • bioimaging and chemical analysis;
• genomics and informatics; and
Since 1977, the Center for Energy and Environmental Policy Research
• integrative health sciences.
(CEEPR) (http://ceepr.mit.edu) has been a focal point for research on
energy and environmental policy at MIT. CEEPR promotes rigorous, The CEHS runs a robust pilot project program that stimulates
objective research for improved decision making in government integration of new ideas and early-stage investigators into the CEHS
and the private sector, and secures the relevance of its work mission. The center also has a global environmental health program,
through close cooperation with industry partners from around the several seminar and poster presentation activities, and a career
globe. Drawing on the unparalleled resources available at MIT, development program. Lastly, a central component of our mission is
aliated faculty and research sta as well as international research to engage our local community bi-directionally in activities organized
associates contribute to the empirical study of a wide range of through our Community Outreach Education and Engagement Core.
policy issues related to energy supply, energy demand, and the
environment. Research outputs include working papers, policy Graduate and undergraduate courses dealing with toxicology and
briefs, and contributions to larger interdisciplinary studies that environmental health are oered mainly through the Department
leverage MIT’s unique research capabilities across the sciences and of Biological Engineering (p. 161), which manages the MIT
engineering. Additional dissemination channels include workshops, undergraduate minor in toxicology and environmental health. The
educational programs, and public outreach activities. CEHS partners with many departments in the Schools of Science
and Engineering to create cross-disciplinary opportunities in
CEEPR is jointly sponsored at MIT by the MIT Energy Initiative, the environmental health science and engineering. The PhD program
Department of Economics, and the Sloan School of Management. oered by the Department of Biological Engineering integrates
Financial support comes from a variety of sources, including state chemistry, molecular biology, and genetics with bioengineering
and federal government research funds, foundation grants, and approaches to the understanding of how organisms respond to
contributions from our corporate and government associates. environmental agents. The CEHS also manages a T32 Training Grant
CEEPR is directed by Professor Christopher R. Knittel. For more in Environmental Toxicology, which supports graduate students and
information, contact the executive director, Joshua Hodge, Room postdoctoral researchers and oers a robust Responsible Conduct of
E19-411, 617-324-7354, or email ([email protected]) us. Research program, as well as a Superfund Research Program.
For further information, email ([email protected]), call 617-452-2072, or

visit our website (http://cehs.mit.edu).
CENTER FOR ENVIRONMENTAL HEALTH SCIENCES
The Center for Environmental Health Sciences (CEHS) (http://
cehs.mit.edu) consists of approximately 38 research groups across

CENTER FOR GLOBAL CHANGE SCIENCE
CIS includes 120 members of the MIT faculty and sta, mainly
drawn from the departments of Political Science and Urban Studies
CENTER FOR GLOBAL CHANGE SCIENCE and Planning, and visiting scholars from around the world. We
The MIT Center for Global Change Science (CGCS) (http:// sponsor formal programs, multidisciplinary working groups
cgcs.mit.edu) seeks to better understand the natural mechanisms and numerous public events. While CIS does not oer courses,
in the ocean, atmosphere, and land systems that together control students engage with the center's faculty and sta as colleagues in
the Earth's climate, and to apply improved knowledge to problems of research, dissertation students, participants in a range of events,
predicting global environmental change. The center utilizes theory, and interns in the MIT Science and Technology Initiative (MISTI),
observations, and numerical models of the natural processes in the groundbreaking international education program. The center
the global environment, concentrating on the circulations, cycles, also provides other services to MIT students: internships, other
and interactions of water, air, energy, and nutrients in the Earth opportunities to work in programs, and help with nding resources
system, the linkages among them, and their potential feedbacks in a for research.
changing climate.
Within CIS is the MIT Security Studies Program (SSP), a graduate-
CGCS was founded in 1990 to foster cooperative eort among faculty, level research and educational program. SSP's teaching ties are with
students, and research scientists in meteorology, oceanography, the Political Science Department. Courses oered emphasize grand
hydrology, atmospheric sciences, climate physics, chemistry, strategy, the causes and prevention of international and civil conflict,
biology, ecology, and satellite remote sensing. Participants are military technology, nuclear proliferation, bureaucratic politics,
drawn primarily from the departments of Earth, Atmospheric and national security, budgetary issues, and security issues in Asia. A
Planetary Sciences; Civil and Environmental Engineering; Biology; special feature of the program is the integration of knowledge on
Aeronautics and Astronautics; and the Institute for Data, Systems, technology with knowledge from the social sciences in the study
and Society. of international security problems. SSP's primary task is educating
the next generation of security scholars and practitioners. For more
The major research initiatives in CGCS are the MIT Climate information, contact Joli Divon Saraf ([email protected]), Room E40-477,
Modeling Initiative (CMI), the Advanced Global Atmospheric Gases 617-258-7608.
Experiment (AGAGE), and the MIT Joint Program on the Science
and Policy of Global Change (p. 103). Through the latter, CGCS MISTI is MIT’s pioneering international education program. MISTI
sustains substantial collaborative eort with faculty, students, and matches over 1,200 MIT undergrads and graduate students with
researchers in Economics; the Sloan School of Management; Urban internship, research, and teaching opportunities abroad each year.
Studies and Planning; Political Science; and the MIT Energy The MISTI Global Seed Funds program facilitates international faculty
Initiative. collaborations. A nucleus of international activity at MIT, MISTI
develops partnerships with leading companies, research institutes
CMI is an open-source collaborative that has developed the MIT and universities around the world. Email MISTI ([email protected]) for
General Circulation Model (MITcgm), which is applied to a wide range more information.
of modeling challenges in atmospheres, oceans, the cryosphere,
biogeochemical cycles, ocean ecology, and the coupling together of Seminar XXI is an educational program for senior military ocers,
all these processes. government and NGO ocials, and executives in the national
security policy community. The program's objective is to provide
AGAGE measures greenhouse gases globally and infers their sources future leaders of that community with enhanced analytic skills for
and sinks using inverse methods. It is distinguished by its capability understanding foreign countries and the relations among them.
to measure over the globe at high frequency almost all of the The fundamental criterion for fellows is that candidates should
important gas species in the Montreal Protocol (e.g., CFCs, HCFCs) reach top decision-making levels in the next three to ve years.
to protect the ozone layer and almost all of the signicant non-CO2 The program explores key policy issues by examining countries
gases in the Kyoto Protocol (e.g., HFCs, methane, and nitrous oxide) and problems critical to American interests through a variety of
to mitigate climate change. paradigmatic lenses. For more information, contact Tisha Gomes
Voss ([email protected]), Room E40-445, 617-258-6862.
Professor Ronald Prinn is the CGCS director. For more information,
contact CGCS ([email protected]) at Room 54-1312, 617-253-4902. The Policy Lab at the Center for International Studies (PL@CIS)
(http://policylab.mit.edu) works to enhance the impact of MIT
research on public policy, in order to best serve the nation and
the world in the 21st century. The PL&CIS provides funding and
CENTER FOR INTERNATIONAL STUDIES
sta assistance to translate and disseminate research ndings
The Center for International Studies (CIS) (http://web.mit.edu/ to public policy makers. It is available through an annual call
cis) supports and promotes international research and education at for proposals, which is open to any faculty or research sta with
MIT.

CENTER FOR REAL ESTATE
principal investigator status. For more information, contact Daniel For more information, contact executive director John Tirman
Pomeroy ([email protected]), E40-451, 617-324-7496. ([email protected]), Room E40-447, 617-253-9861.
The Inter-University Committee on International Migration, created

30 years ago, organizes the Myron Weiner seminar series, honoring Events and Seminars
the late MIT professor and pioneer in migration studies. The The MIT Starr Forum is the center’s flagship public event series.
committee also undertakes other projects on an ad hoc basis. The forum brings to campus leading academics, policymakers, and
Member institutions are Boston University, Brandeis University, the journalists to discuss pressing issues in the world of international
Fletcher School of Law and Diplomacy, Harvard, MIT, Tus University, relations and US foreign policy. Individual programs host seminars
and Wellesley College. The committee is hosted at MIT by CIS. For on a range of international topics, such as migration, national
more information, email the MISTI team ([email protected]). defense, and cultural immersion. Others are focused on specic
regions and explore domestic and foreign policy issues in Russia, the
The Program on Emerging Technologies (PoET) encourages
Middle East, and South Asia. For more information, contact Michelle
responsible technological innovation, with research on the political
English (http://[email protected]), Room E40-443, 617-253-1965.
economy of innovation and on adaptive risk governance. Work on
synthetic biology is conducted in partnership with technologists at
the MIT Synthetic Biology Center and the Harvard Wyss Institute.
Work on biomedical issues is conducted in partnership with the CENTER FOR REAL ESTATE
MIT Center for Biomedical Innovation and the Tus Center for
The Center for Real Estate (MIT CRE) (http://web.mit.edu/cre)
Translational Medicine. Work on information security and privacy is
provides an intellectual focus for research on issues aecting the
conducted in partnership with the Internet Policy Research institute
real estate industry. Faculty associated with the center are drawn
of the MIT Computer Science and Articial Intelligence Laboratory
from the departments of Architecture, Urban Studies and Planning,
(CSAIL). PoET provides policy recommendations to a wide range
Civil and Environmental Engineering, Economics, and the MIT Sloan
of governmental and nongovernmental organizations, including
School of Management.
the White House Oce of Science and Technology Policy and the
President’s Council of Advisors on Science and Technology, NIH The center is home to the Master of Science in Real Estate
National Science Advisory Board on Biosecurity, Environmental Development (MSRED) program (https://mitcre.mit.edu/masters-
Protection Agency, Defense Intelligence Board, UN World Health program/about-the-program), an interdepartmental degree
Organization, UN Biological Weapons Convention, European program that combines education in design, planning, construction,
Medicines Agency, and the National Academy of Sciences. For more management, nance, development, and marketing. It prepares
information, contact PoET director Kenneth Oye ([email protected]), students to assume positions of responsibility in private real estate
E40-437, 617-253-3412. companies, nancial institutions, government agencies, nonprot
development organizations, and consulting rms. The program
The Persian Gulf Initiative was launched in 2005 and has now held
requires 11 months of intensive study.
workshops on political violence, stability and legitimacy, energy
security, the regional impacts of the Iraq war, and other topics. It MIT CRE’s research initiatives cover a range of disciplines and areas
sponsors research such as the Iraq mortality study, publications, and of application within real estate, and all oer synergy between the
public forums, several of which have been held in Washington, DC, real world of practice and MIT's faculty and research capabilities.
and New York. For more information, contact executive director John Home to several labs, 14 faculty and lecturers, two research
Tirman ([email protected]), Room E40-447, 617-253-9861. scientists, and three postdoctoral researchers, the Center for Real
Estate is as diversied as it is innovative.
CIS manages the MIT-Japan International Studies Fund Grants,
intended for advanced doctoral students at MIT working in close The Real Estate Price Dynamics Platform (https://mitcre.mit.edu/
collaboration with faculty members on any international aspect of research-publications/real-estate-price-dynamics-platform), headed
energy, environment, and international aairs. by Professor David Geltner and Research Scientist Alex van de
Minne, serves at the intersection between academics and the real
Fellows estate industry. Their research focuses on developing applications
and models used for real estate price indices for markets with scarce
The center oers the Robert E Wilhelm Fellowship to senior leaders observations, forecasting prices, and for the mass valuation of real
from the public service community. The center also oers fellowships estate using machine learning.
and educational experiences to journalists, current and future
leaders in the US armed forces, governments agencies, NGOs, The Real Estate Innovation Lab (http://reilab.wpengine.com), headed
and private companies. Fellowships are awarded to students and by Research Scientist Andrea Chegut and principal investigators
scholars who are working on a range of global security issues. Professors Dennis Frenchman and David Geltner, researches the
frontier in real estate products, processes, and data technologies to

CENTER FOR TRANSPORTATION & LOGISTICS
impact cities and the built environment. The team creates the built Transportation programs and projects include the MIT Program in
environment through design, computation, nance, and planning. Intelligent Transportation Systems and the Megacity Logistics Lab.
The team works at the forefront of big data and innovation to make
buildings in cities better places to live, work, and play. The Humanitarian Supply Chain Lab works with the UN, USAID,
and various NGOs to improve the eectiveness of response to
The Urban Economics Lab (https://urbaneconomics.mit.edu/home), humanitarian disasters globally. The Sustainable Supply Chains
headed by Professor Albert Saiz, focuses on studying economic Lab works on both green/sustainable supply chain projects and
activity and economic trends in cities. The Lab uses analytical social and environmental challenges including responsibility and
models and big data to understand what makes cities thrive or traceability.
decline, how housing values are formed and oscillate, and how local
politics and social phenomena manifest in the context of increasing The MIT AgeLab conducts research to improve quality of life for
global urbanization. older adults and those who care for them, creating new ideas
and translating technology into practical applications such as
The center is supported in part through corporate partnerships autonomous vehicles, community accessibility, and design and
(https://mitcre.mit.edu/industry-partners/partners-overview) and home service logistics.
individuals active in the real estate industry.
MIT CRE encourages interaction between members of the Education

Professional Certicate in Real Estate Finance and Development MIT CTL's top-ranked Supply Chain Management Program (SCM)
(http://professional.mit.edu/programs/short-programs/certicates/ (p. 379) oers two professional master’s degrees: a Master of
professional-certicate-program-real-estate), which provides Engineering (MEng) in Supply Chain Management, for students who
an unparalleled opportunity for professionals and executives to wish to continue on in research of who plan to pursue a PhD, and
obtain state-of-the-art insights and skills about the key factors and a Master of Applied Science (MASc) in Supply Chain Management,
investment strategies driving real estate markets. By joining our for students who wish to pursue a career in various industries,
professional program, students will further their understanding of including consulting, manufacturing, distribution, retail, soware,
the real estate development process. and services. Students have the option of a 10-month residential
program or those who successfully complete the MITx MicroMasters
For further information about the MIT CRE, contact Lisa Thoma
credential in Supply Chain Management can apply to complete the
([email protected]), associate director. For more information about
remaining degree requirements during an intensive ve-month
the MSRED program, contact Patricia Nesti ([email protected]), MSRED
program in residence at MIT. Students interested in studying
academic administrator, Center for Real Estate, Room 9-343.
supply chain management and logistics, or in learning more about
the center and its educational programs, should write contact
[email protected].
CENTER FOR TRANSPORTATION & LOGISTICS
MIT CTL created and manages the Global Supply Chain and Logistics
The MIT Center for Transportation & Logistics (MIT CTL) (http:// Excellence (SCALE) Network. MIT SCALE consists of six centers of
ctl.mit.edu) is a world leader in supply chain management and excellence in SCM. There are two centers in Europe (Zaragoza, Spain
transportation education and research. MIT CTL engages in three and Luxembourg), one in South America (Bogota, Colombia), and
principal activities: research, education, and outreach. two centers in Asia (Kuala Lumpur, Malaysia and Ningbo, China). All
oer a graduate program that mirrors MIT's SCM program, with the
Research exception of the South American program, which oers a graduate
certicate program. Students from all six SCALE centers work on
The center's world-renowned research programs directly involve
common projects and participate in a global exchange.
over 75 faculty and research sta from a wide range of academic
disciplines, as well as researchers in various aliate organizations Students interested in the interdepartmental Master of Science
around the world. MIT CTL has four main research programs: supply in Transportation (MST) (p. 380) program administered through
chain management and logistics; transportation; humanitarian and the Department of Civil and Environmental Engineering should
sustainable supply chains; and the impact of aging on mobility, contact the director of the Transportation Graduate Program. Several
health, and wellness. departments oer both master's and doctoral degrees that allow a
focus on transportation, including Aeronautics and Astronautics,
Supply chain management and logistics projects include FreightLab,
Civil and Environmental Engineering, Urban Studies and Planning,
Sustainable Supply Chain Lab, Supply Chain Innovation, Supply
and the Institute for Data, Systems, and Society.
Chain Resilience, Sustainable Logistics Initiative, and Computational
and Visual Analytics Lab.

CLINICAL RESEARCH CENTER
Outreach
COMPUTER SCIENCE AND ARTIFICIAL INTELLIGENCE
MIT CTL partners with industry to turn the center's innovative LABORATORY
research into market-winning applications. MIT CTL currently has
The Computer Science and Articial Intelligence Laboratory (CSAIL)
more than 50 corporate partners worldwide who participate in
(http://www.csail.mit.edu) pursues fundamental research across the
events, interact with researchers, and contribute to and help steer
entire breadth of computer science and articial intelligence. CSAIL
research projects.
is committed to leading the eld both in new theoretical approaches
and in the creation of applications that have broad societal impact.
CSAIL's current research activities span three principal areas:

CLINICAL RESEARCH CENTER
Supported by the Vice President for Research and a longstanding • Articial Intelligence (AI). This area of research aims to
National Institutes of Health Clinical Translational Award, the Clinical understand and develop systems—living and articial—capable
Research Center (http://crc.mit.edu) provides an infrastructure of intelligent reasoning, perception, and behavior. Specic
for interested scientists to perform biomedical research involving research includes core AI computational biology, computer
human subjects. graphics, computer vision, human language technology, machine
learning, medical informatics, robotics, and the semantic web.
The center's mission is to facilitate and help accelerate the • Systems. This area of research aims to discover common
translation of basic discoveries into clinical (human) research that principles, models, metrics, and tools of computer systems, both
may improve the lives of patients and their families. The center hardware and soware. Specic research includes compilers,
allows faculty and students at all levels to gain experience with computer architecture and chip design, operating systems,
human subjects and human disease as their research transitions programming languages, and computer networks.
to rst-in-human studies in an ethical and safe manner, while also
• Theory. This area of research studies the mathematics of
helping to oset translational risks through an interdisciplinary
computation and its consequences. Specic research includes
and cross-sectoral approach. As part of the Institute for Medical
algorithms, complexity theory, computations geometry,
Engineering and Science, the CRC links MIT to an extensive network
cryptography, distrusted computing, information security, and
of area hospitals/resources and helps support major partnerships
quantum computing.
with Brigham and Women’s Hospital, Children’s Hospital Boston,
Massachusetts General Hospital, Spaulding Rehabilitation Network, CSAIL encourages student participation in its research projects.
Tus Clinical and Translational Science Institute, and Tus Medical Undergraduates may become involved through the Undergraduate
Center. Research Opportunities Program (UROP) (p. 45), and research
assistantships are available to graduate students. CSAIL graduate
Center facilities are open to all departments in the Institute. Principal
students are typically enrolled in the departments of Electrical
investigators are faculty members and research scientists from
Engineering and Computer Science, Mathematics, Aeronautics
many dierent departments. A full spectrum of clinical research
and Astronautics, Brain and Cognitive Sciences, and Mechanical
resources are available to facilitate all aspects of research involving
Engineering, and the MIT-Harvard Health Sciences and Technology
human subjects from early planning, clinical consultation, and
Program.
assistance with regulatory and institutional review board navigation
to specialized clinical research spaces, study management tools, and Other related opportunities include:
protocol operationalization from concept to completion, under the
supervision of experienced clinical sta. • MIT App Inventor (http://appinventor.mit.edu), a visual
programming environment aimed at allowing new coders to build
Research opportunities are available for undergraduate and apps for smartphones and tablets
graduate students contemplating careers in the medical sciences. • The Internet Policy Research Initiative (http://
The Undergraduate Research Opportunities Program (UROP) internetpolicy.mit.edu), an eort to conduct research and engage
(p. 45) allows undergraduate students the opportunity to participate with public policy leaders on key issues in cybersecurity and
in the research process at the Clinical Research Center, either for technology
credit, pay, or on a volunteer basis.
For further information, contact Professor Elazer Edelman, program

director; Dr. Kumaran Kolandaivelu, medical director; or Dr. CONCRETE SUSTAINABILITY HUB
Catherine Ricciardi, nurse director; E25-201, 617-253-6331
The mission of the Concrete Sustainability Hub (CSH) (http://
cshub.mit.edu) is to advance the technology transfer from concrete
science into engineering practice, by translating the synergy of

D-LAB
three elds of study into a powerful hub for concrete sustainability countries: Colombia, Guatemala, India, Indonesia, Mali, Mexico,
studies relevant to industry and decision makers. CSH fosters a close Morocco, Nepal, Niger, Tanzania, and Uganda.
alliance among academia, industry, and government to facilitate the
transfer of knowledge by aligning world-leading research with end- Innovation Practice. D-Lab’s Innovation Practice (https://d-
user needs. lab.mit.edu/innovation-practice) group works with diverse partners
to develop, advance, and apply participatory innovation as a
More concrete is produced than any other synthetic material on methodology for tackling poverty. Innovation Practice includes the
Earth. In the foreseeable future there is no other material that can following programs: D-Lab Scale-Ups Fellowship, Humanitarian
replace concrete to meet our societies’ legitimate needs for housing, Innovation, Inclusive Markets, Innovation Ecosystems, the Practical
shelter, schools, infrastructure, etc. But concrete faces an uncertain Impact Alliance, and Global Trainings.
future due to a non-negligible ecological footprint that amounts to 5–
10% of worldwide CO2 production. D-Lab Workshop. The D-Lab workshop (https://d-lab.mit.edu/
education/d-lab-workshop), the heart and soul of D-Lab, is a place
Emerging breakthroughs in concrete science and engineering hold for D-Lab students, fellows, innovators-in-residence, and others to
the promise that concrete can be part of the solution of contributing bring technologies for the developing world to life. The workshop
to sustainable infrastructure development that enables economic includes a large collection of hand and power tools, steel fabrication
growth, and social progress while minimizing the ecological and welding tools, an open shop with multiple workbenches, and a
footprint. This requires a holistic approach in which progress in dedicated wood shop and long-term projects room.
concrete science seamlessly feeds into innovative structural concrete
engineering applications, ranging from concrete pavement solutions Email D-Lab ([email protected]) for more information.
to wall systems, whose impact on sustainable development are
evaluated with advanced environmental-econometric impact
studies. An interdisciplinary team of faculty from several MIT DESHPANDE CENTER FOR TECHNOLOGICAL INNOVATION
departments participates in the CSH. Email ([email protected]) for
The Deshpande Center (http://deshpande.mit.edu) was established
more information.
at the MIT School of Engineering to increase the impact of MIT
technologies in the marketplace. Founded with an initial donation
from Jaishree and Desh Deshpande, the Deshpande Center supports
D-LAB a wide range of emerging technologies including biotechnology,
MIT D-Lab (https://d-lab.mit.edu) works with people around the biomedical devices, information technology, new materials, tiny
world to develop and advance collaborative approaches and practical tech, and energy innovations.
solutions to global poverty challenges. The program’s mission Since 2002, the Deshpande Center has awarded over $17 million
is pursued through interdisciplinary MIT courses, research in in grants to support more than 125 MIT faculty-led projects. The
collaboration with global partners, technology development, and objective of the funding is to nurture ideas with market potential and
community initiatives—all of which emphasize experiential learning, reduce the uncertainty around them so that an external party would
real-world projects, community-led development, scalability, and invest in the technology. In addition to the funding, the grants bring
impact assessment. with them publicity, mentoring, and connections with the business
Academics. D-Lab challenges and inspires talented students to community.
use their math, science, engineering, social science, and business This funding enables MIT faculty and their students to pursue
skills to tackle global poverty issues. D-Lab oers more than 20 exciting new avenues of research on novel technologies. As a result,
courses (https://d-lab.mit.edu/education/courses) that introduce 40 projects have spun out of the center as independent startups,
students to D-Lab's approach to co-design, design for scale, collectively raising more than $700M in outside nancing from top-
collaborative design, supply chain management, and business tier venture capital rms and other investors.
venture development as well as sector-specic courses on energy,
mobility, water and sanitation, prosthetics, education, school There are two ways for students to get involved in projects funded by
architecture, and more. Many courses provide an option for the Deshpande Center.
eldwork.
• Deshpande Center Grant Program: The grant program identies
Research. MIT D-Lab’s research team creates and shares actionable and supports MIT research that can address important
ndings, accessible knowledge, collaborative research approaches, market opportunities. To support this research, the center
and tools that support technology-enabled solutions to global awards Ignition Grants and Innovation Grants (ranging from
poverty challenges. D-Lab's research groups (https://d-lab.mit.edu/ $50,000 to $250,000 per project) to MIT faculty. Students may
research) include Food, Energy, Water, Health, Local Innovation, participate through a thesis or research assistantship in the
and Lean Research. The team has eldwork projects in the following laboratory of a faculty member. A portfolio of projects (http://

DIVISION OF COMPARATIVE MEDICINE
deshpande.mit.edu/grants-resources) can be found on the problems. Draper provides engineering solutions directly to
website. government, industry and academia; works on teams as prime
• i-Teams (Innovation Teams): i-Teams is a course that selects contractor or subcontractor; and participates as collaborator in
ambitious and highly qualied students interested in helping consortia. Draper engineers and scientists apply multidisciplinary
to bring leading-edge technologies from MIT's world-renowned approaches that deliver new capabilities to customers, whether
research laboratories to market. The students join teams formulating a concept and developing each component to achieve
devoted to evaluating commercial feasibility and creating go- a eld-ready prototype or combining existing technologies in new
to-market strategies for technologies within the Deshpande ways.
Center portfolio. The course is taught jointly through the Sloan
In addition to applied research, engineering development, and
School of Management and the School of Engineering. More
technology transfer, Draper’s mission includes advanced technical
information (http://deshpande.mit.edu/grants-resources/other-
education—part of Draper’s charter since it incorporated as a not-for-
mit-resources) can be found on the website.
prot in 1973, becoming independent of MIT, where it had begun as a
The executive director of the Deshpande Center is Leon Sandler. teaching laboratory in the 1930s.
The faculty director of the Deshpande Center is Professor Timothy
MIT faculty and students work with Draper in a variety of ways.
M. Swager. Sta includes events and communications manager
Faculty collaborate with Draper sta on a wide range of research
Amy Davis, innovation manager Karen Golmer, and administrative
activities in hardware, soware, systems, and materials engineering.
assistant Cory Harris. For more information, contact the Deshpande
The Draper Fellow Program (http://www.draper.com/careers/fellow-
Center ([email protected]), 617-253-0943.
program) gives graduate students the opportunity to conduct their
thesis research at Draper under the supervision of both an MIT
faculty advisor and a member of Draper’s technical sta in an area
DIVISION OF COMPARATIVE MEDICINE of mutual interest. Draper Fellows’ graduate degree tuition and
stipends are funded by Draper. Draper also employs undergraduate
The Division of Comparative Medicine (http://web.mit.edu/comp-
and graduate students directly to work on projects during the
med) has three basic missions: education, research, and the
summer as well as the school year.
provision of comprehensive animal husbandry, clinical, and
diagnostic services for all research animals at MIT. The division All students working at Draper are in direct daily contact with
serves as the centralized animal resource on campus and provides Draper engineers and scientists, beneting from their collective
the necessary expertise for investigators conducting biomedical knowledge and experience and from access to Draper’s advanced
research using animal models. laboratory facilities and equipment in Kendall Square. Working on
real-world projects for Draper customers, students can gain insight
Division sta members educate the MIT research community in
into customers’ and end users’ needs and concerns, ranging from
the biology and use of research animals as models for biomedical
usability to cost.
research. The division provides online training materials for
researchers working with animals as well as one-on-one training For information, contact ([email protected]) the Draper
based on individual requirements. Division members teach graduate- Education Oce.
level courses in the Department of Biological Engineering (p. 161)
and provide mentorship for Undergraduate Research Opportunities
Program (UROP) (p. 45) and graduate students.
HAYSTACK OBSERVATORY
With a postdoctoral training program for veterinarians specializing
MIT Haystack Observatory (http://www.haystack.mit.edu),
in biomedical research, the major long-range goal of the research
a pioneering radio science and research facility, provides
at the division is to develop animal models or in vitro systems that
opportunities for undergraduate and graduate student research in
are pertinent to biomedical research. The division is internationally
radio astronomy, geodesy, atmospheric sciences, and informatics.
recognized for characterizing new Helicobacter species and studying
the relationship of Helicobacter to human diseases that are prevalent Haystack Observatory holds a worldwide leadership position in
throughout the world. the development and deployment of the Very Long Baseline (VLBI)
technique, which uses a global array of radio telescopes to make
high-resolution observations of galactic and extragalactic radio
DRAPER sources and to perform precision geodetic studies of the Earth's
plate tectonics and motions in space. Using radio telescopes at
The Charles Stark Draper Laboratory, Inc. (http://www.draper.com) Haystack and elsewhere around the world, the observatory supports
is a not-for-prot engineering solutions company focused on the strong programs in both science and technology using VLBI,
design, development, and deployment of advanced technological
capabilities for the world’s most challenging and important
100 | 2019–2020 MIT Bulletin

INITIATIVE ON THE DIGITAL ECONOMY
including unique mm-wavelength observations of the black hole at the Undergraduate Research Opportunities Program (UROP) (p. 45),
the center of our galaxy on event-horizon scales. research assistantships, and postdoctoral study.
High-power radars using 46-m and 67-m antennas are used in IDE is part of the MIT Sloan School of Management. Our team is
conjunction with a variety of other techniques to study the structure led by MIT Sloan’s Erik Brynjolfsson and Andrew McAfee, who have
and dynamics of Earth's upper atmosphere. Emphasis is given to co-authored several highly respected publications detailing the
the study of the eects of geomagnetic storms induced by solar interaction of digital technology and employment, including The
disturbances on Earth's ionosphere as well as the coupling of Second Machine Age and Machine, Platform, Crowd.
atmospheric layers. Haystack researchers also study thermal eects
in the upper atmosphere, including signatures associated with For further information, contact IDE executive director David L. Verrill
global climate change. ([email protected]) at 617-452-3216.
A strong instrumentation development program is conducted at

Haystack Observatory, particularly in the areas of wideband signal
INSTITUTE FOR MEDICAL ENGINEERING AND SCIENCE
processing and high-rate data acquisition. Current applications
include the design of small satellites for geospace research and Launched in 2012, the Institute for Medical Engineering and Science
large radio arrays to improve the flexibility and sensitivity of radio (IMES) (https://imes.mit.edu) is the center for human science on the
observations, as well as ultra-broadband receiving systems for VLBI MIT campus. Bringing together a community of scholars from across
measurements. These innovative instruments oer rich opportunities the ve schools at MIT, local-area hospitals, national networks, and
for unique geodetic, astrophysical, heliospheric, and ionospheric global partners, IMES integrates engineering, science, and medicine
science. to advance and accelerate innovation in health through research and
education.
Opportunities exist for students to get involved in all these projects
and use the facility instrumentation for research investigations. IMES’s areas of expertise include biomaterials science, drug
delivery, regenerative medicine/tissue engineering, cellular and
The Haystack Observatory is located in Westford, Massachusetts, molecular biology and engineering, genomics and biomedical
about 45 minutes northwest of Cambridge. For further information, informatics, machine learning/clinical informatics, structural and
email ([email protected]) or call 617-715-5400. functional imaging, biomedical engineering, and medical devices.
IMES houses several initiatives, including the Clinical Research
Center (https://imes.mit.edu/initiatives/clinical-research), MIT
INITIATIVE ON THE DIGITAL ECONOMY LINQ (http://imes.mit.edu/initiatives/mit-linq), Medical Electronic
Device Realization Center (MEDRC) (http://medrc.mit.edu), and
The MIT Initiative on the Digital Economy (IDE) (http://ide.mit.edu) is Center for Microbiome Informatics and Therapeutics (http://
a team of internationally recognized thought leaders and researchers microbiome.mit.edu).
who examine the way people and businesses work, interact, and will
ultimately prosper in a time of rapid digital transformation. IMES, which is home to the Harvard-MIT Program in Health Sciences
and Technology (https://imes.mit.edu/academics/hst), educates
Technology advances quickly, yet organizations and skills tend and inspires the next generation of leaders who will work at
to move at a slower pace. In the coming decades, the divide the convergence of engineering, science, and clinical medicine.
between swily evolving technology and the slower pace of human IMES’s model is devoted to creating conceptual communities and
development will grow wider as exponential improvements in revolutionaries to focus, accelerate, and amplify the clinical impact
articial intelligence, robotics, networks, analytics, and digitization of medical innovation. Opportunities for undergraduate research
aect more and more of the economy and society. are available through the home departments of faculty participating
Inventing eective organizations and institutions suited for the in IMES research and through the Undergraduate Research
digital economy is the grand challenge of our time, and for MIT in Opportunities Program (UROP) (p. 45). For further information, please
particular. Our research helps companies adapt to new ways of contact the oce of the director, Room E25-334, 617-324-4019.
doing business in the digital economy. It helps NGOs and other
organizations understand how the digital transformation is aecting
society and everyday life. It also helps people become more INSTITUTE FOR SOLDIER NANOTECHNOLOGIES
productive and thrive in a time of great and uncertain change.
The Institute for Soldier Nanotechnologies (ISN) (https://isn.mit.edu)
Activities include research, events, fellowships, an Inclusive was established by the U.S. Army as an interdisciplinary research
Innovation Challenge (https://www.mitinclusiveinnovation.com), center at MIT in 2002.
and education—including the Analytics Lab, which is taught in the
The ISN mission is to help the Army dramatically improve protection,
fall term. IDE oers opportunities to participate in its work through
survivability, and mission capabilities of the soldier and of soldier-
2019–2020 MIT Bulletin | 101

INSTITUTE FOR WORK AND EMPLOYMENT RESEARCH
supporting platforms and systems. A major ISN goal is to enable relations, human resource strategies and practices in both
high-tech protection and survivability capabilities through aordable mature and new entrepreneurial organizations, work and family
clothing and equipage of lighter weight, increased comfort, and relationships, human capital and corporate governance, labor
decreased energy demand. To this end, the ISN performs research market theory and policy analysis, the changing nature of work and
to enable improved blast and ballistic protection, detection occupations, negotiations theory and practice, dispute resolution,
and detoxication of chemical and biological substances in the and labor and employment policy. In 2016 IWER launched a "Good
environment, portable electric power, physiological monitoring Companies, Good Jobs Initiative" to expand its teaching, research,
and medical care in mission theatres and remote locations, and to and outreach to encourage a deeper understanding of how to expand
provide the soldier with reliable situational awareness and secure the number of employment relationships that achieve high levels of
means to receive and transmit voice and data communications. organizational performance and support good jobs and careers.
ISN researchers have access to state-of-the-art instrumentation The institute administers a PhD program and fellowships primarily
for nanotechnology research at its 40,000-sq- facility. Most for students enrolled in the MIT Sloan PhD program, but students
ISN research is performed by graduate students as part of from other departments at MIT are encouraged to become members
master's and doctoral theses in MIT academic departments, by of IWER, participate in weekly seminars, and work closely with
postdoctoral researchers, or by undergraduates participating faculty members. The seminar series on Changes and Challenges in
in the Undergraduate Research Opportunities Program (UROP) the World of Work is held every Tuesday, bringing together faculty
(http://uaap.mit.edu/research-exploration/urop). Many theses and students at MIT and in the Boston area to discuss work in
are co-supervised by two or more faculty members representing progress and serving as a major focal point for interest in this eld.
dierent areas of technical expertise. Each year, more than 30 faculty
members from a dozen MIT departments participate in ISN research. IWER's co-directors are Thomas A. Kochan and Paul Osterman. For
more information, contact Katherine Bertman ([email protected]), Room
Additionally, visiting researchers from industry and Army E62-331, 617-253-8515, fax 617-253-2660.
laboratories participate in ISN research and transitioning, bringing
knowledge and practical perspectives that greatly enrich the
ISN learning environment. Industry partners provide expertise
INTERNET POLICY RESEARCH INITIATIVE
on product development, systems integration and aordable
manufacturing in quantities needed by particular customers and Faculty and students at the Internet Policy Research Initiative (IPRI)
thus help bring laboratory-scale ISN innovations closer to real-world (http://internetpolicy.mit.edu) see a pressing need to bridge the gap
applications for the soldier. Army partners collaborate with the ISN between the technical and policy communities, and do so via an
on basic and applied research, provide guidance on the soldier interdisciplinary research approach that pulls together expertise
relevancy of ISN research, and participate in tech transfer. from departments across MIT. IPRI has made signicant progress
in three core areas: leading the development of the eld of cyber/
Students seeking to perform thesis or UROP research at the ISN Internet policy through influential academic research (research),
should contact faculty and professional research sta members creating an educational pathway for a new pipeline of students
listed on the ISN website (https://isn.mit.edu/people/faculty). For trained in cyber policy (education), and actively engaging with
further information, contact ISN ([email protected]), 617-324-4700. US and international policy makers on a range of cyber issues
(engagement). IPRI is led by faculty researchers from engineering,
social science, and management departments at MIT, and is located
INSTITUTE FOR WORK AND EMPLOYMENT RESEARCH at the MIT Computer Science and Articial Intelligence Lab (CSAIL).
The Institute for Work and Employment Research (IWER) (http:// Research
iwer.mit.edu) is an MIT-wide multidisciplinary research and IPRI’s core research can be broken down into six evolving categories:
educational unit located within MIT Sloan School of Management. cybersecurity, privacy, networks, machine explanation and
Since its establishment in 1937 (as the MIT Industrial Relations accountability, critical infrastructure security, and the Internet
Section), IWER has conducted research devoted to the full range experience. IPRI has pioneered an approach to addressing the
of issues related to work, labor and employment relations, human societal challenges of new technology. The groups engages with
resource management, labor market issues, and related public policy makers and other stakeholders in order to understand the
policies. Participating faculty are drawn from the Sloan School and impact of new technology on societies’ core values, and uses the
the departments of Economics, Political Science, Anthropology, and fruits of these engagements both to inform further engineering
Urban Studies and Planning. research and also to develop technically informed policy options. All
IWER faculty and graduate students conduct research on the broad through this process, IPRI students are learning how to bring policy
range of issues related to the role of work and employment in the awareness to their research.
contemporary economy and society, including labor-management
102 | 2019–2020 MIT Bulletin

JOINT PROGRAM ON THE SCIENCE AND POLICY OF GLOBAL CHANGE
worldwide. Financial support is provided by an international

Education partnership of government, industry and foundation sponsors, and
IPRI's expanded curriculum and collaborations among MIT, leading by private donations.
law schools, and international partners are creating the career paths
for students who will lead the next generation technologically of At the heart of the Joint Program's work lies the MIT Integrated
informed policy making. Global System Model (IGSM) framework. Designed to analyze
interactions between humans and the Earth system, this
One way MIT graduates create change for the good in the world is by comprehensive set of models is used to study the causes,
pairing their strong technical education with social awareness and consequences, and solutions to problems that arise from global
sensitivity for improving the lives of others. IPRI oers residential change. We dene global change broadly and consider the
policy courses such as STS.085[J] Foundations of Information unintended impacts of global economic and population growth
Policy to engineering students to help them approach engineering on natural resource availability, the climate, and air and water
challenges with deeper context and an expanded policy toolkit for quality. The IGSM framework consists primarily of two interacting
social impact. IPRI faculty also teach 6.S978 Privacy Legislation: components: the Economic Projection and Policy Analysis (EPPA)
Law and Technology as a joint course with Georgetown Law School, model and the MIT Earth System model. Together they are used to
pairing engineering and law students in teams to develop privacy evaluate probabilities, uncertainties, risk, and costs and benets—
legislation around current issues. Final projects from that course information crucial to policy decision making.
have been picked up by law journals and requested by state
legislatures. Joint Program members communicate research results and interpret
policy relevance of analytical work through many professional
Engagement activities, including publications, workshops, corporate and
Through open and closed-door conferences/meetings, speeches, public briengs, and media interviews. Special briengs from
and visits by government ocials and technical experts to MIT, IPRI program members have been requested by the US Congress
engages with policy makers, industrial partners, and civil society and federal and state agencies, by governmental ministries and
organizations both to inform its own research, and to share insights. international organizations, and by independent research panels.
Research ndings are also communicated through the MIT Global
For additional information visit the website (http:// Change Forum, which brings together representatives of industry,
internetpolicy.mit.edu) or IPRI's oces at 32-G526. government, international entities, and research groups for analysis
and discussion of science and policy aspects of global change, and
for independent assessment of studies and policy proposals.
JOINT PROGRAM ON THE SCIENCE AND POLICY OF Ronald Prinn, director of the Center for Global Change Science
GLOBAL CHANGE and professor within the Department of Earth, Atmospheric,
The MIT Joint Program on the Science and Policy of Global Change and Planetary Sciences and John Reilly, senior lecturer in
(http://globalchange.mit.edu) integrates natural and social science the Sloan School of Management co-direct the program.
to produce analyses relevant to global change and energy policy For further information, contact the joint program oce
debates. By bringing together both science and policy, the Joint ([email protected]), Room E19-411, 617-253-7492, fax
Program provides an independent assessment of the impacts of 617-253-9845.
global change and the expected values of responsive action. The
research conducted at the Joint Program is valuable to government
agencies, who aim to formulate ecient and eective policies; to KNIGHT SCIENCE JOURNALISM PROGRAM
industry leaders, who aim to create risk management strategies
within national, regional, and global market realities; and to The Knight Science Journalism Program (https://ksj.mit.edu)
other decision-makers, who value a systemic view of the broad oers fellowships for mid-career journalists who cover science,
interactions inherent in global change. The eort involves an technology, medicine, or the environment for the general public. The
interdisciplinary group of faculty, sta, and student researchers. program oers fellowships to reporters, writers, editors, producers,
illustrators, and photographers.
The Joint Program combines the capabilities of two complementary
research centers: the Center for Global Change Science (CGCS) Journalists who are selected spend one academic year on campus,
(p. 95) and the Center for Energy and Environmental Policy taking courses at MIT and Harvard, participating in twice-a-week
Research (CEEPR) (p. 94). Resources of the parent centers seminars with top researchers, visiting laboratories, going on eld
are strengthened by links to the Marine Biological Laboratory's trips, and pursuing independent projects. They also do a research
Ecosystems Center in Woods Hole, MA; the MIT Energy Initiative; and project, building expertise in a particular area of interest, which
other MIT programs. Cooperative eorts engage the Joint Program may lead to publication in the program's highly regarded science
with leading research institutions and nonprot organizations
2019–2020 MIT Bulletin | 103

KOCH INSTITUTE FOR INTEGRATIVE CANCER RESEARCH
magazine, Undark, or help create a book proposal, video, podcast or For further information, contact Terry Clewley ([email protected]),
other nal product. senior human resources and administration manager, 617-258-7448.
Science journalists face some of the most dicult challenges of

reporting. They must convey complex, technical subjects in direct,
simple terms to readers and viewers who demand—and have a LABORATORY FOR FINANCIAL ENGINEERING
right to—accurate, fair, and clear information about scientic The MIT Laboratory for Financial Engineering (LFE) (http://
developments that aect not only their views of the world, but their lfe.mit.edu) is a research center focused on the quantitative analysis
lives and livelihoods. Reporting both the news and its implications of nancial markets and institutions using mathematical, statistical,
is further complicated by the naturally advancing complexity of and computational models and methods. The goal of the LFE is to
science. support and promote academic advances in nancial engineering
and computational nance that can be directly applied for the
Knight fellowships are designed to help journalists face these
betterment of the world. To do that, LFE faculty, students, and sta
challenges by widening their knowledge of science and technology
engage with industry professionals, regulators, policymakers, and
and deepening their understanding of how these elds interact with
other stakeholders to develop and apply new nancial technologies
society. Through both classes and through a series of seminars and
to practical and socially important settings.
workshops, the program provides an opportunity for journalists to
re-examine old ways—and develop new ways—of practicing their The LFE’s research projects fall into ve areas, all focused on the
cra. interplay between nancial markets and society.
The John S. and James L. Knight Foundation is the principal sponsor • Healthcare nance. Driven by questions about how nancial
of the fellowships, the only nine-month, mid-career program engineering can help cure cancer, LFE researchers are working
reserved for science journalists. The fellowships are part of MIT's to promote and develop new business models and nancing
Program in Science, Technology, and Society (p. 280). structures for raising and deploying funds to support biomedical
research and therapeutic development in a scalable and
For further information, contact Deborah Blum ([email protected]),
protable manner. The work has grown beyond cancer to look at
program director.
rare diseases, CNS disorders, vaccine programs, and other social
challenges—like fusion energy—where transformative progress is
only possible through public-private partnerships that combine
KOCH INSTITUTE FOR INTEGRATIVE CANCER RESEARCH fundamental scientic research with the right nancial models
The Koch Institute for Integrative Cancer Research at MIT (http:// and appropriate public policy.
ki.mit.edu) is one of the two National Cancer Institute-designated • Foundations of nancial behavior and adaptive markets. The
centers in the Greater Boston area. The Koch Institute brings LFE is working to understand the impact of human behavior on
scientists and engineers together under one roof to develop new nancial markets and policy through research that explores the
ways to detect, diagnose, treat, and manage cancer. The Koch psychophysiology and behavioral biases of market participants.
Institute's researchers include cancer biologists; chemists; materials In taking an interdisciplinary approach to understanding
science, chemical, electrical, and biological engineers; computer nancial markets, the LFE aims to reconcile human behavior with
scientists; and others, all dedicated to bringing the most advanced the Ecient Markets Hypothesis, which serves as the basis for
science and technology to bear in the ght against cancer. much of modern investment theory and practice today.
• Financial technology and articial intelligence. Drawing upon
The Koch Institute draws its faculty from both the School of Science computer science and articial intelligence, research in this area
and the School of Engineering. While graduate students typically applies techniques like machine learning and natural language
enroll in their respective departmental program, students in any processing to large datasets to develop real-world solutions
MIT department may ask to do doctoral thesis research under the to common industry challenges. As part of this research, the
supervision of a Koch Institute faculty member. If accepted, they may LFE also explores the positive and negative aspects of big
be eligible for support as research assistants. data and nancial technology, including privacy concerns and
Opportunities for undergraduate research are available through cybersecurity threats, and new technologies for addressing these
the Undergraduate Research Opportunities Program (p. 45). If an issues.
undergraduate student is interested in working in a particular lab, • Asset-market dynamics. Explores quantitative models for
they may also contact the appropriate faculty member directly. In portfolio management, trading, and asset allocation, including
addition, the Koch Institute regularly presents seminars on cancer industry-level studies of the hedge fund industry, indexation and
research and public events throughout the year. smart beta algorithms, and the impact of technology such as
high-frequency trading on nancial market dynamics.
104 | 2019–2020 MIT Bulletin

LABORATORY FOR INFORMATION AND DECISION SYSTEMS
• Risk management. Development of new methods for measuring Optimization: This area aims to develop analytical and
and managing risks of various types, including systemic risk, computational methods for solving optimization problems
in the nancial system. A priority is to construct and test early in engineering, data science, and operations research, with
warning signs for instabilities, and to understand the interplay applications in communication networks, control theory, power
between policy and the nancial industry and its impact. systems, machine learning, and computer-aided manufacturing.
In addition to linear, nonlinear, dynamic, convex, and network
Students are encouraged to participate in current research projects, programming, methods that exploit the algebraic structure of large-
which include developing evolutionary and neurobiological models scale problems as well as simulation-based methods are also
of individual risk preferences and nancial-market dynamics; studied.
developing new approaches to nancing biomedical innovation
as well as analytics to better measure the risks and rewards of Systems Theory, Control, and Autonomy: This area deals with all
therapeutic development; developing models of investor behavior; aspects of system identication, inference, estimation, control,
measuring illiquidity risk in hedge-fund returns; and examining the and learning for feedback systems. Theoretical research includes
public policy implications of this research. quantication of fundamental capabilities and limitations of
feedback systems, development of practical methods and algorithms
The LFE is a research lab for MIT faculty and students and does not for decision making under uncertainty, robot sensing and perception,
oer any degree programs. inference and control over networks, as well as architecting and
Professor Andrew W. Lo is the director of the laboratory. For further coordinating autonomy-enabled infrastructures for transportation,
information, please visit the website (http://lfe.mit.edu) or contact energy, and beyond.
Jayna Cummings ([email protected]), 617-258-5727. Networks: This area includes communications, information theory,
and networking, with applications ranging from wireless systems
to data centers and the Internet of Things, with an emphasis on
LABORATORY FOR INFORMATION AND DECISION fundamental limits on communications systems, optimal resource
SYSTEMS allocation schemes, and the design of optimal architectures and
control algorithms for data centers and cloud networks. It also
The Laboratory for Information and Decision Systems (LIDS) (http://
includes the analysis of social networks and of agent interactions in
lids.mit.edu) at MIT is an interdepartmental laboratory devoted
networked systems, with applications ranging from the analysis of
to research and education in systems, networks, and control,
large-scale social network data to the study of dynamics and risk in
staed by faculty, research scientists, and graduate students from
large interconnected nancial, transportation, and power systems.
many departments and centers across MIT. The mission of LIDS is
to develop and apply rigorous approaches and tools for system
modeling, analysis, design, and optimization. It encompasses the
development of novel analytical methodologies, as well as the LABORATORY FOR MANUFACTURING AND
adaptation and application of advanced methods to specic contexts PRODUCTIVITY
and application domains. LIDS research addresses physical and The Laboratory for Manufacturing and Productivity (LMP) (http://
man-made systems, their dynamics, and the associated information web.mit.edu/lmp) is a center for education and research in
processing. Some of the lab’s core research areas are as follows. manufacturing and productivity at MIT. The laboratory seeks to
Statistical Inference and Machine Learning: This area deals establish a rational foundation for manufacturing based on a
with complex systems, phenomena, and data that are subject systematic understanding of the complex interactions among the
to uncertainty and statistical variability. It also includes the many areas of manufacturing. The three major objectives are:
development of large-scale data processing soware systems. • The development of the fundamental principles of manufacturing
Research ranges from development of basic theory, methodologies, processes, equipment, and systems
algorithms, and computational infrastructures to adaptations of this
• The application of those principles to the manufacturing
work for challenging applications in a broad array of elds. Typical
applications involve causal inference in experimental design, social • The education of engineering leaders
data processing and e-commerce, as well as image processing, The laboratory draws upon faculty and sta mainly from the
computer vision, and automation of data engineering. Other current Department of Mechanical Engineering (p. 215), but participates
topics include reinforcement learning and online optimization, in wide-ranging programs that involve many other departments and
recommendation systems, graphical models, large scale soware programs at MIT. Since its establishment in 1977, LMP's research
systems for data engineering, medical image processing, causal program has contributed to innovation in manufacturing processes
inference in genetics, and high-dimensional statistics. and equipment, and has nurtured a greater understanding of
planning, design, and production operations.
2019–2020 MIT Bulletin | 105

LABORATORY FOR NUCLEAR SCIENCE
LMP's three research focus areas are micro- and nanoscale For further information, contact the director, Professor B. Wyslouch,
manufacturing processes and equipment, manufacturing systems Room 26-505, 617-253-7800.
and information technology, and sustainability, including
photovoltaics and environmentally benign manufacturing. The Center for Theoretical Physics is engaged in a broad range of
fundamental research activities in theoretical nuclear and particle
Opportunities for undergraduate and graduate students are available physics, including study of the fundamental constituents of matter
for thesis research and Undergraduate Research Opportunities and the theory that governs them, the structure and interactions of
Program (UROP) (p. 45) projects, as are a limited number of nuclei and hadrons, electroweak physics, lattice hadron physics,
postdoctoral research positions. eld theory, string theory and quantum gravity, many-body physics,
mathematical physics, cosmology, and quantum computation.
For additional information, contact the director, Professor Jung-Hoon
Chun, Room 35-233, 617-253-1759. For further information, contact the director, Professor I. Stewart,
Room 6-401, 617-253-4848.
The William H. Bates Research and Engineering Center (Bates

LABORATORY FOR NUCLEAR SCIENCE Lab) is operated by LNS as a research and engineering center with
Research in the Laboratory for Nuclear Science (LNS) (http:// particular emphasis on accelerator science and technology. Current
web.mit.edu/lns) seeks to understand the structures and eorts include the design, construction, and testing of new detector
interactions of the fundamental constituents of matter. Nuclear systems for experiments at Jeerson Lab, Brookhaven and other
physics experiments are performed with electrons at the Thomas laboratories; development and testing of an atomic beam source
3
Jeerson National Accelerator Facility in Virginia and the Mainz of polarized He for an experiment to search for the electric dipole
Microtron (MAMI) accelerator facility in Germany; heavy ions at the moment of the neutron; and development of new accelerator-based
Large Hadron Collider (LHC) at CERN in Switzerland and Brookhaven techniques to be used for cancer therapy.
National Laboratory in New York; and neutrons at the Spallation
For further information, contact the director, Professor B. Wyslouch,
Neutron Source at the Oak Ridge National Laboratory in Tennessee.
Room 26-505, 617-253-7800.
The high-energy particle physics program involves experiments
with high-energy protons at the LHC; the search for antimatter
and dark matter in space with the Alpha Magnetic Spectrometer
on the International Space Station; exploration of cosmic X-rays LEGATUM CENTER FOR DEVELOPMENT AND
with the NuSTAR satellite; development of equipment to search for ENTREPRENEURSHIP
axions; and silicon detector development for cosmic-ray signatures The Legatum Center for Development and Entrepreneurship (http://
of dark matter with the general antiparticle spectrometer (GAPS) legatum.mit.edu) at MIT is a global learning platform for principled
experiment. Properties of neutrinos are being explored through innovation-driven entrepreneurs building a better world. We are
experiments at various sites, including Fermi National Accelerator committed to providing entrepreneurs with education, funding, and
Laboratory in Illinois; Karlsruhe, Germany; Kamioka Observatory, community resources—as well as helping them to cultivate principled
Japan; the South Pole; through the development of a new technique leadership skills and a strong sense of purpose—in order to give
to measure neutrino mass through Cyclotron Radiation Emission them the greatest chance of succeeding as change agents in the
Spectroscopy; and through research and development to build developing world.
a cyclotron-based high-intensity source of neutrinos. Searches
for extremely rare, neutrino-less nuclear decays are taking place Our capstone initiative is a competitive fellowship program (http://
underground in Gran Sasso, Italy. A theoretical program investigates legatum.mit.edu/resources/legatum-fellowships). Each year we build
the properties of high-energy plasmas. a cohort of the most promising 20–25 students who are committed
to building and scaling ventures in the developing world. We provide
LNS supports research interests of faculty in the Department of them with tuition, travel, and prototyping support as well as access
Physics by supporting and administering facilities for studies of to mentors, targeted coursework, special seminars, and other cross-
nuclear and particle physics, including the Center for Theoretical campus resources tailored to their educational and venture needs.
Physics, the MIT-Bates Research and Engineering Center, the MIT-
Bates High Performance Research Computing Facility, and the MIT We also create pathways for the broader student community
Central Machine Shop. Students participate in the entire range of to engage with the Legatum Center and “entrepreneurship for
research programs in fullling their graduate and undergraduate development.” These pathways include Seed Grants (http://
degree requirements or as participants in the Undergraduate legatum.mit.edu/resources/seed-grant-program-developing-world-
Research Opportunities Program (UROP) (p. 45). entrepreneurs) for students looking to explore and rene an idea in
the developing world (e.g., by conducting primary market research
or running pilots on the ground). Our Entrepreneur-in-Residence
provides oce hours and workshops for those seeking mentorship
106 | 2019–2020 MIT Bulletin

LINCOLN LABORATORY
and guidance. In collaboration with other MIT partners we run for- based classes include Venture Engineering, Entrepreneurial
credit classes, thematic conversations, practical workshops, and a Finance, Strategic Management of Innovation and Entrepreneurship,
campus-wide summit. For faculty and research-oriented students, Dilemmas in Founding New Ventures, and Regional Entrepreneurship
we have begun to oer research grants and student research Acceleration Lab. Over 30 subjects are oered, involving more than
assistantships focused on understanding and shaping the conditions 25 faculty members.
for systems change.
All entrepreneurship subjects, described in the online MIT Subject
As we continue to learn the most eective methods of supporting Listing & Schedule (http://student.mit.edu/catalog), are open
entrepreneurs in the developing world, we also create pathways to students from all MIT departments, and support the strong
to engage with them beyond the MIT campus. We run international community of MIT entrepreneurship and innovation. Subjects
activities such as Open Mic Africa, the Zambezi Prize (http:// frequently feature lecturers who have signicant real-world
zambezi.mit.edu), and convene events such as our annual regional experience to share. The classes provide students with insights
summit. We also support research related to the transformational based on leading-edge research on entrepreneurship and related
power of entrepreneurship in society and we are developing a library topics, such as the role of science and innovation in economic
of resources including case studies and media content featuring growth, and the characteristics of eective entrepreneurial rms.
founders from around the world.
The Martin Trust Center supports and cooperates closely with a
wide array of related organizations at MIT, including the Deshpande
Center for Technological Innovation, the Venture Mentoring Service,
LINCOLN LABORATORY and the Legatum Center for Development and Entrepreneurship. It
MIT's Lincoln Laboratory (http://www.ll.mit.edu), in Lexington, MA, is also supports a range of student activities including the MIT $100K
operated as a federally funded research and development center for Entrepreneurship Competition, the MIT Clean Energy Prize, the MIT
advanced technologies in support of national security. Entrepreneurship Review, the MIT Venture Capital and Private Equity
Club, the MIT Healthcare Club, the MIT Sloan Sales Club, MIT Sloan
Lincoln Laboratory's activities focus on the design and development Entrepreneurs for International Development, and the MIT Energy
of complex systems, usually incorporating new technologies, Club.
devices, and components. The Laboratory's mission areas are
space systems and technology; air, missile, and maritime defense Bill Aulet is the managing director, Professor Scott Stern is the
technology; communication systems; cyber security and information faculty director, and Professor Edward B. Roberts is the founder and
sciences; intelligence, surveillance, and reconnaissance systems chair. The Martin Trust Center is also supported each semester by a
and technology; advanced technology; tactical systems; homeland group of entrepreneurs-in-residence who have founded high-impact
protection; air trac control; and engineering. innovation-based companies and organizations from scratch and
provide advice to students with similar goals.
MIT Lincoln Laboratory Beaver Works, which includes the new
AeroAstro Beaver Works facility, is a campus resource that supports For more information, contact the Martin Trust Center
project-based learning through programs designed by Lincoln ([email protected]), Room E40-160, 617-253-8653, fax
Laboratory engineers and MIT faculty to challenge students to solve 617-253-8633.
real-world problems. Contact Beaver Works ([email protected]) or
call 617-324-7457.
MATERIALS RESEARCH LABORATORY
The Laboratory oers student employment opportunities, which may
be viewed on its website (https://www.ll.mit.edu/careers/student- The Materials Research Laboratory (MRL) (https://mrl.mit.edu)
opportunities). provides a unied nexus for interactions among materials
researchers within MIT, and a portal for external interactions of
the community with industry, government, and other academic
institutions.
MARTIN TRUST CENTER FOR MIT ENTREPRENEURSHIP
The Martin Trust Center for MIT Entrepreneurship (http:// The MRL enables the broad materials science and engineering
entrepreneurship.mit.edu) educates and nurtures students from community at MIT to conduct research that benets society,
across the Institute who are interested in learning the skills helps companies and federal agencies address fundamental
to design, launch, and grow innovation-driven ventures. The challenges, creates opportunities for technology transfer and
center supports a variety of teaching activities in all aspects of practical engineering applications, and encourages collaboration
entrepreneurship, which provide a combination of project-based through interdisciplinary research groups, shared experimental
and theory-based learning. Project-based classes include New facilities, and educational outreach programs.
Enterprises, Innovation Teams, and Entrepreneurship Lab; theory-
2019–2020 MIT Bulletin | 107

MCGOVERN INSTITUTE FOR BRAIN RESEARCH
The MRL encompasses research on energy conversion and storage, The McGovern Institute does not operate its own graduate program.
quantum materials, spintronics, photonics, metals, integrated Instead, graduate students must enroll in one of the departmental
microsystems, materials sustainability, solid-state ionics, complex or interdepartmental graduate programs at MIT. The majority of
oxide electronic properties, biogels, and functional bers. These graduate students within the McGovern Institute are enrolled in the
are all interdisciplinary topics in materials. Each plays a critical role Brain and Cognitive Sciences graduate program.
with the focus on scientic discovery, and how to design and make
materials that lead to systems that have improved performance or For more information about undergraduate and graduate
that enable new approaches to existing problems. opportunities at the McGovern Institute, visit the website (https://
mcgovern.mit.edu/about/careers). To learn more about the institute,
The MRL also encourages exchanges between academia and industry contact Gayle Lutchen, Room 46-3160, 617-452-2507.
with visiting scientists and adjunct faculty appointments, industrial
internships, and educational opportunities. The MRL sponsors
a major workshop involving both students and faculty during its
MICROSYSTEMS TECHNOLOGY LABORATORIES
Materials Day symposium and poster session each fall.
The Microsystems Technology Laboratories (MTL) (http://www-
Each year for nine weeks during the summer, the MRL sponsors a mtl.mit.edu) provide modern fabrication facilities to enable research
research internship program, inviting outstanding undergraduate and education in nano- and micro-technologies.
students nationwide to participate in ongoing MIT materials
research. The program has brought hundreds of the best science The MTL facilities consist of fully equipped cleanroom laboratories
and engineering undergraduates from across the country to conduct and associated design, simulation, testing, and characterization
graduate-level materials research. Students can select from a wide infrastructure, as well as an extensive computational network,
array of projects available. supporting wide array of design and layout tools. These facilities
are available to the entire MIT community as well as to researchers
For more information about the Materials Research Laboratory, from other universities or government laboratories. MTL labs are also
contact Mark Beals ([email protected]), associate director, available for limited industrial participation.
617-253-2129. For more information about the summer scholars
program, please visit our website (https://mrl.mit.edu). Research at MTL is conducted in four separate spaces: the Integrated
Circuits Laboratory (ICL), the Technology Research Laboratory (TRL),
the Exploratory Materials Laboratory (EML), and the Electron Beam
Lithography Laboratory (EBL). ICL has been designed and equipped
MCGOVERN INSTITUTE FOR BRAIN RESEARCH
to serve as a highly advanced integrated circuit, device, structures,
The McGovern Institute for Brain Research (http://mcgovern.mit.edu) and process research facility. TRL supports the development of new
at MIT is a research and teaching institute committed to meeting two process technologies by providing facilities for the fabrication of
great challenges of modern science: understanding how the brain novel micro- and nano-structures. EML is a highly flexible lab with all
works and discovering new ways to prevent or treat brain disorders. basic fabrication capabilities and almost no restrictions on materials.
The EBL provides advanced electron beam lithography using a high-
Our research employs the full range of modern neuroscience resolution, fast through-put Elionix F-125 e-beam writer; it is jointly
techniques, from molecular genetics to functional neuroimaging and managed by MTL and the Research Laboratory of Electronics.
computational modeling. A deeper knowledge of the human brain
will have profound implications, both for our understanding of our More than 130 MIT faculty and senior research sta, 550 graduate
own minds and for the treatment of the many brain diseases that students and postdoctoral associates, and 14 undergraduates are
lead to human suering. involved in shared-facilities activities at MTL. Approximately 38 PhD
and 20 SM and MEng degrees whose primary area of research is
The institute currently has 21 investigators and continues to grow. strongly coupled to MTL facilities are awarded each academic year in
All McGovern Institute faculty members hold dual appointments in more than 10 academic departments.
departments at MIT. Each of our faculty members leads a research
team, and the institute as a whole comprises a community of more For information regarding MTL's technical operations and
than 200 researchers and support sta. capabilities, contact Dr. Vicky Diadiuk ([email protected]), associate
director for operations, 617-253-0731. For information regarding
The main focus for undergraduate neuroscience education at MIT is MTL programs and other general information, contact Sherene Aram
Course 9, leading to the Bachelor of Science in Brain and Cognitive ([email protected]), administrative ocer, 617-253-0151.
Sciences. There are many opportunities for undergraduates to work
in McGovern labs, for example through the MIT Undergraduate
Research Opportunities Program.
108 | 2019–2020 MIT Bulletin

MIT CENTER FOR ART, SCIENCE & TECHNOLOGY
systems; carbon capture, utilization, and storage; energy bioscience;

and electric power systems. MITEI's Low-Carbon Energy Centers are
MIT CENTER FOR ART, SCIENCE & TECHNOLOGY a key element of MIT's Plan for Action on Climate Change (http://
The Center for Art, Science & Technology (MIT CAST) (http:// climateaction.mit.edu).
arts.mit.edu/cast) facilitates and creates opportunities for exchange
The MITEI Seed Fund Program (http://energy.mit.edu/funding)
and collaboration among artists, engineers, and scientists. A joint
supports innovative, early-stage research across the energy
initiative of the Oce of the Provost, the School of Architecture and
spectrum—from gas monetization to advanced materials to big data
Planning, and the School of Humanities, Arts, and Social Sciences,
to related environmental areas. The program seeks to encourage
the center is committed to fostering a culture where the arts, science
researchers from across MIT to collaborate in exploring new energy-
and technology thrive as interrelated, mutually informing modes of
related ideas and opening up new avenues for research. Each year,
exploration, knowledge and discovery.
the program attracts well-established energy experts as well as
CAST’s activities include: new faculty who need start-up support and others who are applying
their expertise in dierent elds to energy for the rst time. Funding
• Soliciting and supporting cross-disciplinary curricular initiatives is provided by MITEI’s Founding and Sustaining Members and by
that integrate the arts into the core curriculum and create new philanthropic contributors. To date, the program has provided
artistic work or materials, media, and technologies for artistic approximately $22.75 million for 170 early-stage research projects.
expression
• Spearheading a visiting artists program that emphasizes creative Education
process, extensive interaction with MIT faculty, students, and
researchers, and cross-fertilization among disciplines MITEI's Education Program (http://energy.mit.edu/landing-page/
education) develops cross-disciplinary learning opportunities for
• Assisting in the presentation and curation of performing and
undergraduate and graduate students, supporting students through
visual arts or design relevant to the research of engineers,
a variety of programs—inside and outside the classroom:
scientists, and the MIT community as a whole
• Disseminating the creative and intellectual production supported • A popular Institute-wide undergraduate Minor in Energy Studies
by the center to the public through publications, performances, (p. 357) complements the deep expertise obtained in a
exhibitions, installations, and a biennial symposium student's major with a broad understanding of the interlinked
• Supporting graduate students and postdoctoral researchers realms of science, technology, and social sciences as they relate
whose work advances the mission of the center to energy and associated environmental challenges.
• Named MIT Energy Fellowships
The faculty director of CAST is Professor Evan Ziporyn
• MITEI Undergraduate Research Opportunities Program (UROP)
([email protected]), Room 10-283. The executive director is Leila Kinney
(http://energy.mit.edu/urop) placements and support
([email protected]), Room 10-183.
• Web database with information on energy classes in
departments across all ve schools
• Support for student groups focusing on energy and related
MIT ENERGY INITIATIVE environmental topics
The MIT Energy Initiative (MITEI) (http://energy.mit.edu) is MIT's hub • An Undergraduate Energy Commons under the dome in Building
for energy research, education, and outreach. Founded in 2006, 10 that provides undergraduate students studying energy with a
MITEI helps develop technologies and solutions to deliver clean, place to gather, form teams, and discuss projects
aordable, and plentiful sources of energy to eciently meet global • Graduate-level massive open online courses (MOOCs), currently
energy needs while minimizing environmental impacts, dramatically under development, for MITx (https://www.edx.org/school/mitx),
reducing greenhouse gas emissions, and mitigating climate change. based on residential MIT energy classes. In addition, through
collaboration with the Oce of Digital Learning, MITEI has
Research produced a number of energy resources available to the public on
OpenCourseWare (https://ocw.mit.edu/courses/energy-courses).
MITEI pairs world-class research teams from across the Institute
with its industry and government members to respond to specic
The education program supports the Energy Education Task Force
energy challenges. Through MITEI's Low-Carbon Energy Centers
with developing the energy curriculum and establishing and
(http://energy.mit.edu/lcec), currently under development,
communicating a model for interdisciplinary energy education at the
companies and government entities work together to advance MIT
Institute.
student and faculty research focused on particular technology
areas: solar energy; energy storage; advanced nuclear energy
systems; materials for energy and extreme environments; mobility
2019–2020 MIT Bulletin | 109

MIT ENVIRONMENTAL SOLUTIONS INITIATIVE
stakeholders and decision-makers in supporting the deployment of

solutions worldwide.
Outreach
MITEI provides in-depth, high-quality analysis about current energy ESI’s approach is fundamentally multidisciplinary. Education
topics for policymakers, industry leaders, and the public. MITEI has priorities include an undergraduate minor in Environment and
produced eight major “Future of…” (http://energy.mit.edu/research- Sustainability (p. 360) open to students in all majors, and the
type/future-of) reports, which stem from multiyear, multidisciplinary incorporation of environmental content into the GIRs. Research
studies, and are designed to provide policy makers, researchers, priorities include climate science and earth systems; cities and
environmentalists, and industry with technically grounded analyses infrastructure; and sustainable production and consumption.
to inform options for a clean energy future. These studies have
ESI is directed by John E. Fernández, professor of architecture. For
focused on the future of solar energy, the future of the electric grid,
more information, please email ([email protected]) headquarters.
and the future of natural gas, to name a few.
Another recent multidisciplinary research report, “Utility of the

Future (http://energy.mit.edu/research/utility-future-study),” was MIT INNOVATION INITIATIVE
released in December 2016 to provide guidance to regulators,
policymakers, and industry leaders to enable an ecient evolution The MIT Innovation Initiative (MITii) (http://innovation.mit.edu) works
of the electric power sector. A new study, “Mobility of the Future with all ve MIT Schools to strengthen the educational pathways
(https://energy.mit.edu/research/mobility-future-study),” is currently and networks for students, alumni, and partners to move ideas from
underway, and examines how developments in technology, fuel, conception to impact. In MIT’s tradition of mens et manus, we do so
infrastructure, policy, and consumer preference will drive changes in by combining hands-on, global opportunities for building expertise
future transportation. in the innovation process with insights developed from the evidence-
based science of innovation.
MITEI sponsors numerous colloquia and seminars each year.
Seminars are designed to share current research from MIT and MITii administers the interdisciplinary Entrepreneurship and
elsewhere, and are attended by students, faculty, and sta involved Innovation (E&I) Minor (http://innovation.mit.edu/minor). The
in energy research as well as by the local community. Colloquia bring E&I Minor is designed to prepare MIT undergraduates to serve as
together much larger and diverse MIT constituencies, and feature leaders in the innovation economy with the knowledge, skills, and
talks by prominent policymakers followed by more general-interest condence to develop, scale, and deliver breakthrough solutions to
energy discussions. real-world problems.
MITEI also publishes Energy Futures, a semiannual magazine of The initiative also leads several eorts to strengthen MIT’s ability to
energy research, education, and innovation. provide students with hands-on opportunities to learn about making,
prototyping, and manufacturing. These activities are delivered
Within MIT, MITEI fosters a sense of community among those through Project Manus (http://project-manus.mit.edu/about), the
interested in energy and provides opportunities, including funding MIT Hong Kong Innovation Node, and new campus innovation hubs
opportunities for faculty and students, supporting student-led for co-working and collaboration.
energy groups, and hosting events with thought leaders across the
energy spectrum. Through the MIT Innovation Initiative Laboratory for Innovation
Science and Policy, MITii is systematically investigating the factors
that shape innovation outcomes—including policies, incentives,
institutions, and infrastructure—at every level from individual and
MIT ENVIRONMENTAL SOLUTIONS INITIATIVE organizational to region, national, and global.
The MIT Environmental Solutions Initiative (ESI) (https://
environmentalsolutions.mit.edu) advances science, engineering,
policy and social science, design, the humanities, and the arts MIT KAVLI INSTITUTE FOR ASTROPHYSICS AND SPACE
toward a people-centric and planet-positive future. RESEARCH
Founded in 2014, ESI’s overarching goal is to accelerate solutions The MIT Kavli Institute for Astrophysics and Space Research (MKI)
to the world’s environmental challenges. To do so, ESI channels (http://space.mit.edu) oers students, faculty, and professional
MIT’s research and education capacity to advance science, invent research sta opportunities to participate in a broadly based
technologies, and innovate policies for mitigating carbon emissions program of astrophysics and space-related research. For example,
and adapting to a changing climate in the face of global development research programs are conducted in X-ray, radio, and optical/
needs and growing pressures on natural resources. ESI also infrared astronomy; gravitational physics and space plasma physics;
leverages MIT’s proven convening power to engage with key and space engineering. Areas of research include cosmology,
exoplanets, the oldest stars, galaxies and intergalactic matter in
110 | 2019–2020 MIT Bulletin

MIT MEDIA LAB
the early universe, high-energy astrophysics, astrophysics in strong

gravitational elds, and theoretical astrophysics, among other
topics. MIT OPEN LEARNING
MIT undergraduate and graduate students can become involved in
Studies oen involve experiments carried by sounding rockets,
research and in creating digital courses, modules and tools, which
the International Space Station, orbiting satellites, or deep space
can serve as vehicles to advance understanding of pedagogy and
probes. The experimental programs are complemented by ground-
learning.
based research in similar elds and by laboratory development of
suitable instrumentation for the space-based and ground-based The MITx Digital Learning Lab (https://openlearning.mit.edu/
experiments. An active program of theoretical studies in astrophysics mitx-digital-learning-lab) is a collaborative program between MIT
and space physics is also supported. Open Learning (http://openlearning.mit.edu) and MIT's academic
departments with a mission to learn about, progress, and innovate
MKI is the focus for MIT’s participation in the Magellan Observatory
in digital learning on campus and beyond. Members of the Digital
Consortium in Chile, the Laser Interferometer Gravitational-Wave
Learning Lab (Digital Learning Scientists and Digital Learning
Observatory (LIGO), the Chandra X-ray Observatory Science Center,
Fellows) serve as ambassadors to MIT departments, collaborating
the Hydrogen Epoch of Reionization Array (HERA), and the Neutron
with faculty in developing and delivering digital learning projects.
Star Interior Composition Explorer (NICER). MKI leads the Science
Operations Center for the Transiting Exoplanet Survey Satellite There are opportunities for postdoctoral, graduate and
(TESS), a NASA-supported Explorer mission launched in 2018. undergraduate students to join individual course teams or undertake
digital learning projects. MITx UROPs have developed a host of tools
Extensive data handling and computational facilities are available
(http://web.mit.edu/6.mitx/www/#line-tting-600) from mathlets
for the analysis and reduction of scientic data. An experienced,
(http://mathlets.org/about)—highly interactive applets designed to
well-equipped group of engineers and technicians provides design,
enhance STEM classes—to Shakespeare Visualizations.
construction, and testing of instrumentation in support of the
ground-based and flight programs. For more information or for students interested in exploring
an opportunity to intern, contact MIT Open Learning (http://
The variety of scientic and technical problems that arise in these
openlearning.mit.edu/contact-us).
investigations aords numerous opportunities for graduate thesis
research. In addition, there is major participation by undergraduate
students in programs of theoretical studies, data analysis and the
development of new instruments. MIT PORTUGAL PROGRAM
For further information, contact the director, Professor Robert A. The MIT Portugal Program (MPP) (https://www.mitportugal.org) is a
Simcoe, Room 37-241, 617-324-0542. strategic international partnership between Portuguese universities
and research institutions, MIT, the Portuguese government, and
partners from industry and other non-academic institutions.
MIT MEDIA LAB First established in Portugal in 2006 and renewed in 2013, the
program has been developing a research platform for cutting-edge
Actively promoting a unique, antidisciplinary culture, the MIT Media
concepts in emerging areas of science and technology including
Lab (http://www.media.mit.edu) encourages an unconventional
bioengineering, sustainable energy, transportation systems, and
mixing and matching of seemingly disparate research areas. Since
engineering design and advanced manufacturing, educating future
opening its doors in 1985, the Lab has pioneered such areas as
leaders in science, technology, entrepreneurship and innovation of
wearable computing, tangible interfaces, and aective computing.
technological systems.
Today, faculty members, research sta, and students at the Lab work
in more than 25 research groups on some 350 projects that range The program has been a high-prole eort to demonstrate that an
from digital approaches for treating neurological disorders; to a investment in science, technology and higher education can have a
stackable, electric car for sustainable cities; to smart prostheses; positive, lasting impact on the economy by addressing key societal
to advanced imaging technologies that can "see around a corner." issues through quality education and research in the emerging eld
The Lab is supported by more than 70 sponsors, including some of of engineering systems.
the world's leading corporations. These sponsors provide a majority
of the Lab's approximately $45 million annual operating budget. The third phase of the program—MIT Portugal Partnership
Research at the Media Lab is tightly coupled with the graduate 2030 (MPP2030)—was launched in June of 2018 and funded by
academic Program in Media Arts and Sciences (p. 133), which the Fundação para a Ciência e Tecnologia (FCT). MPP2030 will
oers master's and doctoral degrees. continue to uphold MIT’s strong commitment to collaborate with
Portuguese institutions with the goal of strengthening Portugal’s
knowledge base and international competitiveness through strategic
2019–2020 MIT Bulletin | 111

MIT PROFESSIONAL EDUCATION
investments in research, people, and ideas. The program aims to corporations have taken advantage of this opportunity to bring MIT’s
create a vibrant, interactive and sustainable collaborative platform expertise to both students and business professionals.
that can address complex challenges of global and societal impact.
Email ([email protected]) for more information about
Within the scope of the new partnership, MPP2030 focuses on MIT Professional Education.
fostering research in four strategic areas: climate science and
climate change; earth systems: oceans to near space; digital
transformation in manufacturing; and sustainable cities, all of which
MIT PROGRAM IN ART, CULTURE AND TECHNOLOGY
include data science-intensive approaches and methodologies.
The MIT Program in Art, Culture and Technology (ACT) (http://
In addition, MPP2030 supports MISTI Portugal (http://misti.mit.edu/ act.mit.edu) is an academic program and hub of critical art practice
student-programs/location/portugal), which oers internship and discourse within the School of Architecture and Planning.
opportunities for MIT students to conduct research related to their ACT is headed by distinguished artist-professors and supported
work at Portuguese companies. by a dynamic cast of practitioner graduate students and sta,
visiting artist-lecturers, aliates, and guests. Through an integrated
For further information, contact Leah Lovgren, program manager.
approach to pedagogy, hosting, public event programming, and
publication, ACT builds a community of artist-thinkers around
the exploration of art’s complex conjunctions with culture and
MIT PROFESSIONAL EDUCATION technology. It is not an art school in the traditional sense. The
The mission of MIT Professional Education (http:// program’s mission is to promote leadership in critical artistic
professional.mit.edu) is to provide a gateway to MIT research and practice and deployment, developing art as a vital means of
expertise for professionals around the globe. These programs oer experimenting with new registers of knowledge and new modes
lifelong learning opportunities—whether on-campus, online, in an of valuation and expression; and to continually question what an
international location, or at your company site. Professionals from artistic research and learning environment can be and do.
all industries have the opportunity to gain crucial knowledge in Born out of the 2009 merger between MIT’s influential Center
specialized elds to advance their careers, help their companies, for Advanced Visual Studies (founded in 1967 by György Kepes)
and have an impact on the world. More than 100 MIT faculty teach and Visual Arts Program (founded in 1989), ACT shares in a rich
in these courses, enabling them to serve and enhance MIT's heritage of work expanding the notion of visual studies and pushing
connections with the global practitioner community. the capacity of art to enlist science and technology in cultural
Short Programs. Held primarily in the summer, MIT Professional production, critique, and dissemination at the civic scale. As part
Education Short Programs oers more than 50 on-campus courses of MIT’s School of Architecture and Planning, ACT inhabits a vibrant
that explore wide-ranging topics and are led by prominent MIT ecosystem of programs, centers, and labs that continue to promote
faculty—all recognized leaders in their respective elds. this interplay between science, technology, art, and design.
Digital Plus Programs. MIT Professional Education Digital Plus A cornerstone of the ACT program is what we call “embedded
Programs blend cutting-edge content with the best online technology research,” engaging sites and publics beyond the MIT campus. CAVS
and traditional classroom instruction to enable better learning inspired this commitment with its sustained, culturally signicant
outcomes while promoting engagement and collaboration. engagement with the city of Boston. Embedded research is not
only a way for our program to build bridges to other sites and
Advanced Study Program (ASP). The non-degree Advanced Study communities in flux or in conflict, it is also a way for us to encourage
Program (ASP) oers an opportunity for working professionals and our students to foster meaningful, sustained engagements as part of
exceptional graduate students to enroll in traditional MIT classes as their practice, as artists and as citizens. This emphasis on embedded
a non-degree student for a semester, year, or longer. Select from research, we believe, is part of what makes ACT unique.
thousands of MIT classes and learn alongside MIT faculty and
students. ACT oers a rigorous and highly selective two-year graduate
program, the Master of Science in Art Culture and Technology
Custom Programs. MIT Professional Education works with (SMACT), as well as an undergraduate minor and concentration.
organizations to develop a customized course that meets your It also oers a variety of introductory courses to the general MIT
organization’s strategic objectives. Custom Programs may be held on student population and subjects tailored to undergraduates majoring
campus, at your organization, or at the location of your choice. in architecture. Advanced courses related to specic media and
topics are oered as electives for both undergraduate and graduate
International Programs. MIT faculty members travel to your country students. ACT studio courses are complemented by practical
to deliver a regionally relevant educational experience based on workshops and discussions in theory and criticism, oen provided
one of our Short Programs. Both educational institutions and by fellows and visitors to the program. Studios also regularly involve
112 | 2019–2020 MIT Bulletin

MIT SEA GRANT COLLEGE PROGRAM
research eld trips, which, in addition to their research/pedagogical For more information, contact the director, Professor Michael
value, help ACT promote new circuits of artistic and scholarly Triantafyllou ([email protected]), Room NW98-157,
collaboration. 617-253-9614.
For further information, contact ACT ([email protected]), Room E15-212,

617-253-5229, fax 617-253-3977.
NUCLEAR REACTOR LABORATORY
The MIT Nuclear Reactor Laboratory (NRL) (http://web.mit.edu/nrl/
MIT SEA GRANT COLLEGE PROGRAM www) is an interdepartmental center that operates a 6 MW research
reactor known as the MITR. The NRL has a distinguished history of
Founded in 1966 by Congress, the National Sea Grant College providing faculty and students from MIT and other institutions with
Program is a network of 33 programs working to promote the a state-of-the-art neutron source along with a highly ecient, well-
conservation and sustainable development of our marine resources organized sta and infrastructure.
through research, education, and outreach. Sea Grant is funded
by the US Department of Commerce's National Oceanic and The MITR is integrated into the national research and development
Atmospheric Administration. program as a partner facility of the Department of Energy’s Nuclear
Science User Facilities (NSUF). A wide variety of sample irradiation
MIT was designated a Sea Grant College Program (http:// facilities is available in the MITR, with fast (E>0.1 MeV) and thermal
seagrant.mit.edu) in 1976 and was the rst Sea Grant program to 14 13 2
neutron fluxes up to 1.3x10 and 5x10 per cm per second.
receive funding for research. The program's competitive annual These include temperature-controlled in-pile facilities, a neutron
funding for Massachusetts academic investigators supports diractometer, pneumatic rabbits for short-term irradiations and
innovative research that responds to human health and safety neutron activation analysis, and other irradiation and beam ports.
concerns, along with eorts that produce new tools, instruments, In-pile loops that closely simulate the environment in light water
and pioneering technologies. Projects range from the development power reactors are available for corrosion and irradiation damage
of biomimetic underwater sensors to water quality monitoring in the testing. An in-pile high-temperature irradiation facility for advanced
Boston Harbor. materials studies has been successfully demonstrated to operate up
The program's Marine Advisory Services (MAS) conducts research to 1400 °C.
and outreach that informs management decisions. MAS sta Other experimental facilities and instrumentation include
includes specialists in marine ecology and biology, coastal policy, radiochemistry laboratories; hot cells for dismantling or testing;
social sciences, and communication. The team works together to a shielded hot box for handling and nondestructive testing of
oer scientic guidance, training, workshops, access to databases, radioactive materials; radiation detection equipment; delayed and
and informational materials to stakeholders. prompt gamma activation analysis facilities; an inductively coupled
MIT Sea Grant has two in-house research labs. The Autonomous plasma spectrometer (ICP-OES); and a materials characterization
Underwater Vehicle (AUV) Laboratory designs marine robots laboratory. A thermal hydraulic lab was established with the
with a multitude of applications in oceanography, environmental Nuclear Science and Engineering Department to study heat transfer
monitoring, and underwater resource studies. The Design Lab properties of nanofluids for nuclear reactor and other thermal
develops and applies high-delity numerical models to address management applications.
coastal inundation and wave storm surges and innovative tools Currently, one of the major research areas at the reactor involves
for high eciency, low carbon footprint ships, high-speed marine in-core irradiations to support materials and fuel development for
vehicles, including autonomous surface cras. existing and next generation power reactors. Accident tolerant fuel
Community partners and advisory committees include individuals development for light water reactors and material behavior and
from academic circles, non-government organizations, industry tritium transport studies for fluoride-salt-cooled, high-temperature
leaders, and state and local government agencies. Constituents reactors are the subjects of extensive irradiation programs. Other
include Massachusetts coastal communities, seafood harvesters and active research areas are in-core sensor development and testing,
consumers, fellow ocean scientists and engineers, and the general advanced fuel irradiation testing, neutron optics and nuclear trace
public relying on the ocean for sustenance, energy, recreation, travel, analysis application to nutritional studies and other life science,
and wonder. geoscience, environmental and nuclear engineering problems. The
NRL is also involved in the development of compact, high-intensity,
Graduate and undergraduate MIT and visiting students participate X-ray light sources.
in many Sea Grant research projects with support available to them
from UROP or from their home institutions. Undergraduates can be involved in the operation of the reactor by
completing the reactor operator training program, which can lead
to being employed part-time by the NRL as an NRC-licensed reactor
2019–2020 MIT Bulletin | 113

OPERATIONS RESEARCH CENTER
operator, and/or utilize the reactor in research activities through • How sleep and dreams aect memory
special projects or senior theses. In addition, graduate thesis • How neurons form synaptic connections and how those
research can be carried out in the various research areas mentioned connections transmit information and change with experience
above. • How dierent brain regions communicate in decision making,
Additional information is available on the website (http:// working memory and assigning feelings to memories
web.mit.edu/nrl/www). • The intricacies underlying the executive functions of the cerebral
cortex
The institute's highly collaborative, cross-disciplinary strategy

OPERATIONS RESEARCH CENTER spawns exciting joint projects among its various laboratories.
Many Picower faculty also are inventors of unique technologies and
The Operations Research Center (ORC) (http://orc.mit.edu) provides
techniques that are redening the practice of neuroscience.
academic and research opportunities for graduate students and
faculty interested in an interdisciplinary eld that draws upon Key Picower Institute discoveries are shedding light on disorders
ideas from engineering, management, and mathematics in order to ranging from Down syndrome and autism to Alzheimer's,
apply scientic methods to decision making. ORC includes faculty Huntington's and Parkinson's diseases, schizophrenia, depression
participants from the Sloan School of Management, as well as from and addiction.
the departments of Electrical Engineering and Computer Science,
Aeronautics and Astronautics, Mathematics, Civil and Environmental For further information, contact the director, Professor Li-Huei Tsai
Engineering, Mechanical Engineering, Urban Studies and Planning, ([email protected]), Room 46-4235A, 617-324-1660.
and Economics. More than 50 faculty and 85 graduate students are
aliated with the center.
The center coordinates SM and PhD programs (p. 378) in PLASMA SCIENCE AND FUSION CENTER
operations research, which provides a strong background in theory The timely development of practical fusion energy in the 21st century
as well as the practical techniques used in building models for a is arguably one of the most important challenges facing the scientic
wide variety of applications. and engineering community worldwide. The Plasma Science
and Fusion Center (PSFC) provides a focus for experimental and
For further information about the Operations Research Center and
theoretical studies in plasma science, magnetic and inertial fusion
its degree programs, contact Laura Rose ([email protected]), Room
research, and the development of related enabling technologies. The
E40-107, 617-253-9303.
center fosters independent creativity and provides the intellectual
environment for the educational training of students, research
scientists, and engineers. Research activities at the Plasma Science
PICOWER INSTITUTE FOR LEARNING AND MEMORY and Fusion Center fall into six major programmatic divisions as
described below.
The Picower Institute for Learning and Memory (http://
picower.mit.edu) is an interdisciplinary research entity within MIT's The Magnetic Fusion Experiments (MFE) Division is developing a
School of Science, with 14 faculty members holding academic basic understanding of the stability and transport properties of
appointments in the Department of Brain and Cognitive Sciences, high-temperature magnetically conned toroidal plasmas at reactor-
the Department of Biology, the Institute for Medical Engineering & relevant conditions. The group’s present research program seeks
Science, and the Department of Chemical Engineering. to understand energy, particle, and momentum transport, coupling
between the core plasma and boundary plasma, pedestal physics,
The Picower Institute is a community of scientists dedicated to
and heating and current drive in fusion plasmas. The division is
understanding the mechanisms that drive learning and memory
actively researching ways novel divertors can withstand the rst
and related functions such as cognition, emotion, perception, and
wall power loadings comparable to those of future fusion reactors.
consciousness. Institute researchers explore the brain at multiple
In addition, the group seeks to optimize plasma performance with
scales, from genes and molecules, to cells and synapses, to circuits
Radio Frequency (RF) heating and non-inductive current prole
and systems, producing novel insights into how disruptions in
control using novel congurations and deployment of high-power
these mechanisms can lead to developmental, psychiatric, or
RF transmitters (8 MW at 40–80 MHz) and microwaves (3 MW at
neurodegenerative disease. The institute oers exciting research
4.6 GHz frequency). The experimental team of scientists, postdocs,
opportunities from undergraduate to postdoctoral levels.
students, and engineers collaborates with other fusion facilities,
Picower Institute investigators explore: domestically primarily at DIII-D, and internationally with European
and Asian facilities. High performance computing at national
• The genetic, molecular, cellular, circuit and systems means by supercomputing centers, as well as local clusters, plays a critical
which memory is formed, stored and recalled role in validating models with experiments; close collaboration
114 | 2019–2020 MIT Bulletin

PLASMA SCIENCE AND FUSION CENTER
between experimentalists and computational physicists is a research on novel concepts for high-gradient acceleration of
foundational aspect of research in MFE at PSFC. The high magnetic electrons to demonstrate the principles required for future
eld tokamak approach, long a focus of the division’s research on generations of electron linear accelerators. Research is also
the Alcator series of facilities, is a promising avenue to practical conducted on the use of low-temperatures plasmas and ions in
fusion energy production, enabled by the recent commercial the modication of materials. A strong eort is also carried out on
development of high temperature rare-earth barium copper oxide spintronics, novel topological insulator systems and spin polarized
superconducting tapes. Starting in 2018, the MFE Division, working transport in nanostructures of metals and semiconductors.
closely with the Magnets and Cryogenics Division, has entered a
partnership with a private company, Commonwealth Fusion Systems The Magnets and Cryogenics Division provides critical engineering
(CFS). CFS is sponsoring research at the PSFC to develop this new support to the national fusion energy sciences program for both
superconducting technology. Aer successful development of fusion- operating magnetic connement fusion experiments and advanced
scale magnets, we intend to design, build and operate the world’s fusion design projects. The division has extensive experience in
rst net energy gain tokamak, SPARC. design, analysis, development, and fabrication of advanced high-
eld copper and superconducting magnet technology. Present
The Plasma Theory and Computation Division is composed of research is focused on developing second-generation high-
scientists, students, and faculty. It carries out research in support temperature superconductors for high-eld, high-current cables
of the national and international magnetic fusion energy programs for fusion magnets, and for applications of superconducting DC
as well as research on basic plasma science, and space and astro power transmission and distribution. The division is also developing
plasma physics. The research consists of elements involving analytic very high-eld, compact cyclotron accelerators for applications
theory, high performance computation and integrated modeling, such as proton and carbon radiotherapy for cancer treatment,
verication of computational models, validation of theoretical/ active detection of strategic nuclear materials for protection against
computational predictions against experimental results, and the weapons of mass destruction, and variable energy, heavy-ion
development of advanced reduced models applicable to whole accelerators for fusion materials research.
device simulations. The division collaborates extensively with major
plasma and fusion research centers in the US, England, Europe, The Magnetic Resonance Division, including the members of Francis
Japan, China, and Korea. Bitter Magnet Laboratory, encompasses the research focused on
the use of magnetic resonance for scientic investigation, and the
The High-Energy-Density Physics Division designs and implements development of experimental tools to carry out those investigations.
experiments on national facilities, such as the OMEGA laser facility The division seeks to develop sophisticated technologies for
at the University of Rochester Laboratory for Laser Energetics, and magnetic resonance in the areas of solution-state nuclear magnetic
the National Ignition Facility at Lawrence Livermore National Facility. resonance (NMR), solid-state NMR, electron paramagnetic resonance
This division discovered the existence of megagauss magnetic (EPR), and dynamic nuclear polarization (DNP); to apply those
elds in laser-compressed pellets. This division also performs technologies to biologically and medically signicant research,
related theoretical calculations to study and explore the nonlinear both in-house and collaboratively; to operate a state-of-the-art
dynamics and properties of plasmas in inertial fusion and those instrument facility to serve needs of researchers in chemistry,
under the extreme conditions of density (~1000 g/cc), pressure biology, and medicine; and to openly disseminate and provide
(~1000 gigabar), and eld strength (~megagauss). Most recently training in technological developments at the center. In addition, the
the division has conducted pioneering nuclear science experiments division has programs to design and construct the next generation
using high-energy-density plasmas, ushering in a new and exciting NMR magnet operating at a 1H frequency of 1.3 GHz using high
eld of research, plasma nuclear science, blending the separate temperature superconductor.
disciplines of plasma and nuclear physics.
Many academic departments are aliated with PSFC, including
The Plasma Science and Technology Division conducts experimental Physics, Nuclear Science and Engineering, Electrical Engineering
and theoretical research on a wide range of topics, primarily in and Computer Science, Materials Science and Engineering,
plasma-related areas, that are not directly part of the program Mechanical Engineering, Chemical Engineering, and Aeronautics
of fusion energy research. A major research eort investigates and Astronautics. The center's programs and laboratories provide
the physical principles of novel sources of high-power, coherent excellent forums for training students and professional researchers,
radiation ranging from the microwave to the terahertz region and oer world-class research facilities to faculty members from
of the electromagnetic spectrum. Current research focuses on many departments. Fiy-ve graduate students are currently
the gyrotron (or cyclotron resonance maser), a novel source of involved at all levels of thesis work. Undergraduates also can
millimeter wave and terahertz radiation using high magnetic participate through the Undergraduate Research Opportunities
elds, and on novel forms of the traveling wave tube amplier. One Program.
promising application of the gyrotron, being studied experimentally
and theoretically, is in boring through hard rock by melting and
vaporizing the rock material. In addition, the division conducts
2019–2020 MIT Bulletin | 115

RESEARCH LABORATORY OF ELECTRONICS
For further information contact the director, Professor Dennis Whyte

([email protected]), Room NW17-288, 617-253-1748.
SIMONS CENTER FOR THE SOCIAL BRAIN
The Simons Center for the Social Brain (http://web.mit.edu/scsb) at
RESEARCH LABORATORY OF ELECTRONICS MIT was established in 2012. Its mission is to understand the neural
mechanisms underlying social cognition and behavior, and to
The Research Laboratory of Electronics (RLE) (http:// translate this knowledge into better diagnosis and treatment of
www.rle.mit.edu) was founded in 1946 as the rst of the Institute's autism spectrum disorders (ASD).
great modern interdepartmental research centers. Today, it is one of
MIT's largest, as well as the most diverse in intellectual interests. The Simons Center studies the underlying mechanisms of ASD in
both humans and relevant model organisms and systems, as neural
RLE research is focused on seven major themes: correlates of social cognition and behavior exist in diverse species.
• Atomic physics Our approaches take advantage of MIT’s strengths in genetics and
genomics, molecular and cell biology, analyses of neural circuits and
• Information science and systems
systems, cognitive psychology, computation, and engineering.
• Quantum computation and communication
• Energy, power, and electromagnetics Our programs include funding for innovative, collaborative team
• Photonic materials, devices, and systems projects and postdoctoral fellowships, as well as events that reach
a wide audience, including a colloquium series and a lunch talks
• Nanoscale materials, devices, and systems
series.
• Biomedical science and engineering
For further information, contact the administrative manager, Eleana
Over 70 principal investigators—of whom 64 are MIT faculty Ricci, Room 46-6021, 617-253-9340.
members—direct RLE's research projects. These faculty members
are drawn from seven MIT departments, including Biological
Engineering, Electrical Engineering and Computer Science, Materials
Science and Engineering, Mathematics, Mechanical SINGAPORE-MIT ALLIANCE FOR RESEARCH AND
Engineering, Nuclear Science and Engineering, and Physics, and TECHNOLOGY CENTRE
from MIT's Institute for Medical Engineering and Science. The Singapore-MIT Alliance for Research and Technology (SMART)
(http://smart.mit.edu) Centre is a major research enterprise
More than 400 MIT graduate and undergraduate students—also
established by MIT in partnership with the National Research
drawn from these departments and divisions—make RLE one of the
Foundation of Singapore (NRF). The SMART Centre serves as an
primary environments for student learning at MIT. In fact, it is the
intellectual hub for research interactions between MIT and Singapore
combination of forefront research with student participation across
at the frontiers of science and technology. The goals and aims of the
multiple academic disciplines that characterizes the RLE culture.
SMART Centre are to:
RLE's research eorts are supported by the most diverse sponsor
• Identify and carry out research on critical problems of societal
base at MIT. Principal sponsors include the Department of Defense,
signicance and develop innovative solutions through its
National Institutes of Health, National Science Foundation,
Interdisciplinary Research Groups (IRGs)
Department of Energy, industry, and nonprot foundations and
organizations. • Become a magnet for attracting and anchoring global research
talent to Singapore
In addition, a signicant share of RLE's activities is self-funded from • Develop robust partnerships with local universities and
gis and from the discretionary resources of the laboratory and institutions in Singapore
its principal investigators. Approximately a third of RLE's activities
• Engage in graduate education by co-advising local doctoral
involves extramural collaborations with universities, institutions,
students and postdoctoral associates
and industry, making the laboratory one of MIT's principal points
• Help instill a culture of translational research, entrepreneurship
of connection with peer institutions, government, and the business
and technology transfer through the SMART Innovation Centre
world.
Established in 2007, the SMART Center further expands and develops
Nearly all RLE activities take place at MIT's main campus in
this partnership between MIT and Singapore and allows faculty,
Cambridge. Some also take place at the Massachusetts Eye and Ear
researchers and graduate students from MIT to collaborate with their
Inrmary in Boston.
counterparts from universities, polytechnics, research institutes,
For further information, contact the RLE Headquarters, Room 36-413, governmental agencies, and industry in Singapore and in Asia.
617-253-2519.
116 | 2019–2020 MIT Bulletin

SOCIOTECHNICAL SYSTEMS RESEARCH CENTER
The SMART Centre is MIT’s rst research centre outside of

Cambridge, and its largest international research endeavor. The
SMART Centre Undergraduate Research Opportunities
centre is also the rst entity in the Campus for Research Excellence
Programme
and Technological Enterprise (CREATE). Other universities located at
CREATE are ETH Zurich, Cambridge University, Technical University The SMART Undergraduate Research Fellowship Programme (SMURF)
Munich, Peking University, Technion Israel Institute of Technology, (https://smart.mit.edu/fellowships/for-undergraduate-smurf) allows
and University of California, Berkeley. undergraduates from MIT, NTU, and NUS to participate in an MIT
faculty member’s research projects at the SMART Centre and interact
with students, researchers, and faculty members. Students selected
SMART Interdisciplinary Research Groups
spend a summer at the SMART Centre. Each undergraduate has an
The SMART Centre allows researchers from MIT to collaborate MIT faculty member as a mentor/supervisor and the undergraduate
with their counterparts from universities, research institutes and has access and use of the faculty’s laboratory and equipment.
industries in Singapore and Asia to perform interdisciplinary,
experimental, computational and translational research. With many Students are paid a competitive stipend; those from MIT also
MIT faculty members, postdoctoral fellows, PhD students, and sta have their travel and accommodation paid for. The aim of the
participating at SMART, these IRGs are helping promote a vibrant SMART SMURF Programme is to expose undergraduate students to
knowledge-based atmosphere in Singapore. research experiences involving an internationally diverse group of
investigators.
Five IRGs are under the SMART Centre, each headed by a senior
MIT faculty member: Antimicrobial Resistance, BioSystems and
SMART Centre Postdoctoral Research Fellows Programme
Micromechanics, Disruptive & Sustainable Technologies for
Agricultural Precision, Future Urban Mobility, and Low Energy The highly selective Postdoctoral Research Fellows Programme
Electronic Systems. (https://smart.mit.edu/fellowships/for-post-doctoral-smart-scholars)
aims to attract exceptionally talented postdoctoral researchers to
Singapore. These awards provide a unique opportunity for recent
Innovation Centre
PhD graduates to participate in the SMART Centre in Singapore. The
In addition to the IRGs that carry out research, SMART has also set awards, to be given annually, are open to those with less than three
up an Innovation Centre (https://smart.mit.edu/innovation-centre/ years postdoctoral experience.
about-smart-innovation-centre) modeled on MIT’s Deshpande Center
but adapted to the culture and practices of Singapore. Its mission is In contrast to typical postdoctoral programmes where the
to instill a culture of translational research, entrepreneurship, and postdoctoral works for a supervisor on a project dened by the
technology transfer. Two types of awards are given: Ignition Grants, supervisor, this programme allows the investigators to conduct
for very early proof-of-principle development and Innovation Grants, research into questions of their own interest. The fellowship
for further proof-of-concept development. recipient is able to conduct research of his/her own choice in
Singapore within, but not necessarily tied closely to, a current
project in one of the existing SMART IRGs. In addition to a generous
SMART Centre Graduate Fellowship Programme stipend each fellow also receives a research grant and travel funds.
The Graduate Fellowship Programme (https://smart.mit.edu/
For more information about SMART, contact the executive director,
fellowships/for-graduates-smart-graduates) is open to currently
John C. Desforge, Room 8-407, 617-452-3014.
enrolled rst-year students and entering doctoral students from the
Nanyang Technological University (NTU) and the National University
of Singapore (NUS), Singapore University for Technology and Design
(SUTD), and Singapore Management University (SMU). Its goal is SOCIOTECHNICAL SYSTEMS RESEARCH CENTER
to attract and retain the best and most talented doctoral students
The Sociotechnical Systems Research Center (SSRC) (http://
from Singapore, the region and beyond, giving them the unique
ssrc.mit.edu) is an interdisciplinary research center at MIT that
opportunity to be involved in strategic research at the SMART Centre
focuses on the high-impact, complex, sociotechnical systems that
and to work with faculty members from MIT, NTU, NUS, SUTD, and
shape our world.
SMU.
SSRC brings together faculty, researchers, students, and sta
Students selected for the programme receive up to four years of full
from across MIT to study and seek solutions to complex systems
tuition fees at the student's home university, a monthly stipend, and
challenges that span healthcare, energy, infrastructure networks, the
a travel grant for a six-month residency at MIT.
environment, and international development.
SSRC research partners include:
2019–2020 MIT Bulletin | 117

WHITEHEAD INSTITUTE FOR BIOMEDICAL RESEARCH
• Center for Biomedical Innovation (CBI) (http://cbi.mit.edu) Further information may be obtained by visiting Whitehead
• Center for Complex Engineering Systems (CCES) (http:// Institute’s website (http://wi.mit.edu); by contacting Human
ssrc.mit.edu/programs/center-complex-engineering-systems- Resources, Whitehead Institute, 455 Main Street, Cambridge, MA
cces) 02142-1479; or by calling 617-258-5555.
• Connection Science (http://connection.mit.edu)
• Ford-MIT Alliance (http://ssrc.mit.edu/ford-mit-alliance)
• MIT Consortium for Engineering Program Excellence (CEPE) WOMEN'S AND GENDER STUDIES PROGRAM
(http://ssrc.mit.edu/programs/mit-consortium-engineering- The Program in Women's and Gender Studies (WGS) educates
program-excellence) MIT undergraduates on the importance of gender equity (http://
• Systems Engineering Advancement Research Initiative (SEAri) wgs.mit.edu/about-us), and promotes a broad understanding of
(http://seari.mit.edu) gender and its complex intersection with sexuality, race, ethnicity,
class, ability, religious aliation, and other categories of identity.
Courses oer new perspectives in a variety of subjects relating to
historical and contemporary questions of gender and sexuality
WHITEHEAD INSTITUTE FOR BIOMEDICAL RESEARCH
as manifested in the US and across the globe. WGS faculty come
Whitehead Institute for Biomedical Research (http://wi.mit.edu) from multiple units across the Institute, including Anthropology;
provides educational and research opportunities for postdoctoral Architecture; Comparative Media Studies/Writing; Global Studies
researchers, and graduate and undergraduate students in the and Languages; History; Linguistics and Philosophy; Literature;
biological sciences. Political Science; Science, Technology and Society; and Urban
Studies and Planning.
A nonprot, independent research institution, Whitehead Institute is
aliated with MIT through its members, who hold faculty positions Undergraduates can choose a concentration or a minor in WGS and
at MIT. Bright young investigators direct labs at Whitehead Institute can petition for an interdisciplinary major in WGS or complete the
through the Whitehead Fellows program; and a larger number of joint major in Humanities and Engineering or Science (21E/21S). The
young investigators hold traditional postdoctoral positions. curriculum includes a core subject, WGS.101 Introduction to Women's
and Gender Studies for the minor and major, a higher level theory
Each year, MIT students pursue graduate degrees at Whitehead
subject, WGS.301[J] Feminist Thought, and a selection of subjects
Institute through the Department of Biology. Undergraduate students
from many departments at the Institute. Special independent study
pursue research objectives through MIT's Undergraduate Research
topics and Undergraduate Research Opportunities Program (UROP)
Opportunities Program (p. 45).
projects can be arranged.
Whitehead Institute's research excellence is nurtured by the
Graduate students may receive graduate credit in designated
collaborative spirit of its faculty and the creativity and dedication
WGS subjects, and may also enroll in courses oered through the
of its student investigators and postdoctoral scientists. Whitehead
Consortium for Graduate Studies in Gender, Culture, Women, and
Institute's primary research focus is basic developmental biology,
Sexuality (http://web.mit.edu/gcws).
with an emphasis on molecular and cell biology, genetics and
genomics, epigenetics, metabolism, plant biology, and development For more information, contact the program manager, Emily Neill
of new model systems. Areas of inquiry at Whitehead Institute ([email protected]), Room 14E-316, 617-253-2642.
include cancer, neurodevelopment and neurological disorders,
transgenic science, stem cells, regenerative biology, cell division,
and vertebrate development. Its scientists are at the forefront of
metabolomics and CRISPR technologies.
Whitehead Institute is engaged in research collaborations with

numerous academic and industrial partners worldwide. These
partnerships expand the scope of Whitehead Institute research, as
well as aid the translation of basic research into advances in disease
prevention, diagnosis, and therapy.
Whitehead Institute also supports a suite of programs that foster

high school science education and public engagement with science
and technology. Students and postdoctoral scientists interested
in science education and community outreach are encouraged to
participate in these programs.
118 | 2019–2020 MIT Bulletin

SCHOOLS AND COLLEGE
SCHOOLS AND COLLEGE
Schools and College

• School of Architecture and Planning (p. 120)
• School of Engineering (p. 145)
• School of Humanities, Arts, and Social Sciences (p. 240)
• MIT Sloan School of Management (p. 283)
• School of Science (p. 299)
• MIT Stephen A. Schwarzman College of Computing (p. 338)
Courses
• Aeronautics and Astronautics (Course 16) (p. 150)
• Anthropology (Course 21A) (p. 243)
• Architecture (Course 4) (p. 123)
• Biological Engineering (Course 20) (p. 161)
• Biology (Course 7) (p. 302)
• Brain and Cognitive Sciences (Course 9) (p. 309)
• Chemical Engineering (Course 10) (p. 168)
• Chemistry (Course 5) (p. 314)
• Civil and Environmental Engineering (Course 1) (p. 177)
• Comparative Media Studies/Writing (CMS, Course 21W) (p. 245)
• Data, Systems, and Society (IDS) (p. 183)
• Earth, Atmospheric, and Planetary Sciences (Course 12) (p. 319)
• Economics (Course 14) (p. 250)
• Electrical Engineering and Computer Science (Course 6) (p. 190)
• Global Studies and Languages (Course 21G) (p. 255)
• Health Sciences and Technology (HST) (p. 203)
• History (Course 21H) (p. 260)
• Humanities (Course 21) (p. 262)
• Linguistics and Philosophy (Course 24) (p. 263)
• Literature (Course 21L) (p. 267)
• Management (Course 15) (p. 285)
• Materials Science and Engineering (Course 3) (p. 208)
• Mathematics (Course 18) (p. 325)
• Mechanical Engineering (Course 2) (p. 215)
• Media Arts and Sciences (MAS) (p. 133)
• Music and Theater Arts (Course 21M) (p. 271)
• Nuclear Science and Engineering (Course 22) (p. 232)
• Physics (Course 8) (p. 331)
• Political Science (Course 17) (p. 276)
• Science, Technology, and Society (STS) (p. 280)
• Urban Studies and Planning (Course 11) (p. 135)
2019–2020 MIT Bulletin | 119

SCHOOL OF ARCHITECTURE AND PLANNING

Global Projects
The School of Architecture and Planning (SA+P) has supported MIT's One of MIT's founding principles is the belief that professional
mission of meeting the world's greatest challenges since its start in competence is best fostered by focusing teaching and research
1865. While advocating the forward-looking, technologically driven on real problems in the real world. Accordingly, a central aspect of
optimism of MIT, the School also invests in critically reflecting on our teaching and research is our ongoing participation in global
technological innovation—its social impact and confrontation with initiatives—many of them collaborative undertakings among our six
cultural values. divisions, with other divisions of MIT, and with public and private
institutions in the United States and abroad.
SA+P is made up of six main divisions—the Department of
Architecture; the Department of Urban Studies and Planning; the SA+P is fully committed to the mission of leadership both locally
Media Lab; the MIT Center for Real Estate; the Program in Art, and globally. As a result of this commitment, faculty play a central
Culture, and Technology; and the Leventhal Center for Advanced role in preparing students to be leaders and good global citizens
Urbanism. Over the years, the School has embraced a broader range who engage with the problems facing countries at all stages of
of elds that address and improve human environments. development by taking part in the public discussion of issues on a
global scale and studying, developing, and applying best practices
What binds these elds together is a strong commitment to the
around the world.
deployment of technology toward social good. What also binds them
is the use of design and deliberation approaches toward action that
are distinct from but complementary to the engineering approach to History
problem solving.
Our history stretches back a century and a half, providing our current
Design is a main unifying approach of SA+P activities. We believe students with a legacy and long tradition of pioneering excellence.
that design and policy interventions should be grounded in a The Department of Architecture was the rst such department in
commitment to improving individual human lives, equity and the nation (1865) and became a leader in introducing Modernism
social justice, cultural enrichment, and the responsible use of to America. The program in city planning was the second of its kind
resources through creative problem solving and project execution. in the country (1932), later evolving into the current Department
Our curriculum empowers students with skills that enable them of Urban Studies and Planning, the longest continuous planning
to design physical spaces, policies, and technologies that will program in the United States and repeatedly ranked number one in
shape how those spaces are used, with the goal of sustaining and the nation.
enhancing the quality of the human environment at all scales, from
The Media Lab, the birthplace of multimedia computing (1985), has
the personal to the global.
come to be known around the world as a world-class incubator of
new design ideas; the Center for Real Estate established the nation's
Students rst one-year graduate program in real estate development (1984);
and the Center for Advanced Visual Studies (1967), now part of the
The School of Architecture and Planning enrolls an average
new Program in Art, Culture, and Technology, pioneered the use
of 600–700 students a year in a collection of courses ranging
of technologies such as lasers, plasma sculptures, sky art, and
from Renaissance architecture to the cities of tomorrow, digital
holography as tools of expression in public and environmental art.
fabrication, motion graphics, shape grammars, photography,
The Leventhal Center for Advanced Urbanism (2012), established
sensor systems, integrative design across disciplines, news and
as a premier research center focused on the design and planning
participatory media, and construction nance. By far the largest
of large-scale, complex 21st-century metropolitan environments,
number of those students enter our graduate programs, and many
aims to redene the eld of urban design to meet contemporary
pursue cross-disciplinary studies and dual degrees among those
challenges, utilizing interdisciplinary collaborative practices and the
programs and others at the Institute.
most advanced analytical and representational tools.
Throughout the years, we have been noted for the diversity of our
More recently, the Samuel Tak Lee Real Estate Entrepreneurship
student body, drawing on candidates from around the world and
Lab (2015) promotes social responsibility among entrepreneurs
from all walks of life. The Department of Architecture graduated
and academics in the real estate profession worldwide,
its rst woman, Sophia Hayden, in 1890, and three years later,
with a particular focus on China. Research topics include
Robert Taylor became the rst African American to graduate from
development and urbanization through private action and
an American architecture program—a tradition of inclusiveness that
entrepreneurship, urban resilience and adaptation, land-use reform
continues today.
regulations and codes, new construction materials, data and
120 | 2019–2020 MIT Bulletin

technology, aordable housing, environmental aspects of urban

growth and development, and land and real property rights. Media Arts and Sciences (MAS)
SM
Resources SM Media Technology
SM Media Arts and Sciences
The Rotch Library is one of the nation's premier resources in
PhD Media Arts and Sciences
architecture and planning, oering extensive depth in architecture,
building technology, art history, photography, environmental
studies, land use, urban design, housing and community Urban Studies and Planning (Course 11)
development, regional planning, urban transportation, and real SB Planning
estate. Its visual collections hold more than 60,000 digital images MCP City Planning
and 380,000 slides. SM Urban Studies and Planning
PhD Advanced Urbanism
The School's Wolk Gallery mounts several shows a year in its
PhD Urban and Regional Planning
exhibition space, overseen by the curator of architecture and design
at the MIT Museum. The Keller Gallery, a vest-pocket space of about PhD Urban and Regional Studies
200 square feet, shows a steady stream of faculty, student, and Dual Degrees
experimental projects, including work from alumni and friends. The Certicates Urban Design, Environmental Planning
PLAZmA Digital Gallery is an electronic showcase of work and events
on display in the School's public areas, featuring faculty and student Urban Science and Planning with Computer Science (Course
work. 11-6)
1
SB Urban Science and Planning with Computer Science
The MIT Museum frequently features exhibitions on architecture and
visual studies in its main galleries at 265 Massachusetts Avenue, as
Center for Real Estate
well as in its Compton Gallery, located in the heart of campus under
MS Real Estate Development
the big dome. The Museum's website spotlights its wide range of
collections as well as exhibitions no longer on display in its galleries. Notes
The List Visual Arts Center, three galleries on the rst floor of the Many departments make it possible for a graduate student to pursue
Media Lab's Wiesner Building, presents 5–8 shows a year exploring a simultaneous master’s degree.
contemporary artmaking in all media. Rotch Library also features
exhibitions of student, sta, and faculty work, as well as shows Several departments also oer undesignated degrees, which lead
drawing from its collections, in its space in Building 7-238. to the Bachelor of Science without departmental designation. The
curricula for these programs oer students opportunities to pursue
broader programs of study than can be accommodated within a four-
Degrees Oered in the School of Architecture and year departmental program.
Planning 1
See Interdisciplinary Programs (p. 339).
Architecture (Course 4)
SB Architecture
Admissions
SB Art and Design
MArch Architecture The selection process at MIT is holistic and student centered: each
SM Architecture Studies application is evaluated within its unique context. Selection is based
SM Art, Culture and Technology on outstanding academic achievement as well as a strong match
between the applicant and the Institute.
SM Building Technology
PhD Advanced Urbanism Undergraduate applicants do not apply to a particular school,
PhD Architecture: Building Technology department or program and, although the application asks about
PhD Architecture: Design and Computation a preferred eld of study, most admitted undergraduates do
PhD Architecture: History and Theory of Architecture not declare a major until the second semester of their rst year.
Admissions information for regular, transfer, and non-degree
PhD Architecture: History and Theory of Art
applicants is provided in the section on Undergraduate Education
Dual Degrees
(p. 31).
2019–2020 MIT Bulletin | 121

Applicants for graduate study apply directly to the particular

department or program of interest. See the individual department
and program descriptions for specic requirements.
Oce of the Dean

Hashim Sarkis, MArch, PhD
Professor of Architecture
Professor of Urban Planning
Dean, School of Architecture and Planning
Peggy Cain
Assistant to the Dean
Ken Goldsmith
Assistant Dean for Finance and Administration
Ramona Allen
Assistant Dean for Human Resources
Kwadwo Poku
Manager of Diversity Recruitment and Initiatives
Dineen Doucette
Finance and Human Resources Administrator
Barbara Feldman
Assistant Dean for Development
Lori B. Gans
Individual Giving Ocer
Melissa Vaughn
Director of Communications
Amanda Moore
Communications Coordinator
James Harrington
Facilities Manager
122 | 2019–2020 MIT Bulletin

DEPARTMENT OF ARCHITECTURE
aspire to registration and licensure as architects. Entering MArch

students enroll in a three-term core program that is tightly integrated
DEPARTMENT OF ARCHITECTURE with complementary subjects in design skills, geometric disciplines,
The Department of Architecture (http://architecture.mit.edu) oers cultural and theoretical precedents, and materials and construction.
degrees at the bachelor, master, and doctoral levels. The department Advanced "option" studios give students the opportunity to broaden
is composed of ve discipline groups: Architecture and Urbanism; their experience of culture, contexts, and varying scales for design,
Building Technology; Computation; History, Theory and Criticism and to develop their own attitudes and positions toward architectural
of Architecture and Art (HTC); and the Program in Art, Culture and production. In thesis, a student develops a hypothesis and design
Technology (ACT). The Aga Khan Program in Islamic Architecture strategy for a comprehensive architectural project or a design
(AKPIA) is a research group oering its own Master of Science in research inquiry that is carried out as an independent, critical project
Architecture Studies and a PhD in association with HTC. The Norman —from concept to completion—under the guidance of an advising
B. Leventhal Center for Advanced Urbanism (LCAU) supports both committee.
the Master of Science in Architecture Studies program in urbanism
Building Technology includes teaching and applications of the
as well as a collaborative doctoral program in advanced urbanism,
fundamentals of technology as well as research in critical topics
while acting as an umbrella for research initiatives and collaborative
for the future of the built environment. The program explores ways
projects between the Departments of Architecture and Urban Studies
to use design and technology to create buildings that contribute
and Planning. The varied disciplines support substantial research
to a more humane and environmentally responsible built world.
activity.
This includes integrated architectural design strategies to improve
The department oers seven degree programs: the Bachelor of structural performance, construction and fabrication technologies,
Science in Architecture (BSA), Bachelor of Science in Art and access to daylight and thermal comfort, resource accounting through
Design (BSAD), Master of Architecture (MArch), Master of Science material flow analysis and life-cycle assessment, building and
in Architecture Studies (SMArchS), Master of Science in Building urban energy modeling, control design and engineering, and other
Technology (SMBT), Master of Science in Art, Culture and Technology technologically informed design methods. Through lecture subjects,
(SMACT), and the Doctor of Philosophy (PhD). The SMArchS and PhD laboratories, workshops, and independent research projects,
programs oer concentrations in multiple research streams. students study innovative materials and assemblies, emerging
and nontraditional building materials, resource-ecient building
Architecture and Urbanism is taught from a broad range of systems, innovative analysis and modeling of historic structures,
perspectives and scales, from buildings to cities and metropolitan energy-ecient buildings, early-stage design computation and
regions. The teaching of the Architecture and Urbanism faculty optimization, and various issues of energy and material resources
occurs primarily in the studio. However, workshops, lectures, at the urban scale, including urban environmental sensing and
seminars, and research projects all contribute to architectural the urban heat island eect. Some of the research of the Building
education. A broad range of topics are introduced and integrated Technology Program is organized through laboratories dedicated
in the curriculum, including sustainability, computation, materials, to digital structures, urban metabolism, developing countries, and
fabrication, infrastructure, politics, social engagement, and cultural sustainable design. Research facilities of other departments, such
theory. The architecture design studio is the laboratory where these as Mechanical Engineering and Civil and Environmental Engineering,
topics intermingle and students synthesize design concepts. The are also used in joint research projects.
Architecture and Urbanism area of study oers a BSA, a BSAD,
a Minor in Architecture, a Minor in Design, MArch and SMArchS This area of study oers an SMBT, an SMArchS, and a doctoral
degrees, as well as a doctoral degree in collaboration with HTC, degree with an emphasis on building technology.
Building Technology and Design and Computation.
The Computation group inquires into the varied nature and practice
The undergraduate BSA is a pre-professional degree program. The of computation in architectural design, and the ways in which
undergraduate studio sequence begins with instruction in design design meaning, intentions, and knowledge are constructed through
fundamentals and continues with design projects of increasing computational thinking, representing, sensing, and making. They
complexity. It is useful for those seeking a foundation in the eld focus on the development of innovative computational tools,
of architecture as preparation for either continued education in a processes, and theories, and the application of these in creative,
professional degree program or for employment options in elds socially meaningful responses to challenging design problems.
related to architecture and design. Topics taught cover visualization, digital fabrication and construction
processes and technologies, shape representation and synthesis,
The MArch is a three and one-half-year graduate degree. In building information modeling, generative and parametric design,
exceptional circumstances, a student may be admitted with critical studies of digital and information technologies, digital
"advanced entry," subject to prior academic qualications in heritage, and soware and hardware development of advanced
architecture, and complete the program in two and one-half years. tools for spatial design and analysis. Students are encouraged to
These professional degrees are structured to educate those who acquire both the technical skills and the theoretical and conceptual
2019–2020 MIT Bulletin | 123

foundations to rethink and challenge the limits of current design Research and pedagogy are intertwined, and MIT's culture of
processes and practices, and to consider the social and cultural scientic inquiry informs all artistic arenas; cinema, video, sound,
implications of their positions. performance, photography, experimental media, and new genres;
conceptual, sculptural, and spatial experiments; interventions
This area of study oers a concentration in the SMArchS program and in public spaces; and writings and publications. ACT emphasizes
a doctoral program. SMArchS and PhD students are encouraged to experimentation and transdisciplinary approaches to studio
take subjects in other relevant departments as a means to explore production in both traditional and new medias. Students consider
and develop their interests. both the physical and the cultural context of their artworks/projects
The History, Theory and Criticism of Architecture and Art (HTC) group as central to their interpretation. Presentations on contemporary art
teaches subjects that deal with the history of architecture, art and as well as discussions in theory and criticism, and an understanding
design, placing strong emphasis on historiography and analytical of research-based artistic practice complement studio production.
methodologies. Oerings deal with the social and physical context ACT oers a HASS minor and concentration, and a two-year graduate
of the built environment, the signicant issues in current disciplinary program leading to an SMACT.
thinking, as well as with the philosophical, political, and material
contexts for works of art and architecture. Subjects are taught from Computer resources for educational purposes are distributed in
the Renaissance to the present, with emphasis on topics of modern the laboratories and studios of the department and overseen by
art and architecture. They focus on materials that are both abstract the sta of the School of Architecture and Planning's computer
and concrete, with scales that range from the architectural drawing resources oce. Students are required to learn the techniques
to the art installation to the urban environment. There is a special and applications of computational-based design, production, and
emphasis on topics of modern art and architecture in Europe as well advanced representation. Other computation subjects and studio
as the Americas, with a comparable set of oerings on the Islamic work permit further experimentation with modeling techniques,
world developed by AKPIA and taught within the HTC group. graphic representations, design methods, technical analysis,
prototyping, and assistance with the design process.
HTC oers a HASS concentration and Minor in the History of
Architecture, Art and Design that are open to all MIT undergraduates.
There is an SMArchS concentration in HTC, and a doctoral program. Inquiries
Further information concerning undergraduate and graduate
The Aga Khan Program for Islamic Architecture (AKPIA) at MIT is a
academic programs in the department, admissions, nancial
graduate program dedicated to the study of architecture, urbanism,
aid, and assistantships may be obtained from the Department of
history, landscape, reconstruction, and conservation in the Islamic
Architecture (http://architecture.mit.edu), Room 7-337, 617-253-7387.
world. The program prepares students for careers in research,
design, and teaching. Topics covered in its curriculum include critical
study of the history and historiography of Islamic architecture; the
Undergraduate Study
interaction between architecture, society, and culture; strategies
of urban and architectural preservation; and environmental and The Department of Architecture oers two undergraduate courses of
material-sensitive landscape and design research. study. They provide a broad undergraduate education for students
who have clear professional goals and for those who desire a solid
Established in 1979, AKPIA oers students a concentration in Islamic
foundation for a number of possible careers. Course 4 leads to the
architecture and urbanism as part of the two-year SMArchS degree
Bachelor of Science in Architecture and Course 4-B leads to the
and the PhD program in HTC. Undergraduates may concentrate
Bachelor of Science in Art and Design.
in Middle Eastern Studies using subjects oered by AKPIA. The
program also has links with the City Design and Development and
Bachelor of Science in Architecture (Course 4)
Environmental Planning and Policy programs in the Department of
Course 4 (p. 386) oers a program introducing students to the
Urban Studies and Planning, ArchNet, the Aga Khan Programs at
department's ve discipline areas: art, culture and technology;
Harvard, the Aga Khan Trust for Culture (AKTC), and the Aga Khan
architectural design and urbanism; building technology; design and
Development Network (AKDN).
computation; and history, theory and criticism of architecture, art
The Program in Art, Culture and Technology (ACT) promotes and design.
leadership in critical artistic practice and invention, developing art
The requirements for the SB in Architecture (BSA)
as a vital means of experimenting with new registers of knowledge
(p. 386) curriculum begin with two introductory subjects taken in
and new modes of valuation and expression. Through an integrated
sequence, 4.021 Design Studio: How to Design and 4.022 Design
approach to pedagogy, public events programming, exhibitions, and
Studio: Introduction to Design Techniques and Technologies,
publications, ACT builds a community of artist-thinkers exploring
intended for sophomores. The remaining core subjects include study
art's complex relationship to culture and technology.
124 | 2019–2020 MIT Bulletin

in the arts, design and computation, building technology, and the Select two from the list of elective subjects below
history of architecture. Option 2
The BSA includes four or ve sequential architecture design Select four from the list of elective subjects below
studios. The approach fosters investigation and discussion in Total Units 69-72
the development of sensitivity to the built environment. These
sensibilities are linked to values and responsibilities to the Elective Subjects
community at large. Students in design studios develop technical Architecture and Urbanism
and analytical skills and learn synthesis and invention using the 4.211[J] The Once and Future City 12
elements of architectural form: material, structure, construction,
4.218 Disaster Resilient Design 12
light, sound, memory, and place. A thesis is optional and taken
4.231 SIGUS Workshop 12
during the senior year.
4.250[J] Introduction to Urban Design and 12
Students who plan to continue their studies in a professional Development
graduate program in architecture must apply for admission to a Art, Culture and Technology
school oering the Master of Architecture (MArch).
4.301 Introduction to Artistic 12
Experimentation
Bachelor of Science in Art and Design (Course 4-B)
4.302 Foundations in Art, Design, and 12
The Bachelor of Science in Art and Design (BSAD) (p. 388) provides
Spatial Practices
undergraduates with a cohesive program of study that exposes them
to cross-disciplinary elds of art and design. It provides a rigorous 4.307 Art, Architecture, and Urbanism in 12
conceptual foundation along with strong practical skills that can be Dialogue
applied across diverse design domains. Students will be introduced Building Technology
to the design process, from concept to completion, through 4.401 Environmental Technologies in 12
contextual critical thinking, experimentation, representation, and Buildings
physical production techniques, critique, iteration, and reflection. 4.411[J] D-Lab Schools: Building Technology 12
The objective is to prepare students to pursue diverse career paths Laboratory
from product design to visual communication to information design
4.432 Modeling Urban Energy Flows 12
to 2D and 3D art practices and more. Study in this program will
for Sustainable Cities and
enable students to take advantage of emerging opportunities in
Neighborhoods
industry and academia.
4.440[J] Introduction to Structural Design 12
The requirements for the BSAD curriculum begin with two 4.451 Computational Structural Design and 12
introductory subjects taken in sequence, 4.021 Design Studio: Optimization
How to Design and 4.022 Design Studio: Introduction to Design Computation
Techniques and Technologies, intended for sophomores. A choice
4.500 Design Computation: Art, Objects 12
of a third design studio is taken in the junior or senior year along
and Space
with four additional core foundational subjects in design, art,
4.501 Advanced Design Projects in Digital 12
computation, and history. The remaining four requirements are
Fabrication
selected from a list of interdisciplinary subject oerings grouped
around the following themes: objects, information, and art and 4.502 Advanced Visualization: Architecture 12
experience. A thesis preparation subject is taken and a thesis in Motion Graphics
presented in the senior year. History and Theory of Architecture and Art
4.603 Understanding Modern Architecture 12
Minor in Architecture 4.605 A Global History of Architecture 12
The requirements for a Minor in Architecture are as follows:
4.609 Seminar in the History of Art and 12
Architecture
4.021 Design Studio: How to Design 9-12
4.614 Building Islam 12
or 4.02A Design Studio: How to Design Intensive
4.635 Early Modern Architecture and Art 12
4.022 Design Studio: Introduction to 12
Design Techniques and Technologies 4.636 Topics in European Medieval 12
Architecture and Art
Choose one of the following options: 48
Option 1
4.023 Architecture Design Studio I
2019–2020 MIT Bulletin | 125

Minor in Art, Culture and Technology Minor in Design

The HASS Minor in Art, Culture and Technology is designed to The Minor in Design provides undergraduates with a cohesive
explore the conjunction of art with culture, science, technology, and program of study that exposes them to the cross-disciplinary eld
design, and to develop critical and production practices. of design. The minor provides a rigorous conceptual foundation in
design along with strong design skills. Students will be introduced
The minor consists of six subjects arranged into three levels of study to design from concept to completion through contextual critical
and chosen as follows: thinking, experimentation, representation, and physical production
techniques, critique, iteration and reflection. The minor prepares
Tier I
students to pursue diverse career paths or further education in
4.301 Introduction to Artistic 12
multiple areas of design, from product design to 3D design to visual
Experimentation
communication, and enables them to take advantage of emerging
or 4.302 Foundations in Art, Design, and Spatial Practices opportunities in industry and academia.
Select one of the following: 12
The minor consists of six subjects:
4.601 Introduction to Art History
4.602 Modern Art and Mass Culture Required Subjects
4.635 Early Modern Architecture and Art Design Studios 33-36
4.641 19th-Century Art: Painting in the Age 4.021 Design Studio: How to Design
of Steam or 4.02A Design Studio: How to Design Intensive
4.651 Art Since 1940 4.022 Design Studio: Introduction to
4.657 Design: The History of Making Things Design Techniques and Technologies
Tier II 4.031 Design Studio: Objects and
1
Select two of the following: 24 Interaction
4.320 Introduction to Sound Creations or 4.032 Design Studio: Information and Visualization
4.322 Introduction to Three-Dimensional Electives
Art Work Select 30-36 units of the following (from any category): 30-36
4.341 Introduction to Photography and Objects
Related Media 2.00A Fundamentals of Engineering Design:
4.354 Introduction to Video and Related Explore Space, Sea and Earth
Media 2.00 Introduction to Design
Tier III 2.007 Design and Manufacturing I
2
Select two of the following: 18-24 2.009 The Product Engineering Process
2
4.312 Advanced Studio on the Production 4.031 Design Studio: Objects and
of Space Interaction
1
4.314 Advanced Workshop in Artistic 4.041 Design Studio: Advanced Product

Practice and Transdisciplinary Design
Research
4.043 Design Studio: Advanced
4.344 Advanced Photography and Related Interactions
Media
4.110 Design Across Scales and Disciplines
4.352 Advanced Video and Related Media
4.118 Creative Computation
4.356 Cinematic Migrations
4.125 Furniture Making Workshop
4.361 Performance Art Workshop
4.451 Computational Structural Design and
4.368 Studio Seminar in Art and the Public Optimization
Sphere
4.501 Advanced Design Projects in Digital
4.373 Advanced Projects in Art, Culture and Fabrication
Technology
4.657 Design: The History of Making Things
Total Units 66-72 2
EC.720[J] D-Lab: Design
MAS.377[J] Objectication: How to Write (and
Talk, and Think) about Objects
126 | 2019–2020 MIT Bulletin

Information by more concentrated study of particular periods and theoretical

4.032 Design Studio: Information and problems in visual culture and in cultural history in general.
1
Visualization
The minor consists of six subjects arranged into three levels of study
4.051 The Human Factor in Innovation and and chosen as follows:
Design Strategy
4.053 Visual Communication Fundamentals Tier I
4.500 Design Computation: Art, Objects 4.605 A Global History of Architecture 12
and Space or 4.614 Building Islam
4.502 Advanced Visualization: Architecture 4.601 Introduction to Art History 12
in Motion Graphics or 4.602 Modern Art and Mass Culture
4.520 Visual Computing Tier II
2
CMS.405 Visual Design Select three from the lists below, including at least 36
CMS.622 Applying Media Technologies in the one from each category:
Arts and Humanities History of Architecture and Design
CMS.633 Digital Humanities: Topics, 4.603 Understanding Modern Architecture
Techniques, and Technologies 4.622 Islamic Gardens and Geographies
MAS.110 Fundamentals of Computational 4.657 Design: The History of Making Things
Media Design
History of Art
Art and Experience
4.635 Early Modern Architecture and Art
4.301 Introduction to Artistic
4.636 Topics in European Medieval
Experimentation
Architecture and Art
4.302 Foundations in Art, Design, and
4.641 19th-Century Art: Painting in the Age
Spatial Practices
of Steam
4.307 Art, Architecture, and Urbanism in
4.651 Art Since 1940
Dialogue
Tier III
4.320 Introduction to Sound Creations
4.322 Introduction to Three-Dimensional
Art Work 4.609 Seminar in the History of Art and
Architecture
4.341 Introduction to Photography and
Related Media Other advanced seminar in the history of art,
design and/or architecture, including oerings from
4.354 Introduction to Video and Related
Harvard or Wellesley, with permission of the HASS
Media
Minor Advisor and the instructor.
4.602 Modern Art and Mass Culture
Total Units 72
21M.603 Introduction to Design for the Theater
CMS.362 Civic Media Collaborative Design For a general description of minors, see Undergraduate Education
Studio (p. 35).
CMS.634 Designing Interactions
Total Units 63-72
Graduate Study
1
4.031 or 4.032 may be used as restricted elective if not selected as part of
The Department of Architecture oers ve graduate degree
the design studio requirement.
2 programs—the Master of Architecture (MArch), Master of Science
Subject has prerequisites that are outside of the program.
in Architecture Studies (SMArchS), Master of Science in Building
Technology (SMBT), Master of Science in Art, Culture and Technology
Minor in the History of Architecture, Art and Design (SMACT), and the Doctor of Philosophy (PhD).
The HASS Minor in the History of Architecture, Art and Design
is designed to enable students to concentrate on the historical, The MArch is awarded to students who complete a program,
theoretical, and critical issues associated with artistic and accredited by the National Architectural Accrediting Board, which is
architectural production. Introductions to the historical frameworks an essential step toward licensure for architectural practice.
and stylistic conventions of art and architectural history are followed
2019–2020 MIT Bulletin | 127

The SMArchS program stresses research and inquiry in the built elective subjects taught by the various discipline groups within the
environment; the degree is meant both for students who already department and in other related departments oer a way of charting
have their rst professional architecture degree and those whose multiple paths for future professional possibilities. Therefore,
previous education orients them toward non-professional graduate students are expected to develop a cohesive structure for their
study in architecture. individual educational interests within the MArch program at MIT
beyond the core curriculum and toward the development of a design
The SMBT program is run jointly by the Departments of Architecture, thesis.
Civil and Environmental Engineering, and Mechanical Engineering.
This degree program is intended for students interested in pursuing Accreditation for MArch Program in the United States
topics of signicant technical and engineering depth. Most state registration boards require a degree from an accredited
The SMACT focuses on the development of artist-thinkers in the professional degree program as a prerequisite for licensure.
context of an advanced technological and scientic community. The National Architectural Accrediting Board (NAAB), which is
Discussion of contemporary and historical theory and criticism the sole agency authorized to accredit US professional degree
complements rigorous and innovative transdisciplinary studio programs in architecture, recognizes three types of degrees—
production. the Bachelor of Architecture, the Master of Architecture, and the
Doctor of Architecture. A program may be granted a six-year,
The PhD program is an advanced degree program in the areas of three-year, or two-year term of accreditation depending on the
History, Theory and Criticism; Building Technology; and Design and extent of its conformance with established educational standards.
Computation. An Advanced Urbanism specialization can be earned in Doctor of Architecture and Master of Architecture degree programs
conjunction with one of the three PhD programs. may consist of a preprofessional undergraduate degree and a
professional graduate degree that, when earned sequentially,
Master of Architecture constitute an accredited professional education. However, the
The Master of Architecture is awarded upon the satisfactory preprofessional degree is not, by itself, recognized as an accredited
completion of an approved program of at least 312 units and degree. The Massachusetts Institute of Technology Department of
an acceptable thesis. The program requires three and one-half Architecture oers one NAAB-accredited degree program: MArch
academic years of residence. (non-preprofessional degree plus 312 units and an acceptable 24-
unit thesis). The next accreditation visit is in 2023.
Advanced entry may be considered in exceptional circumstances
for students who have majored in architectural design at a "4 plus Master of Science in Architecture Studies
2" architecture school. These students may be considered for The Master of Science in Architecture Studies (SMArchS) is a two-
completion of the program in two and one-half years depending on year program of advanced study founded on research and inquiry
their academic experience and accomplishments. in architecture as a discipline and as a practice. First established at
The professional MArch program is diverse and open-ended, with MIT in 1979, the program is intended both for students who already
many views of appropriate research and practice of architecture have a professional degree in architecture and those interested
available. Shared concerns include an interest in materials, in advanced non-professional graduate study. The degree may
fabrication, and technology; drawing and geometry; theory and be pursued in one of six areas described below. Students select
criticism; sustainability and climate change; and culture in an age of one area as their intellectual home and are encouraged to explore
rapid change and globalization. They also include a commitment to connections in their research across the other areas, and beyond
design as it engages related disciplines aligned with architectural to other programs and departments throughout MIT. SMArchS
production, a view of the environment as an ecologically structured students work closely with one or more faculty who guide them in
phenomenon, a regard for the fabrication processes of building, a planning their course of study and in directing them purposefully
perspective on new technologies and their impact on practice, and towards a thesis. Notable strengths of the program are its range of
a concern for the spatial, temporal, social, and urban contexts of concentration areas, its curricular flexibility and cross-disciplinary
buildings. Given the varied perspectives from which the curriculum is research focus, as well as its high faculty-to-student ratio.
conceived, an important aspect of the student's development is to be The Architectural Design program nurtures research that contributes
able to establish links between dierent areas of focus and its many to current thinking about design in the eld of architecture. It aims to
disciplines. advance architectural design by cultivating lateral thinking between
The focus of the MArch degree program is through architecture design expertise and a range of allied elds, such as material
design studios integrated with supporting subjects central to the sciences, media arts and technology, cultural studies, computation,
curriculum. While the professional curriculum species that a sustainability, and emerging fabrication protocols. The program
student study a range of subjects in several interrelated elds, provides opportunity for designers to explore theoretical foundations
students in the MArch program have some choice and are required
to develop a concentration in a self-determined area. Required and
128 | 2019–2020 MIT Bulletin

of architectural design as well as its pedagogy, and to provide a interests. Opportunities occasionally emerge for HTC students to
platform for applied research and new forms of design practice. become involved in editing, organizing research symposia, and
preparing exhibitions; students will also be brought into discussion
In Architecture and Urbanism, design methods are employed to with colleagues from across the discipline groups in the SMArchS
create new knowledge about cities and metropolitan regions. It program.
encompasses, and yet strives to go beyond, the theory and practice
of urban design. Recent Urbanism studios have occurred on every Simultaneous Master's Degrees in Architecture and City Planning
continent. This program has close collaboration with the Department Students admitted to the Department of Architecture can propose
of Urban Studies and Planning's City Design and Development eld, a program of joint work in Architecture and Urban Studies and
and with the Norman B. Leventhal Center for Advanced Urbanism. Planning that will lead to the simultaneous award of two degrees.
Areas of faculty interest include theory of urban form and design, Degree combinations may be MArch/Master in City Planning (MCP)
urban ecology and landscape, collective housing design, and urban or SMArchS/MCP. All candidates for simultaneous degrees must
risk. meet the requirements of both programs, but may submit a joint
The Aga Khan Program for Islamic Architecture supports students thesis. Neither the Department of Architecture nor the Department of
interested in pursuing research on architecture, architectural history, Urban Studies and Planning support petitions for the simultaneous
landscape, and urbanism in the Islamic world. Faculty interests award of two Masters degrees with less than six regular semesters
include Islamic architectural and urban history and historiography, (fall and spring terms only) of residence and registration.
strategies for landscape and urban preservation and reconstruction,
and the critique of contemporary architecture in Islamic countries. Master of Science in Building Technology
This program provides a focus for graduate students interested in the
The Computation group inquires into the varied nature and practice development and application of advanced technology for buildings
of computation in architectural design and the ways in which and cities. Students in this program take relevant subjects in basic
design meaning, intention, and knowledge are constructed through engineering disciplines along with subjects that apply these topics
sensing, thinking, and making computationally. It focuses on to the built environment. The program is open to qualied students
developing innovative computational tools, processes, and theories, with a degree in engineering or in architecture. The latter group may
and applying them in creative, socially meaningful responses to also consider the Master of Science in Architecture Studies Program
challenging design problems. with a concentration in Building Technology.
Building Technology focuses on the intersection of design and The program concentrates on the development of the next generation
technical issues for buildings that positively contribute to a more of technology for the built environment as well as the innovative
humane and environmentally responsible built world. Research application of state-of-the-art concepts to building and urban
within the group include integrated architectural and urban design systems. Research topics within the group include integrated
strategies to improve structural performance, construction and architectural and urban design strategies to improve structural
fabrication technologies, access to daylight and thermal comfort, performance, construction and fabrication technologies, access
resource accounting through material flow analysis and the life-cycle to daylight and thermal comfort, resource accounting through
assessment, building and urban energy modeling, control design material flow analysis and life-cycle assessment, building and urban
and engineering as well as other technologically informed design energy modeling, control design and engineering as well as other
methods. Some of the research is organized through laboratories technologically-informed design methods. Some of the research is
dedicated to digital structures, urban metabolism, developing organized through laboratories dedicated to digital structures, urban
countries, and sustainable design. metabolism, developing countries, and sustainable design.
SMArchS students in History, Theory and Criticism of Architecture The SMBT degree is generally completed in two years and requires
and Art will expand upon prior experience (which can be in design, 66 units of coursework and the completion of an acceptable thesis.
theory, history, practice, or other post-undergraduate work) to
explore compelling research that links historical or contemporary Master of Science in Art, Culture and Technology
topics with methodological issues. Working alongside doctoral ACT is an academic program and research center that facilitates
students in the program, SMArchS students are exposed to a wide artist-thinkers' exploration of art's broad, complex, global history
range of historical periods and theoretical approaches. It is expected in conjunction with culture, science, technology, and design via
that research topics will be developed in close discussion with HTC rigorous critical artistic practice and practice-driven theory. It
faculty, building on the required Methods seminar (taken twice) to focuses on individual and collaborative forms and media, including
clarify the appropriate scope and original sources required for the cinema, video, sound, performance, photography, experimental
master's thesis. The HTC program is intensely interdisciplinary, and media and new genres, writings and publications, and conceptual,
students are expected to enrich their core disciplines of history and sculptural, and spatial experiments. Emphasis is also placed on
theory with inquiry into other elds as appropriate for their research critical thinking, knowledge mining, creative engagement, and the
2019–2020 MIT Bulletin | 129

exploration of changing public and private spheres. Participation —including the dissertation—is usually accomplished in four to six
in faculty research, collaborations within the Institute, connections years.
with visitors, and an ongoing studio seminar provide students with
many opportunities to develop and exchange ideas. ACT maintains Each student admitted to work in the doctoral program consults
the Center for Advanced Visual Studies (CAVS) Special Collection, closely with one principal professor in his or her area to develop a
which preserves the legacy of the center and serves as a resource for general plan of study. In all three areas, progress toward the PhD
scholars. follows a sequence of required subject work, general examinations,
and dissertation research, writing, and defense. Students are
The SMACT degree (p. 391) requires four semesters of on- encouraged to take subjects appropriate to their study plans in other
campus academic work, including 135 units of coursework and the departments at MIT and at Harvard.
completion of a written thesis. For more information, visit the ACT
website (http://act.mit.edu). The Norman B. Leventhal Center of Advanced Urbanism (LCAU), the
Department of Architecture, and the Department of Urban Studies
Doctor of Philosophy and Planning (DUSP) have established a collaborative doctoral-
The PhD in Architecture may be pursued in one of the following level certicate program in Advanced Urbanism. At MIT, we speak
areas: History and Theory of Architecture/History and Theory of Art; of advanced urbanism as the eld that integrates research on
Building Technology; or Design and Computation. urban design, urbanization, and urban culture. The concentration
in Advanced Urbanism is designed for those who have at least one
The PhD program in History, Theory and Criticism of Architecture professional design degree (in architecture, landscape architecture,
and Art emphasizes the study of art, architecture, and urbanism, urban design, etc.) and research interests in urbanism that would
together with the historical and methodological issues that inform or align with those of both architecture and urban studies and planning
link conceptual and practical work. The Aga Khan Program for Islamic faculty. Admissions applications are submitted to either Building
Architecture is part of this doctoral program. Technology; Design and Computation; History, Theory and Criticism
of Architecture and Art; or the DUSP PhD program and must meet
The doctoral program in Building Technology concentrates on the all specic admissions requirements of each respective PhD
development of the next generation of technology for the built program. Admissions committees nominate applicants who t
environment as well as the innovative application of state-of-the-art the urbanism program to a joint advanced urbanism admissions
concepts to building and urban systems. Research topics within the committee. The selected applicants are admitted by their home
group include integrated architectural and urban design strategies department discipline group and fulll all degree requirements
to improve structural performance, construction and fabrication of that discipline plus additional requirements for the Advanced
technologies, access to daylight and thermal comfort, resource Urbanism concentration. Tuition support and research assistantships
accounting through material flow analysis and life cycle assessment, are provided by LCAU. Additional information can be found on the
building and urban energy modeling, control design and engineering LCAU website (http://lcau.mit.edu/center/education).
as well as other technologically-informed design methods. Some of
the research is organized through laboratories dedicated to digital Urban Design Certicate
structures, urban metabolism, developing countries, and sustainable The Department of Architecture and the Department of Urban Studies
design. and Planning jointly oer a Certicate in Urban Design. The purpose
The PhD program in Design and Computation is broadly conceived of the program is to provide the fundamental knowledge and
around computational ideas and digital technologies as they pertain special skills required to design urban and suburban environments.
to the understanding, description, generation, and construction Students in the MArch, SMArchS, MCP, or Master of Science in Urban
of architectural form. Research topics include the mathematical Studies and Planning programs are eligible for a Certicate in Urban
foundations of shape and shape representation; generative Design if they complete a specic set of subjects drawn from the two
tools for design synthesis; advanced modeling and visualization departments.
techniques; rapid prototyping and CAD/CAM technologies for
physical fabrication; and the analysis of the design process and its
enhancement through supporting technologies and workspaces. Faculty and Teaching Sta
The mission of the program is to enrich design from a computational Andrew M. Scott, BArch
perspective, with clear implications for teaching and practice. Professor of Architecture
Interim Head, Department of Architecture
Admission and degree requirements vary somewhat in the specic
areas listed above, and may be obtained from the Department of Leslie Keith Norford, PhD
Architecture website or in correspondence with the separate areas. George Macomber Professor in Construction Management
The residency requirement for the PhD is a minimum of two full Professor of Building Technology
academic years. Completion of all of the requirements for the PhD Associate Head, Department of Architecture
130 | 2019–2020 MIT Bulletin

Anne Whiston Spirn, PhD

Professors Cecil and Ida Green Distinguished Professor
Judith Barry, MA Professor of Planning
Professor of Art, Culture and Technology Professor of Landscape Architecture
John E. Fernández, MArch George N. Stiny, PhD

Professor of Architecture and Building Technology Professor of Design and Computation
(On leave) (On leave, spring)
Antón García-Abril, PhD James Wescoat, PhD

Professor of Architecture Aga Khan Professor
Professor of Urban Studies and Planning
Leon R. Glicksman, PhD
Professor Post-Tenure of Building Technology Associate Professors
Professor Post-Tenure of Mechanical Engineering Azra Aksamija, MArch, PhD
Renée Green, BA Associate Professor of Art, Culture and Technology
Professor of Art, Culture and Technology (On leave)
Mark Jarzombek, PhD Arindam Dutta, PhD

Professor of the History and Theory of Architecture Associate Professor of the History of Architecture
Caroline A. Jones, PhD Rania Ghosn, DDes

Professor of the History of Art Class of 1947 Career Development Professor
Associate Professor of Architecture and Urbanism
Sheila Kennedy, MArch
Professor of Architecture Mark Goulthorpe, BArch
Associate Professor of Design
Terry W. Knight, PhD (On leave, fall)
William and Emma Rogers Professor
Professor of Design and Computation Timothy Hyde, MArch, PhD
(On leave, spring) Associate Professor of the History of Architecture
John A. Ochsendorf, PhD Mariana Ibañez, MArch

Class of 1942 Professor Class of '56 Career Development Professor
Professor of Architecture Associate Professor of Architecture
Professor of Civil and Environmental Engineering Lauren Jacobi, PhD
(On leave) Associate Professor of the History of Art
Nasser Rabbat, MArch, PhD Miho Mazereeuw, MArch, MLA
Aga Khan Professor Associate Professor of Architecture and Urbanism
Professor of the History of Architecture
Ana Miljacki, MArch, PhD
Christoph Reinhart, PhD Associate Professor of Architecture
Professor of Building Technology
Caitlin T. Mueller, PhD
Adèle Naudé Santos, MArch, MCP, MAUD Ford International Career Development Professor
Professor of Architecture Associate Professor of Architecture
Professor of Urban Planning Associate Professor of Civil and Environmental Engineering
Hashim Sarkis, PhD (On leave, spring)
Professor of Architecture Takehiko Nagakura, MArch, PhD
Professor of Urban Planning Associate Professor of Design and Computation
William O'Brien Jr, MArch
Associate Professor of Architecture
(On leave)
2019–2020 MIT Bulletin | 131

Lawrence Sass, PhD

Associate Professor of Computation and Design Research Fellows
Shun Kanda, MArch
Rafael (Ra) Segal, PhD Research Fellow of Architecture
Associate Professor of Architecture and Urbanism
Kristel Smentek, PhD Professors Emeriti

Associate Professor of the History of Art
Julian Beinart, MArch, MCP
Skylar Tibbits, SMArchS Professor Emeritus of Architecture
Sherman Fairchild Career Development Professor
Michael Dennis, BArch
Associate Professor of Design Research
Professor Emeritus of Architecture
(On leave, spring)
Eric J. Dluhosch, MArch, PhD
Gediminas Urbonas, MFA
Professor Emeritus of Building Technology
Associate Professor of Art, Culture and Technology
David Hodes Friedman, PhD
Assistant Professors Professor Emeritus of the History of Architecture
Brandon Cliord, MArch
Class of 1958 Career Development Professor N. John Habraken
Assistant Professor of Architecture Professor Emeritus of Architecture
Nida Sinnokrot, MFA Joan Jonas, MFA

Assistant Professor of Art, Culture and Technology Professor Emerita of Visual Arts
Edward Levine, MA, PhD

Professors of the Practice
Professor Emeritus of Visual Arts
Yung Ho Chang, MArch
Professor of the Practice of Architecture William Lyman Porter, MArch, PhD
(On leave) Professor Emeritus of Architecture
Marc Simmons, MArch Maurice K. Smith, BArch

Professor of the Practice of Architecture Professor Emeritus of Architecture
Technical Instructors Jan Wampler, MArch

Christopher B. Dewart, BA Professor Emeritus of Architecture
Technical Instructor in Architecture
Krzysztof Wodiczko, MFA
Jennifer O'Brien, BA Professor Emeritus of Visual Arts
Technical Instructor in Architecture
Waclaw Piotr Zalewski, PhD
Professor Emeritus of Structures
Research Sta
Research Scientists
Tomas Du Chemin Holderness, PhD
Research Scientist of Architecture
Schendy G. Kernizan, BArch

Jared S. Laucks, MS
David Patrick Moses III, MArch

132 | 2019–2020 MIT Bulletin

PROGRAM IN MEDIA ARTS AND SCIENCES
Students wishing to pursue a PhD degree must demonstrate

exemplary progress in the master's program and gain approval from
PROGRAM IN MEDIA ARTS AND SCIENCES a departmental committee review. Requirements for the PhD degree
The Program in Media Arts and Sciences (MAS) focuses on the include successful completion of MAS general exams, and successful
invention, study, and creative use of new technologies that change completion and defense of a dissertation based on original and
how we express ourselves, how we communicate with each other, signicant research within one of the Media Lab's research groups.
how we learn, and how we perceive and interact with the world. The
eld draws on a number of other disciplines, including computer Financial Support
science, cognitive sciences, communications, design, and the The Program in Media Arts and Sciences oers nancial assistance
expressive arts. The program oers undergraduate and graduate to all successful applicants in the form of research assistantships
subjects and a graduate program leading to master's and doctoral within the Media Lab, which are an important part of the educational
degrees. Its academic programs are intimately linked with the program. Research assistants receive academic credit for part of
research programs of the Media Lab. their research activities.
Inquiries Faculty and Teaching Sta

Additional information about the programs in Media Arts and
Tod Machover, MM
Sciences, graduate admissions, research programs, and research
Muriel R. Cooper Professor of Interactive Media Design
assistantships may be obtained from MAS Headquarters (https://
Academic Head, Media Arts and Sciences Program
www.media.mit.edu/graduate-program/about-media-arts-sciences),
Room E15-435, 617-253-5114. Joseph A. Paradiso, PhD
Alexander W. Dreyfoos (1954) Professor in Media Arts and Sciences
Associate Academic Head, Media Arts and Sciences Program
Undergraduate Study
Professors
The MAS Alternative First-Year Program (p. 32) emphasizes project-
Edward S. Boyden III, PhD
oriented work and connections to current research topics. Students
Y. Eva Tan Professor in Neurotechnology
in this program attend mainstream lectures for core rst-year
Professor of Media Arts and Sciences
subjects but take recitations/tutorials led by Media Lab researchers,
Professor of Brain and Cognitive Sciences
take two MAS subjects, and participate in research through UROP
Professor of Biological Engineering
positions at the Media Lab. This program is suitable for rst-year
students who intend to pursue any undergraduate major. Neil Gershenfeld, PhD
Most MAS undergraduate subjects are project oriented and relate to
ongoing research within the Media Lab. Certain graduate subjects Hugh M. Herr, PhD
are open to advanced undergraduates (see Subjects for details). Professor of Media Arts and Sciences
Undergraduate Research Opportunities Program (UROP) (p. 45)
positions at the Media Lab are a major part of the MAS education Hiroshi Ishii, PhD
oerings to undergraduates. First-year students participating in Jerome B. Wiesner Professor
UROP are encouraged to register for MAS.111 Introduction to Doing Professor of Media Arts and Sciences
Research in Media Arts and Sciences.
Patricia Maes, MM, PhD
Professor of Media Technology
Graduate Study Nicholas P. Negroponte, MArch

Professor Post-Tenure of Media Arts and Sciences
Media Arts and Sciences oers a graduate program leading to
master's and PhD degrees. Graduate students work closely with Alex Pentland, PhD
a research advisor in an apprenticeship relationship. Students Toshiba Professor of Media Arts and Sciences
enter the program from a wide variety of backgrounds, including Member, Institute for Data, Systems, and Society
electrical engineering, physics, computer science, cognitive science,
mechanical engineering, art and design, and the learning sciences. Rosalind W. Picard, ScD
For the master's degree, students are required to spend at least (On sabbatical)
four terms in residence (one of which may be a summer term) and to
complete a satisfactory research thesis.
2019–2020 MIT Bulletin | 133

PROGRAM IN MEDIA ARTS AND SCIENCES
Mitchel Resnick, PhD

LEGO Professor of Learning Research Visiting Professors
(On leave, fall) George M. Church, PhD
Visiting Professor of Media Arts and Sciences
Deb K. Roy, PhD
Professor of Media Arts and Sciences William D. Hillis, PhD
Visiting Professor of Media Arts and Sciences
Associate Professors
Cynthia Lynn Breazeal, PhD Lawrence Lessig, JD
Associate Professor of Media Arts and Sciences Visiting Professor of Media Arts and Sciences
Joseph Jacobson, PhD Visiting Associate Professors

Associate Professor of Media Arts and Sciences Karen Ann Brennan, PhD
Visiting Associate Professor of Media Arts and Sciences
Neri Oxman, PhD
Associate Professor of Media Arts and Sciences Adjunct Associate Professors
(On leave, spring) Zachary Lieberman, MFA
Iyad Rahwan, PhD Adjunct Associate Professor of Media Arts and Sciences
Associate Professor of Media Arts and Sciences
Member, Institute for Data, Systems, and Society Lecturers
(On leave) Joost Paul Bonsen, MS
Lecturer in Media Arts and Sciences
Ramesh Raskar, PhD
Associate Professor of Media Arts and Sciences Mark Feldmeier, PhD
Lecturer in Media Arts and Sciences
Assistant Professors
Fadel Adib, SM, PhD Research Sta
Sony Career Development Professor of Media Arts and Sciences
Assistant Professor of Media Arts and Sciences Senior Research Scientists
Andrew B. Lippman, MS
Canan Dagdeviren, PhD Senior Research Scientist of Media Arts and Sciences
LG Career Development Professor of Media Arts and Sciences
Assistant Professor of Media Arts and Sciences
Professors Emeriti
Kevin Esvelt, PhD
Barry Lloyd Vercoe, DMA
NEC Career Development Professor of Computer and Communications
Professor Emeritus of Media Arts and Sciences
Professor Emeritus of Music
Ekene Ijeoma, MA
ABC Career Developmenbt Professor of Media Arts and Sciences
Deblina Sarkar, PhD

Danielle Wood, PhD

Benesse Corporation Career Development Professor of Media Arts
and Sciences
Associate Professors of the Practice

Ethan Zuckerman, BA
Associate Professor of the Practice in Media Arts and Sciences
Associate Professor of the Practice in Comparative Media Studies
134 | 2019–2020 MIT Bulletin

DEPARTMENT OF URBAN STUDIES AND PLANNING
the department's eld-based practicum subjects and research,

and through internship programs. In eldwork, students acquire
DEPARTMENT OF URBAN STUDIES AND PLANNING competence by engaging in practice and then bringing eld
The Department of Urban Studies and Planning (DUSP) oers four experiences back into the academic setting for reflection and
degree programs: a Bachelor of Science in Planning; a two-year discussion. Students may work with community organizations,
professional Master in City Planning (MCP); a one-year Master of government agencies, or private rms under the direction of faculty
Science in Urban Studies and Planning (reserved for mid-career members involved in eld-based projects with outside clients. In
students); and a PhD in Urban Studies and Planning. In addition, some cases, stipends may be available for eldwork or internship
DUSP has other, nondegree programs and aliations: the Special programs. The Department of Urban Studies and Planning is
Program in Urban and Regional Studies (http://spurs.mit.edu) (for committed to educating planners who can advocate on behalf of
mid-career professionals from developing countries); the Community underrepresented constituencies.
Innovators Lab; the Center for Advanced Urbanism (http://
During the month of January, the department oers a series of "mini-
cau.mit.edu); and the SENSEable City Lab (http://senseable.mit.edu).
subjects" in specialized elds not covered by the regular curriculum,
Once students are admitted and enrolled at MIT, it is possible to
including both noncredit and for-credit oerings.
apply for certicate programs in urban design (oered jointly with
the Department of Architecture) or environmental planning. Specic opportunities for concentration and specialization available
to students are detailed in the descriptions of the degree programs
City and regional planners in the United States and other parts of the
that follow.
world are involved not only in physical and economic development,
but also in management of the environmental, social, and design
consequences of development. They engage in a variety of activities
Undergraduate Study
aimed at shaping the forms and patterns of human settlements,
and at providing people with housing, public services, employment The Department of Urban Studies and Planning oers a Bachelor of
opportunities, and other crucial support systems that comprise a Science in Planning; HASS Minors in Urban Studies and Planning,
decent living environment. Planning encompasses not just a concern International Development, and Public Policy; and a variety of HASS
for the structure and experience of the built environment, but also a concentrations. There is also an accelerated SB/MCP program which
desire to harness the social, economic, political, and technological allows exceptional students to complete their undergraduate and
forces that give meaning to the everyday lives of men and women master's degree work in ve years.
in residential, work, and recreational settings. Planners operate at
In addition, DUSP also hosts MIT's Teacher Education Program
the neighborhood, metropolitan, state, national, or international
(TEP), described under Career and Professional Options (p. 50) in
level, in both the public and the private sectors. Their tasks are the
the Undergraduate Education section. TEP provides an option for
same: to help frame the issues and problems that receive attention;
students interested in exploring new ideas in teaching and learning
to formulate and implement projects, programs, and policies
as applied to K-12 schools. Studies in TEP can also lead to licensure
responsive to individual and group needs; and to work with and for
in math or science teaching at the high school or middle school
various communities in allocating economic and physical resources
levels.
most eciently and most equitably.
Planners are oen described as "generalists with a specialty." The Bachelor of Science in Planning (Course 11)
specialties oered at MIT include city design and development; The Department of Urban Studies and Planning oers an
housing, community, and economic development; international interdisciplinary preprofessional undergraduate major (p. 390)
development; and environmental policy and planning, as well as designed to prepare students for careers in both the public
cross-cutting opportunities to study urban information systems, and private sectors. The major also provides a foundation for
multi-regional systems, and mobility systems. These planning students who are considering graduate work in law, public policy,
specialties can be distinguished by the geographic levels at which international development, urban design, management, and
decision making takes place—neighborhood, city, regional, state, planning. The subjects in the major teach students how the tools
national, and global. Subspecialties have also been described in of economics, policy analysis, political science, and urban design
terms of the roles that planners are called upon to play, such as can be used to solve social and environmental problems in the
manager, designer, regulator, advocate, educator, evaluator, or United States and abroad. In addition, students learn the skills
futurist. and responsibilities of planners who seek to promote eective and
equitable social change.
A focus on the development of practice-related skills is central
to the department's mission, particularly for students in the Aer satisfying the core requirements, students use their electives
MCP professional degree program. Acquiring these skills and to pursue a specic track. We suggest one of the following, but will
integrating them with classroom knowledge are advanced through accept self-designed options to better meet a student's interest:
urban and environmental policy and planning; urban society, history,
2019–2020 MIT Bulletin | 135

and politics; or urban and regional public policy. The required is intended for those undergraduates who have demonstrated
laboratory emphasizes urban information systems and oers skills exceptional performance in the major and show commitment to the
for measurement, representation, and analysis of urban phenomena. eld of city planning. Criteria for admission include the following:
In the laboratory subject, students also explore the ways emerging
technology can be used to improve government decision making. • A strong academic record in Course 11 subjects
• Letters of reference from departmental faculty
Students are encouraged to develop a program that will strengthen • Practical experience in planning, which could be gained through
their analytic skills, broaden their intellectual perspectives, and test internships, practicums, studios, Undergraduate Research
these insights in real-world applications. Students must complete Opportunities Program experiences, summer jobs, etc.
a senior project that synthesizes what they have learned. This
• A mature and passionate interest for the eld that warrants
project may consist of an analysis of a public policy issue, a report
further study
on a problem-solving experience from an internship or other eld
experience, or a synthesis of research on urban aairs. Students can obtain more information on the ve-year program
from Sandra Wellford, undergraduate administrator, Room 7-346A,
Urban Science and Planning with Computer Science (Course 617-253-9403.
11-6)
Urban settlements and technology around the world are rapidly co- Minor in Urban Studies and Planning
evolving as flows of population, nance, and politics are reshaping The six-subject Minor in Urban Studies and Planning oers students
the very identity of cities and nations globally. We already see the opportunity to explore issues in urban studies and planning in
rapid and profound change, especially in mega-cities, including some depth. Students initially take two Tier I subjects that establish
pervasive sensing, the growth and availability of continuous data the political, economic, and design contexts for local, urban, and
streams, advanced analytics, interactive communications and regional decision making. In addition, students choose four Tier II
social networks, and distributed intelligence. Examples of new elective subjects, which provide an opportunity to focus on urban
technologies facilitated by or requiring big data and new informatics and environmental policy issues or to study urban problems and
concentrated in urban areas include, but are not limited to, institutions. Students are encouraged to cra a minor that reflects
autonomous vehicles, sensor-enabled self-management of natural their own particular interests within the general parameters of the
resources, cybersecurity for critical infrastructure biometric identity, minor program requirements and in consultation with the minor
the sharing or gig-economy, and continuous public engagement advisor.
opportunities through social networks and data and visualization.
Requirements
The Bachelor of Science in Urban Science and Planning with
Computer Science (Course 11-6) (p. 486) emphasizes the
Development
development of fundamental skills in urban planning and policy,
11.002[J] Making Public Policy 12
including ethics and justice; statistics, data science, geospatial
analysis, and visualization; and computer science, robotics, and Electives
1
machine learning. The Course 11-6 program provides numerous Select four Course 11 elective subjects 36-48
opportunities for eld-based problem-solving experience through Total Units 60-72
labs, UROP assignments and client-based courses in which students
1
synthesize and empirically integrate what they are learning In consultation with the advisor, students can select from recommended
about theory and practice at the intersection of computer and concentrations described in the department's course maps or create
urban science. Students also have the opportunity to specialize their own stream tailored to a particular set of urban, policy, or planning
though the selection of a customized concentration of upper-level concerns.
electives in data visualization, applied spatial analysis, design,

and public policy. Students in the program are full members of both Minor in International Development
departments and of two schools, Architecture and Planning and The HASS Minor in International Development aims to increase
Engineering. students' ability to understand, analyze, and tackle problems of
global poverty and economic development in the developing world.
For more information, email ([email protected]) or call Challenges include increasing urbanization; the need for industrial
617-253-9403. growth as well as jobs for an increasing number of educated youth;
the crisis of resources and infrastructure; the fragmentation of
Five-Year SB-MCP Option state capacity and rising violence; ethical and moral issues raised
Undergraduate Course 11 majors may apply for admission to the by development planning; the role of appropriate technology and
department's Master in City Planning (MCP) program in their junior research; and popular discontent. The minor emphasizes problem-
year. Students accepted into the ve-year program receive both the solving, multidisciplinarity, and an understanding of institutions at
Bachelor of Science and the MCP at the end of ve years. Admission
136 | 2019–2020 MIT Bulletin

various levels—from the local to the global—as the keys to solving

today’s problems in emerging countries. Minor in Public Policy
The interdisciplinary HASS Minor in Public Policy (p. 365) is
The six-subject minor is structured into two tiers. The subjects in the intended to provide a single framework for students interested in the
rst tier provide a general overview of the history of international role of public policy in the eld of their technical expertise. Because
development and major theories and debates in the eld, and an the Course 11 major has a strong public policy element and several
introduction to the dilemmas of practice. They also introduce the subjects are redundant, Course 11 majors are not eligible for the
challenges of applying models of interventions across contexts and Minor in Public Policy.
the importance of understanding local institutional frameworks and
political economies across scales and levels of governance. HASS Concentrations
Subjects in the second tier oer an array of more specialized and DUSP oers clusters of subjects that satisfy the Institute
advanced subjects to allow students greater depth in specic sectors requirement. These three-subject clusters allow students either
and international development issues such as public nance, to develop competence within a specic discipline or to explore a
infrastructure and energy, sustainability, the role of technology particular policy problem. Possible areas of concentration include:
policy, the form and structure of cities, the politics of urban change designing the urban environment, environmental policy, urban
and development, the role of law and public policy in development, history, policy analysis and urban problems, legal issues and social
and the rethinking of development in terms of human rights. change, and education. Sample programs are available online
(http://dusp.mit.edu).
Tier I: Introduction to International Development
The DUSP concentration focusing on education can also lead to
Theories and Practice
Massachusetts licensure in teaching math and science at the middle
Select two of the following: 24
and high school levels. This requires taking:
11.005 Introduction to International
Development Education Concentration Subjects
11.025[J] D-Lab: Development 11.129[J] Educational Theory and Practice I 12
11.140 Urbanization and Development 11.130[J] Educational Theory and Practice II 12
Tier II: Specialized Topics in International 11.131[J] Educational Theory and Practice III 12
Development Core Subjects
Select four of the following (in consultation with the 42-48 11.124[J] Introduction to Education: Looking 12
minor advisor): Forward and Looking Back on
11.002[J] Making Public Policy Education
11.027 City to City: Comparing, Researching 11.125[J] Introduction to Education: 12
and Writing about Cities Understanding and Evaluating
11.144 Project Appraisal in Developing Education
Countries
More information is available from Eric Klopfer, Room E15-301,
11.147 Budgeting and Finance for the Public
617-253-2025.
Sector
11.164[J] Human Rights at Home and Abroad
11.165 Urban Energy Systems and Policy Graduate Study
11.166 Law, Social Movements, and
The Department of Urban Studies and Planning oers graduate work
Public Policy: Comparative and
leading to the Master in City Planning and the Doctor of Philosophy.
International Experience
In conjunction with the Center for Real Estate, the department
EC.715 D-Lab: Water, Sanitation and Hygiene also oers a Master of Science in Real Estate Development. These
Total Units 66-72 programs are open to students from a variety of backgrounds. Urban
studies, city planning, architecture, urban design, environmental
Additional subjects not listed above may be included in the minor at planning, political science, civil engineering, economics, sociology,
the discretion of the minor advisor. geography, law, management, and public administration all oer
suitable preparation. For further information concerning academic
Further information can be obtained from Professor Balakrishnan
programs in the department, application for admission, and nancial
Rajagopal ([email protected]), Room 9-432, 617-253-6315.
aid, contact Graduate Admissions, Room 7-346, 617-253-9403.
2019–2020 MIT Bulletin | 137

At least one core practicum subject, selected from an

Master in City Planning approved list, during the two-year program
The principal professional degree in the planning eld is the Master A thesis preparation seminar in the area of
in City Planning (MCP). The Department of Urban Studies and specialization, taken during the second or third term
Planning provides graduate education for men and women who of study
will assume professional roles in public, private, and nonprot
1
agencies, rms, and international institutions, in the United States Students can test out of these subjects.
and abroad. The department seeks to provide MCP students with the
skills and specialized knowledge needed to ll traditional as well Students identied as having weaker writing skills are also
as emerging planning roles. The MCP is accredited by the American encouraged to take a writing course.
Planning Association.
All students are required to submit a thesis on a topic of their choice.
The two-year Master in City Planning degree program emphasizes The department encourages MCP students to avoid the traditional
mastery of tools for eective practice and is therefore distinct from perception of the thesis as a "mini-dissertation," and to think
undergraduate liberal arts programs in urban aairs or doctoral instead of a client-oriented, professional document that bridges
programs that emphasize advanced research skills. MCP graduates academic and professional concerns. While most of the thesis work
work in a broad array of roles, from "traditional" city planning to occurs during the last term of the second year, students are urged to
economic, social, and environmental planning, as well as urban begin the process of dening a thesis topic early in the second year
design. In addition to its basic core requirements, the program through their participation in a required thesis preparation seminar.
oers four areas of specialization: City Design and Development;
Students in the MCP Program are encouraged to integrate eldwork
Environmental Policy and Planning; Housing, Community, and
and internships with academic coursework. The Department of Urban
Economic Development; and International Development. MCP
Studies and Planning provides a variety of individual and group
students, in their application to the department, select one of
eld placements involving varying degrees of faculty participation
these areas of specialization and, when applicable, indicate
and supervision. Academic credit is awarded for eld experience,
interest in cross-cutting programs in transportation planning, urban
although some students choose instead to participate in the work-
information systems, and regional planning.
study nancial aid program. The department also sponsors a variety
Each student's plan of study in the MCP Program is set forth in a of seminars in which students have an opportunity to reflect on their
program statement developed jointly by the student and faculty eld experiences.
advisor during the student's rst term. Linked to career development
The City Design and Development (CDD) group engages, researches,
goals, the program statement describes the purposes and goals
and projects the physical planning of cities, regions, and their built
of study, the proposed schedule of subjects, the manner in which
and natural environments, at scales and locations that range from
competence in a specialization is developed, and an indication of a
urban neighborhoods and city cores to outer suburbs. Graduates
possible thesis topic.
work in a variety of private, public, and nonprot roles as urban
designers, planning and design consultants, municipal and regional
Degree Requirements
planners, managers of public agencies, advocates of historic and
Students are expected to take a minimum of 36 credit units each
landscape preservation, housing, and land use regulations, real
term (at least three subjects, though more frequently four), yielding
estate development, and as planners of transportation and mobility
at least 126 total units, in addition to the thesis.
systems. CDD is closely associated with faculty and students in the
A collection of subjects and requirements to be taken during Department of Architecture's Urbanism eld, the Center for Advanced
the student's two years in the MCP program constitute a "core Urbanism, Center for Real Estate, SENSEable City Lab, and Media
experience" viewed as central to the professional program. The core Lab. Many subjects are cross-listed with these groups. CDD's diverse
subjects and requirements include the following: educational oerings, ranging from studios to seminars, lectures,
and workshops, ensure that every student can develop unique
An introductory subject in the chosen specialization competence and intellectual depth in the eld. CDD students may
area, taken in the rst term of the rst year also elect to pursue the Urban Design Certicate, for those who wish
11.201 Gateway: Urban Studies and 12 to be involved in shaping the physical form and logistical function
Planning of cities, or pursue an additional year of study through DUSP's SM
in Advanced Urbanism. Individual faculty within CDD also work in
11.202 Planning Economics 4
1 areas that include landscape urbanism; resilient cities and housing;
11.203 Microeconomics 8
1
land use planning and regulation; innovation districts; parametric
11.205 Introduction to Spatial Analysis 6 urbanism; and much more.
11.220 Quantitative Reasoning and 12
1
Statistical Methods for Planning I
138 | 2019–2020 MIT Bulletin

The Center for Advanced Urbanism—jointly administered by faculty local, regional, national, and global levels. IDG provides students
from the CDD group and the Urbanism group in the Department with an integrated view of the institutional, legal, historical,
of Architecture—is a research-based institution dedicated to economic, technological, and sociopolitical factors that have
implementing new collaborative models of design and urban shaped successful planning experiences and how they translate
research. into action. Class content and faculty expertise include economic
development at various scales; human rights and rights-based
The Environmental Policy and Planning (EPP) group emphasizes approaches to development, ethical and moral issues raised
the study of how society conserves and manages its natural by development planning, the challenge of planning amidst
resources and works to promote sustainable development. Areas popular discontent; regional planning (including decentralization);
of concern include the role of science in environmental policy- nance and project evaluation; housing, human settlements,
making, climate change mitigation and adaptation, sustainable and infrastructure services (transportation, telecommunications,
international development, adaptive ecosystem management, water, sanitation, sewerage); institutions of economic growth;
environmental justice, global environmental treaty making, law and economic development; industrialization and industrial
environmental regulation, energy eciency and renewable energy, policies (including privatization); poverty-reducing and employment-
the role of private corporations in environmental management, the increasing interventions including informal sector, nongovernment
public health impacts of environmental planning, infrastructure organizations, and small enterprises; comparative urban and
planning, and the mediation of environmental disputes. Students metropolitan politics and policy; property and land rights,
investigate the interactions between built and natural systems; the comparative property and land use law, collective action, and
eectiveness of dierent approaches to environmental planning and common property issues (water, forestry, grazing, agriculture);
policymaking; techniques for describing, modeling, forecasting, human rights and development; conflict and social dynamics in
and evaluating changes in environmental quality; approaches cities; post-conflict development; and globalization and governance.
to environmental policy analysis; strategies for stakeholder
involvement in environmental planning; and mechanisms for Urban Information Systems (UIS) is a cross-cutting group that
assessing the choices posed by the environmental impacts of new connects faculty, sta, and students who are interested in the
technology in local, state, national, and international contexts. ways information and communication technologies impact
urban planning. Research topics include building neighborhood
The Housing, Community, and Economic Development (HCED) information systems to facilitate public participation in planning;
group focuses on the equitable development of communities exploring the complex relationships underlying urban spatial
in the United States, at the neighborhood, city, and regional structure, land use, transportation, and the environment; modeling
scales. Its mission is to prepare professionals with the skills urban futures and metropolitan growth scenarios; and experimenting
and knowledge to be responsible leaders of public, private, with mobile computing, location-based services, and the community
and nonprot sector organizations and networks engaged in building, planning, and urban design implications of ubiquitous
equitable development. The group is driven by a deep faculty computing. Associated faculty are engaged in many related research
commitment to expanding opportunity and improving quality projects through the SENSEable City Lab, the Civic Data Design
of life for historically disadvantaged groups. HCED emphasizes Lab, the Urban Mobility Lab, the Center for Advanced Urbanism,
ongoing, empowering partnerships with those aected by change and MIT-wide interdisciplinary research initiatives such as the
—oen those who are organizing to lead local improvement eorts. Future Urban Mobility project in Singapore. Through seminars and
Many faculty and students also have an interest in global markets related activities, we share experiences and nd ways to collaborate
and federal and state policy. For decades, the group’s faculty on the technical, planning, and social science aspects of making
and students have helped shape policy, practice and research in information technology–enabled urban futures more responsive
housing, economic, workforce, and comprehensive community to public and private interests in ways that are transparent and
development. Increasingly, HCED connects to eorts that promote equitable.
public health, environmental sustainability, and more inclusive
“digital cities” as well. HCED promotes an integrated and dynamic Much of UIS's work involves the development and use of planning-
approach to learning, helping prepare students for careers as related soware and the urban analytics, spatial analysis tools,
problem solvers who can perform in varied roles: policy analyst or and systems (such as GIS and distributed geoprocessing) that
policy maker, advocate and organizer, mediator, evaluator, program are increasingly important parts of urban planning methods and
designer, investor and entrepreneur, project developer and manager. metropolitan information infrastructures. However, UIS interests
At the doctoral level, HCED prepares students not only to produce go beyond the development and use of specic technologies
but also to shape the next generation of creative teaching and and extend to an examination of the ripple eects of computing,
scholarship. communications, and digital spatial information on current
planning practices and on the meaning and value of the impacted
The International Development Group (IDG) draws on the communities and planning institutions.
experiences of developing and newly industrializing countries
throughout the world as the basis for advice about planning at the
2019–2020 MIT Bulletin | 139

Simultaneous Master's Degrees in City Planning and Architecture Doctor of Philosophy

Students who have been admitted to either the Department of The PhD is the advanced research degree in urban planning or
Urban Studies and Planning or the Department of Architecture can urban studies. Admission requirements are substantially the same
propose a program of joint work in the two elds that will lead to as for the master's degree, but additional emphasis is placed on
the simultaneous awarding of two degrees. Degree combinations academic preparation, professional experience, and the t between
may be MCP/MArch or MCP/SMArchS. A student must apply by the the student's research interests and the department's research
January deadline prior to beginning the last full year of graduate activities. Nearly all successful applicants have previously completed
study for the rst degree: MCP and SMArchS. SMArchS students a master's degree.
must apply during their rst year at MIT (by the end of the rst term);
MArch students must apply during or before their second year. The doctoral program emphasizes the development of research
Students are rst approved by the Dual Degree Committee and then competence and the application of research methods to exploring
considered during the spring admissions process. All candidates for critical planning questions. Students work under the mentorship
simultaneous degrees must meet the requirements of both degrees, of a faculty advisor. They may focus their studies on any subeld of
but may submit a joint thesis. planning in which the faculty in the department have expertise.
Aer successful completion of coursework, students are required

Simultaneous Master's Degrees in City Planning and to take oral and written qualifying general exams in two elds: an
Transportation intellectual discipline (city design and development, international
Students who have been admitted to study for the Master in City development, public policy, urban information systems, regional
Planning or the Master of Science in Transportation may apply to the and urban economics, or urban sociology) and a eld to which this
other program during their rst year of study and propose a program discipline is applied and that coincides with the student's research
of joint work in the two elds that will lead to the simultaneous interest and possible dissertation topic. Doctoral candidates
awarding of two degrees. Details of this program are provided are expected to complete the qualifying general examinations
under Interdepartmental Programs in the Civil and Environmental before beginning their third year of residence. Upon completing
Engineering section. the qualifying general examination and a colloquium about the
dissertation proposal, a PhD candidate must write and successfully
Simultaneous Master's Degrees in City Planning and Real Estate defend a doctoral dissertation that gives evidence of the capacity to
Development do independent and innovative research.
Students who have been admitted to the Master in City Planning
Program or the Master of Science in Real Estate Development A minimum of 72 units plus 36 units for the dissertation (a minimum
Program may apply to the other program during their rst year of of 108 units) is required for the PhD degree.
study and propose a program of joint work in the two elds that will
lead to the simultaneous awarding of two degrees. Students may Interested and qualied students can undertake joint doctoral
submit a joint thesis. programs with the Department of Political Science or the Department
of Civil and Environmental Engineering.
Master of Science in Urban Studies and Planning
Under special circumstances, admission may be granted to Advanced Urbanism Concentration
candidates seeking a one-year Master of Science (SM) degree. The Norman B. Leventhal Center for Advanced Urbanism (LCAU),
The SM is intended for professionals with a number of years of together with the Department of Architecture and MIT Department
distinguished practice in city planning or related elds who have of Urban Studies and Planning, have established a collaborative
a clear idea of the courses they want to take at MIT, the thesis they doctoral-level concentration in advanced urbanism. At MIT, advanced
want to write, and the DUSP faculty member with whom they wish to urbanism is the eld that integrates research on urban design,
work. That faculty member must be prepared to advise the candidate urbanization, and urban culture. The doctoral concentration in
when at MIT and to submit a letter of recommendation so indicating advanced urbanism is intended for those who have at least one
as part of the candidate's application. This process means that professional design degree (in architecture, landscape architecture,
prior to submitting an application the candidate must contact the urban design, etc.). A successful applicant will have research
appropriate DUSP faculty member to establish such a relationship. interests in urbanism that align with faculty research in both DUSP
The SM does not require the candidate to take the core courses, and Architecture. In this spirit, the student’s dissertation committee
which are mandatory for MCP candidates. As indicated above, a is expected to include faculty from both departments. More broadly,
thesis is required. For further information concerning the SM option, an advanced urbanism doctoral student is expected to engage
contact Graduate Admissions, Room 7-346, 617-253-9403. with the research community at the LCAU and within their home
department throughout their time at MIT.
140 | 2019–2020 MIT Bulletin

Admissions applications for the DUSP side of this program are designed for professionals interested in developing specialized
submitted directly through the department’s regular PhD admissions skills, but is also available to others.
process, with the same January 3 deadline. Those interested in being
considered for an Advanced Urbanism doctoral fellowship should The MIT Community Innovators Lab (CoLab) supports faculty and
indicate this in their applications. In the process of application students to work with low-income and excluded people in the United
review, the DUSP PhD admissions committee will identify strong States, Latin America, and the Caribbean, tapping their energy,
applicants who t the advanced urbanism program prole and creativity, and in-depth knowledge of the issues they face to tackle
nominate them for further consideration by a joint advanced poverty, climate change, and mass urbanization. Launched in 2007,
urbanism admissions committee. The applicant selected by this CoLab supports faculty and student collaboration on eld-based
joint committee would, in turn, be admitted as part of the regular projects working with departments, laboratories, and centers across
DUSP PhD admissions process. Upon arrival at MIT, students holding the Institute on action research while providing important resources
the advanced urbanism doctoral fellowship through DUSP will be to community leaders.
expected to complete all DUSP doctoral degree requirements plus CoLab oers instruction and tools—practice-based classes, study
additional requirements for the advanced urbanism concentration. groups, tutoring, coaching, mentoring, as well as IAP courses in
Tuition support and research assistantships are provided by LCAU. reflective practice, civic engagement, action research, use of social
Additional details (http://lcau.mit.edu/center/education) can be media, storytelling, and visual mapping—to help students embed
found on the LCAU website. and apply technical learning in real societal contexts, equipping
them with the resources they will need to take leadership roles in
Interdisciplinary Programs an increasingly complex world. Its dense network of innovative
practitioners in the US, Latin America, and the Caribbean augment
Graduate Programs in Transportation faculty instruction with eld-based coaching, helping to train
MIT provides a broad range of opportunities for transportation- the next generation of practitioners and scholars committed to
related education. Courses and classes span the School of addressing social exclusion and sustainability—two of the greatest
Engineering, the Sloan School of Management, and the School global challenges of our time.
of Architecture and Planning, with many activities covering
interdisciplinary topics that prepare students for future industry, In addition to work in communities, CoLab hosts regular programs
government, or academic careers. that bring nationally recognized leaders to share their work
and help inform the Institute’s research agenda. The Mel King
A variety of graduate degrees are available to students interested in Community Fellows Program convenes an annual cohort of advanced
transportation studies and research, including a Master of Science practitioners from a range of relevant elds who are grappling with
in Transportation and PhD in Transportation, described under challenges of equitable and sustainable development. CoLab also
Interdisciplinary Graduate Programs, as well as a nine-month Master provides community and industry leaders with private deliberative
of Engineering Transportation program, described in the Master of space in which they can explore emerging issues while allowing
Engineering program for the Department of Civil and Environmental students up-close opportunities to participate in collaborative
Engineering. brainstorming sessions. Along with CoLab workshops, CoLab Radio
(the center's blog) and online programming, roundtables, speaker
Environmental Planning Certicate series, and lunchtime talks, these activities enliven and enrich the
Students in the MCP and PhD program who complete a prescribed Institute’s intellectual community by infusing it with a powerful
set of subjects are awarded a Certicate in Environmental Planning. diversity of voices and insights.
For further information contact Takeo Kuwabara ([email protected]).
CoLab is located in Room 9-419. Further information can be found
Urban Design Certicate on the CoLab website (http://colab.mit.edu) and blog (http://
Students in the MCP, MArch, or SMArchS programs who complete a colabradio.mit.edu).
specic curriculum of subjects in history and theory, public policy, The Special Program for Urban and Regional Studies (SPURS)
development, studios and workshops, and a thesis in the eld of is a one-year program designed for mid-career professionals
urban design are awarded a Certicate in Urban Design by the School from developing and newly industrializing countries. SPURS was
of Architecture and Planning. For further information contact the founded in 1967 as part of the Department of Urban Studies and
Joint Program in City Design and Development oce, Room 10-485, Planning (DUSP), which has a long-standing commitment to bringing
617-253-5115. outstanding individuals to MIT to reflect on their professional
practice in the eld of international development. The program is
Nondegree Programs designed to nurture individuals, oen at a turning point in their
A limited number of nondegree students are admitted to the professional careers, to retool and reflect on their policy-making
department each term. This special student status is especially and planning skills. SPURS Fellows return to their countries with
2019–2020 MIT Bulletin | 141

a better understanding of the complex set of relationships among Paul Osterman, PhD
local, regional, and international issues. SPURS has hosted over Nanyang Technological University Professor
676 women and men from more than 117 countries in Latin America, Professor of Human Resources and Management
Asia, Africa, the Middle East, and Eastern and Central Europe. SPURS Professor of Urban Studies and Planning
alumni/ae hold senior level positions in both the public and private
sectors in their countries. Adèle Naudé Santos, MArch, MCP, MAUD
For further information contact Nimfa de Leon, Room 9-435, Professor of Urban Planning
617-253-5915 or visit the SPURS website (http://web.mit.edu/spurs/
www). Bishwapriya Sanyal, PhD
Ford International Professor
Professor of International Development and Planning
Inquiries
Hashim Sarkis, PhD
For further information concerning academic programs in the
department, application for admission, and nancial aid, contact
Professor of Urban Planning
Graduate Admissions, Room 7-346, 617-253-9403.
Anne Whiston Spirn, PhD

Faculty and Teaching Sta Cecil and Ida Green Distinguished Professor
Professor of Planning
Eran Ben-Joseph, PhD
Professor of Landscape Architecture
Professor of Landscape Architecture and Urban Planning
Head, Department of Urban Studies and Planning Lawrence E. Susskind, PhD
Ford Professor in Urban Studies
Professors Professor of Urban and Environmental Planning
Alan M. Berger, MLA
Professor of Urban Design and Landscape Architecture Lawrence Vale, DPhil
Ford International Professor in Urban Studies
Phillip L. Clay, PhD Professor of Urban Design and Planning
Class of 1922 Professor
Professor Post-Tenure of Urban Studies and Planning James Wescoat, PhD
Aga Khan Professor
Joseph Ferreira Jr, PhD Professor of Urban Studies and Planning
Professor Post-Tenure of Urban Planning and Operations Research
P. Christopher Zegras, PhD
Robert M. Fogelson, PhD Professor of Urban Planning and Transportation
Professor of Urban Studies
Professor of History Associate Professors
Mariana Arcaya, ScD
Dennis M. Frenchman, MArch, MCP
Associate Professor of Urban Planning and Public Health
Professor of Urban Design and Planning Gabriella Carolini, PhD
Associate Professor of International Development and Urban
David M. Geltner, PhD
Planning
Professor of Real Estate Finance
David Hsu, PhD
Amy K. Glasmeier, PhD
Associate Professor of Urban and Environmental Planning
Professor of Economic Geography and Regional Planning
Erica C. James, PhD
Eric Klopfer, PhD
Associate Professor of Medical Anthropology and Urban Studies
Professor of Comparative Media Studies
Associate Professor of Anthropology
Professor of Education
Janelle Knox-Hayes, PhD
Jennifer S. Light, PhD
Associate Professor of Economic Geography and Planning
Bern Dibner Professor of the History of Science and Technology
Professor of Urban Studies and Planning
Head, Science, Technology, and Society Program
142 | 2019–2020 MIT Bulletin

Balakrishnan Rajagopal, SJD

Associate Professor of Law and Development Visiting Associate Professors
Manish Srivastava, MSRED, SMArchS
Brent D. Ryan, PhD Visiting Associate Professor of Real Estate
Associate Professor of Urban Design and Public Policy
Albert Saiz, PhD Senior Lecturers

Daniel Rose Professor Joseph F. Coughlin, PhD
Associate Professor of Urban Economics and Real Estate Senior Lecturer in Urban Studies and Planning
Justin Steil, JD, PhD Claus Otto Scharmer, PhD

Class of '42 Career Development Professor Senior Lecturer in Management
Associate Professor of Law and Urban Planning Senior Lecturer in Urban Studies and Planning
J. Phillip Thompson, PhD Walter N. Torous, PhD

Associate Professor of Political Science and Urban Planning Senior Lecturer in Real Estate
(On leave)
Lecturers
Sarah E. Williams, MCP Cherie Abbanat, MCP
Homer A. Burnell Career Development Professor Lecturer of International Development and Urban Studies
Associate Professor of Information Technologies and Urban Planning
Member, Institute for Data, Systems, and Society Sarah Abrams, MS
Lecturer of Real Estate
Jinhua Zhao, PhD
Associate Professor of Urban Planning and Transportation Marie Law Adams, MArch
Member, Institute for Data, Systems, and Society Lecturer of Urban Design and Planning
Siqi Zheng, PhD Jennifer Cookke, MS, MBA

Samuel Tak Lee Professor Lecturer of Real Estate
Associate Professor of Real Estate Development and Karilyn Crockett, PhD
Entrepreneurship Lecturer of Public Policy and Urban Planning
Assistant Professors Dayna L. Cunningham, MBA, JD

Devin Bunten, PhD Lecturer in Urban Studies and Planning
Edward H. (1962) and Joyce Linde Career Development Professor
Assistant Professor of Urban Economics and Housing Louise Elving, MCP
(On leave, fall) Lecturer in Urban Studies and Planning
Jason Jackson, PhD Ezra Glenn, MA

Ford Career Development Professor Lecturer in Urban Studies and Planning
Assistant Professor of Political Economy and Urban Planning Christopher Gordon, MS
Delia Wendel, PhD Lecturer of Real Estate
Charles and Ann Spaulding Career Development Professor John Kennedy, MS
Assistant Professor of International Development and Urban Lecturer of Real Estate
Planning
(On leave, fall) Jerey Levine, MS
Lecturer of Economic Development and Planning
Ceasar L. McDowell, EdD W. Tod McGrath, MBA
Professor of the Practice of Civic Design Lecturer of Real Estate
Carlo Ratti, PhD Julie Newman, PhD

Professor of the Practice of Urban Technologies Lecturer of Environmental Planning and Sustainability
Mary Anne Ocampo, MArch

Lecturer of Urban Design and Planning
2019–2020 MIT Bulletin | 143

Elizabeth Reynolds, PhD Karen R. Polenske, PhD

Lecturer of Innovation and Economic Development Professor Emerita of Regional Political Economy and Planning
Peter Roth, MS, MArch William C. Wheaton, PhD

Lecturer of Real Estate Professor Emeritus of Urban Studies and Planning
Professor Emeritus of Economics
Gloria Schuck, PhD
Lecturer of Real Estate Clarence G. Williams, PhD
Adjunct Professor Emeritus of Urban Studies and Planning
Kairos Shen, MS
Lecturer of Urban Design and Planning
Yanni Tsipis, MS
Lecturer of Real Estate
Bruno Verdini Trejo, PhD

Lecturer of Urban Planning and Negotiation
Technical Instructors
Eric Huntley, PhD
Technical Instructor of GIS, Data Visualization and Graphics
Visiting Lecturers
Kate Mytty, MCP
Visiting Lecturer of Real Estate
Professors Emeriti
Lawrence Bacow, PhD
Professor Emeritus of Urban Planning
Ralph Gakenheimer, PhD

Professor Emeritus of Urban Planning
Gary A. Hack, MArch, PhD

Professor Emeritus of Urban Design
Frank S. Jones, MBA

Professor Emeritus of Urban Aairs
Langley C. Keyes Jr, PhD

Ford International Professor Emeritus
Professor Emeritus of City and Regional Planning
Melvin H. King, MEd

Senior Lecturer Emeritus of Urban Studies and Planning
Tunney F. Lee, BArch

Professor Emeritus of Architecture and Urban Studies and Planning
Frank Levy, PhD

Daniel Rose Professor Emeritus
Professor Emeritus of Urban Economics
Gary Marx, PhD

Professor Emeritus of Sociology
144 | 2019–2020 MIT Bulletin

SCHOOL OF ENGINEERING
SCHOOL OF ENGINEERING simultaneously. A series of minor programs from across the Institute
is also available.
Never have the challenges and opportunities of engineering been

more exciting or more critical to the long-term well-being of society Pioneering Programs in Engineering Education
than they are today. An engineering education from MIT provides Engineering education has been at the core of the Institute's
students with exceptional opportunities to dene and impact the mission since its founding in 1861. MIT created the contemporary
future. model of engineering education grounded in a dynamic, changing
base of science. It pioneered the modern model of the research
Technology's enormous influence on society is creating an increasing
university, with externally sponsored research programs and a
demand for engineering graduates. Engineers provide important
matrix of academic departments and research laboratories working
leadership to society through their central role in scientic and
across various disciplines. MIT also contributed in signicant
technological innovation. By creating, developing, and managing
ways to the creation of entire new elds, for example, chemical
complex technologies and products, engineers contribute directly
engineering, sanitary engineering, naval architecture and marine
to the betterment of humanity and to shaping our world. Seeking
engineering, and soil mechanics; the Institute also oered the
solutions to the most dicult challenges of our day in the context
rst course in aeronautical engineering. More recently, MIT has
of physical, economic, human, political, legal, and cultural realities
created new avenues for students to pursue concentrations in broad,
makes engineering a tremendously rewarding endeavor.
interdisciplinary areas such as computing, energy, medical science
The rst-year curriculum for all MIT undergraduates includes physics, and engineering, robotics, computational engineering, or poverty
chemistry, mathematics, biology, and the humanities, arts, and alleviation.
social sciences. An undergraduate student normally becomes
The School of Engineering has distinguished itself as a leader in
aliated with a particular department or course of study at the
engineering education, where the teaching of applied, hands-
beginning of sophomore year and works closely with an advisor from
on engineering is of the utmost importance. In 1916, it created
that department or program to shape their course of study. Students
one of the rst industrial internship programs, now the David
who would like to explore an engineering major are encouraged to
H. Koch School of Chemical Engineering Practice. Over the last
seek out and get involved with one of the engineering departments
several decades, the School of Engineering has launched numerous
during their rst year. Every department oers exciting subjects that
pioneering programs, many in partnership with industry, such
introduce rst-year students to engineering; they also oer First-
as Leaders for Global Operations (1988), System Design and
Year Advising Seminars that bring students together in small groups
Management (1997), the Deshpande Center for Technological
to discuss their eld with department faculty. The Undergraduate
Innovation (2001), the Undergraduate Practice Opportunities
Research Opportunities Program (UROP) (p. 45) is a great way to
Program (2001), the Bernard M. Gordon–MIT Engineering Leadership
delve into cutting-edge engineering research.
Program (2008), MITx and edX (2011), SuperUROP (2012), StartMIT
Once a student chooses an undergraduate major, there are many (2014), the MIT Sandbox Innovation Fund Program (2016), and
opportunities for individual initiatives. For example, the New the New Engineering Education Transformation program (2017).
Engineering Education Transformation (NEET) (http://neet.mit.edu)
The School of Engineering is constantly innovating in engineering
program aims to reimagine and rethink what and how undergraduate
education, developing novel pedagogical approaches, designing
engineering students learn by focusing on preparing them to develop
new subject oerings to strengthen current programs, and creating
the new machines and systems that they will build in the middle
new disciplines, elds of study, majors, and graduate programs.
of the 21st century. Also, the School's flexible engineering degree
Today, the School oers more than two dozen exciting engineering
programs oer students in several departments the opportunity
degree programs for its undergraduates. For example, the flexible
to satisfy department-based core requirements and declare an
SB in Engineering degree is oered by Mechanical Engineering,
additional concentration, which can be broad and interdisciplinary in
Aeronautics and Astronautics, Chemical Engineering, or Civil and
nature (e.g., energy, health, or the environment), or focused on areas
Environmental Engineering.
that can be applied to multiple elds (e.g., robotics and controls,
computational engineering, or engineering management). Students The School of Engineering also oers a range of co-curricular
may also elect to create their own concentrations under supervision activities designed to enhance students’ academic and non-
from department faculty. In addition, many undergraduates combine academic experiences at MIT. The MIT Sandbox Innovation Fund
their primary major with a second one in another area, such as Program (http://sandbox.mit.edu) seeks to help students develop
management, political science, economics, one of the sciences, the knowledge, skills, and attitudes to be successful innovators
or another area of engineering. Others organize their programs and entrepreneurs by providing up to $25,000 for student-
so they can receive both undergraduate and graduate degrees initiated ideas and mentoring from within MIT and from a broad
network of committed partners. The Undergraduate Practice
Opportunities Program (UPOP) (http://upop.mit.edu) is a program
2019–2020 MIT Bulletin | 145

for sophomores that provides opportunities for students to learn • Materials Processing Center
rst-hand about engineering practice outside the academic • Materials Research Laboratory
context through internships and intensive experiential-learning • Microsystems Technology Laboratories
workshops that emphasize development of professional abilities
• MIT Energy Initiative
and attitudes required in engineering work. And SuperUROP (https://
superurop.mit.edu), an expanded version of Undergraduate Research • MIT Stephen A. Schwarzman College of Computing
Opportunities Program (UROP), was launched in 2012 for juniors • Research Laboratory of Electronics
and seniors to have the time, training, resources, and guidance • Singapore-MIT Alliance
necessary for deep scientic and engineering inquiry leading to • Sociotechnical Systems Research Center
publication-worthy ndings.
School of Engineering faculty members also participate in
The School of Engineering is generally ranked at the top of its elds the activities of other research centers and laboratories that
by third-party rankings and surveys. US News and World Report are administered outside the School of Engineering. For more
has placed the School at the top of its engineering rankings every information, see the section on Research and Study (p. 91).
year they have run their survey, as has the QS World University
Rankings. Nearly a third of the School's current and emeritus faculty
and research sta have been inducted into the National Academy of Degrees Oered in the School of Engineering
Engineering.
Aeronautics and Astronautics (Course 16)
Interdepartmental Research Programs SB Aerospace Engineering
SB Engineering
Within the School of Engineering, students may develop a program
SM Aeronautics and Astronautics
that satises their own intellectual and professional objectives.
Those interested in an interdepartmental program should study SM/MBA Engineering/Management—dual degree with Leaders
1
the department descriptions and interdisciplinary program for Global Operations Program
description for opportunities that combine disciplines from MIT's Engineer Aeronautics and Astronautics
four other schools or the MIT Stephen A. Schwarzman College of PhD, ScD Aeronautics and Astronautics
Computing with those of the School of Engineering. 1
PhD Aeronautics, Astronautics, and Statistics
1
PhD, ScD Aerospace Computational Engineering
While the School's academic departments provide continuity and
PhD, ScD Aerospace, Energy, and the Environment
stability for the basic engineering disciplines, they increasingly
share interests in the way their individual disciplines are expressed PhD, ScD Air-Breathing Propulsion
and applied. Interdepartmental centers, laboratories, and programs PhD, ScD Aircra Systems Engineering
provide opportunities for faculty, students, and research sta PhD, ScD Air Transportation Systems
to undertake collaborative research and engage in educational PhD, ScD Autonomous Systems
programs dealing with these and other interdisciplinary applications PhD, ScD Communications and Networks
of importance to society.
PhD, ScD Controls
Interdisciplinary centers and laboratories in which School of PhD, ScD Humans in Aerospace
Engineering faculty play leading roles include the following: PhD, ScD Materials and Structures
PhD, ScD Oceanographic Engineering (Jointly with WHOI)
• Center for Advanced Nuclear Energy Systems
PhD, ScD Space Propulsion
• Center for Computational Engineering
PhD, ScD Space Systems
• Center for Ocean Engineering
• Center for Transportation and Logistics Biological Engineering (Course 20)
• Computer Science and Articial Intelligence Laboratory SB Biological Engineering
• Deshpande Center for Technological Innovation SM Toxicology
• Industrial Performance Center SM/MBA Engineering/Management—dual degree with Leaders
1
• Institute for Data, Systems, and Society for Global Operations Program
• Institute for Medical Engineering and Science MEng Biomedical Engineering
• Koch Institute for Integrative Cancer Research PhD, ScD Biological Engineering
• Laboratory for Information and Decision Systems

Chemical Engineering (Course 10)
• Laboratory for Manufacturing and Productivity
SB Chemical Engineering
146 | 2019–2020 MIT Bulletin

SB Chemical-Biological Engineering
SB Engineering Computational Science and Engineering
1
SM Chemical Engineering PhD, ScD Aerospace Computational Engineering
1
SM Chemical Engineering Practice PhD, ScD Civil Engineering and Computation
1
SM/MBA Engineering/Management—dual degree with Leaders PhD, ScD Computational Science and Engineering
for Global Operations Program PhD, ScD Computational Earth, Science and Planetary Sciences
1
PhD, ScD Chemical Engineering
PhD, ScD Chemical Engineering Practice
Computer Science and Molecular Biology (Course 6-7P)
1
Civil and Environmental Engineering (Course 1) MEng Computer Science and Molecular Biology
SB General Engineering
Computer Science, Economics, and Data Science (Course 6-14)
SM Civil and Environmental Engineering 1
SB Computer Science, Economics, and Data Science
SM/MBA Engineering/Management—dual degree with Leaders
1
for Global Operations Program
Data, Systems, and Society
MEng Civil and Environmental Engineering
SM Technology and Policy
Civil Engineer
PhD, ScD Social and Engineering Systems
Environmental
PhD Social and Engineering Systems and Statistics
Engineer
PhD Aeronautics and Astronautics and Statistics
PhD, ScD Biological Oceanography (jointly with WHOI)
PhD Cognitive Sciences and Statistics
PhD, ScD Chemical Oceanography (jointly with WHOI)
PhD Economics and Statistics
PhD, ScD Civil and Environmental Engineering
PhD Mathematics and Statistics
PhD, ScD Civil and Environmental Systems
PhD Political Science and Statistics
PhD, ScD Civil Engineering
1
PhD, ScD Civil Engineering and Computation
Design and Management (Integrated Design and Management &
PhD, ScD Coastal Engineering
System Design and Management)
PhD, ScD Construction Engineering and Management 1
SM Engineering and Management
PhD, ScD Environmental Biology
PhD, ScD Environmental Chemistry Electrical Engineering and Computer Science (Course 6)
PhD, ScD Environmental Engineering SB Computer Science and Engineering
PhD, ScD Environmental Engineering and Computation SB Electrical Engineering and Computer Science
PhD, ScD Environmental Fluid Mechanics SB Electrical Science and Engineering
PhD, ScD Geotechnical and Geoenvironmental Engineering SM Electrical Engineering and Computer Science
PhD, ScD Hydrology SM/MBA Engineering/Management—dual degree with Leaders
1
PhD, ScD Information Technology for Global Operations Program
PhD, ScD Oceanographic Engineering (jointly with WHOI) MEng Electrical Engineering and Computer Science
PhD, ScD Structures and Materials Electrical
PhD, ScD Transportation Engineer
Engineer in
Computation and Cognition (Course 6-9) Computer
SB Computation and Cognition
1 Science
MEng Computation and Cognition

1 PhD, ScD Computer Science
PhD, ScD Computer Science and Engineering
Computation for Design and Optimization PhD, ScD Electrical Engineering
1
SM Computation for Design and Optimization PhD, ScD Electrical Engineering and Computer Science
Computational and Systems Biology Health Sciences and Technology (HST)

1
PhD Computational and Systems Biology SM Health Sciences and Technology
MD Medical Sciences (degree from Harvard Medical
School)
2019–2020 MIT Bulletin | 147

1
ScD, PhD Health Sciences and Technology MEng Supply Chain Management
ScD, PhD Health Sciences and Technology—Bioastronautics
ScD, PhD Health Sciences and Technology—Bioinformatics and Transportation
1
Integrative Genomics SM Transportation
1
ScD, PhD Health Sciences and Technology—Medical PhD, ScD Transportation
Engineering and Medical Physics
Urban Science and Planning with Computer Science (Course
Materials Science and Engineering (Course 3) 11-6)
1
SB Archaeology and Materials SB Urban Science and Planning with Computer Science
SB Materials Science and Engineering
Notes
SM Materials Science and Engineering
Materials Many departments make it possible for a graduate student to pursue
Engineer a simultaneous master’s degree.
PhD, ScD Archaeological Materials
Several departments also oer undesignated degrees, which lead
PhD, ScD Materials Science and Engineering
to the Bachelor of Science without departmental designation. The
Mechanical Engineering (Course 2)
SB Engineering year departmental program.
SB Mechanical and Ocean Engineering
1
SB Mechanical Engineering See Interdisciplinary Programs (p. 339).
SM Mechanical Engineering
SM Naval Architecture and Marine Engineering
Admissions
SM Ocean Engineering
SM Oceanographic Engineering (jointly with WHOI) The selection process at MIT is holistic and student centered: each
SM/MBA Engineering/Management—dual degree with Leaders application is evaluated within its unique context. Selection is based
for Global Operations Program
1 on outstanding academic achievement as well as a strong match
MEng Manufacturing
Mechanical Undergraduate applicants do not apply to a particular school,

Engineer department or program and, although the application asks about
Naval Engineer a preferred eld of study, most admitted undergraduates do
PhD, ScD Mechanical Engineering not declare a major until the second semester of their rst year.
PhD, ScD Naval Architecture and Marine Engineering Admissions information for regular, transfer, and non-degree
PhD, ScD Ocean Engineering applicants is provided in the section on Undergraduate Education
(p. 31).
PhD, ScD Oceanographic Engineering (jointly with WHOI)
Microbiology department or program of interest. See the individual department
1
PhD Microbiology and program descriptions for specic requirements.
Nuclear Science and Engineering (Course 22)

SB Engineering Oce of the Dean
SB Nuclear Science and Engineering
Anantha P. Chandrakasan, PhD
SM Nuclear Science and Engineering Vannevar Bush Professor in Electrical Engineering
Nuclear Engineer Dean, School of Engineering
PhD, ScD Nuclear Science and Engineering
Anette E. Hosoi, PhD
Neil and Jane Pappalardo Professor
Polymers and So Matter
1 Professor of Mechanical Engineering
PhD, ScD Polymers and So Matter
Professor of Mathematics
Associate Dean, School of Engineering
Supply Chain Management
1
MASc Supply Chain Management Michael J. Cima, PhD
148 | 2019–2020 MIT Bulletin

David H. Koch Professor in Engineering

Professor of Materials Science and Engineering
Associate Dean for Innovation, School of Engineering
Heather Kispert Hagerty

Catherine Kim
Assistant Dean for Human Resources and Administration
School Professors
Nicholas A. Ashford, JD, PhD
Professor of Technology and Policy
Member, Institute for Data, Systems, and Society
Timothy Berners-Lee
3Com Founders Professor of Engineering
2019–2020 MIT Bulletin | 149

DEPARTMENT OF AERONAUTICS AND ASTRONAUTICS
areas. Connected to the Gelb Lab is the expansive Gerhard

Neumann Hangar, which includes a small wind tunnel, and a
DEPARTMENT OF AERONAUTICS AND ASTRONAUTICS workspace for large-scale student projects, such as aircra,
Department of Aeronautics and Astronautics (AeroAstro) students, rockets, and autonomous vehicles of all descriptions. The
faculty, and sta share a passion for air and space vehicles, the adjacent Robert C. Seamans Jr. Laboratory is a community
technologies that enable them, and the missions they fulll. gathering area with meeting and discussion rooms.
• For more than 80 years, the Wright Brothers Wind Tunnel (WBWT)
Aerospace is an intellectually challenging, economically important, has played a key role in the development of aerospace, civil
and exciting eld. AeroAstro’s mission is to prepare engineers for engineering, and architectural systems. In the near future,
success and leadership in the conception, design, implementation, the existing tunnel will be dismantled and replaced by a new,
and operation of aerospace and related engineering systems. This state-of-the-art wind tunnel, which will be the largest and most
is achieved through commitment to educational excellence, to the advanced academic wind tunnel in the US. Until construction on
creation of critical aerospace vehicle and information engineering the new tunnel begins, the current WBWT will continue to serve
technologies, and to the engineering of complex high-performance as a learning and research tool for all AeroAstro students.
systems.
• Building 31 (Sloan Laboratories) is the new crown jewel of
AeroAstro, which traces its roots to 1914 (even earlier if you count AeroAstro facilities. Reopened in fall 2017, fresh from a $52
MIT’s 1896 wind tunnel), is the oldest program of its kind in the million renovation, Building 31 houses the Kresa Center for
United States. The department maintains a tradition of strong Autonomous Systems' massive high-bay facility for testing of
scholarship and solving complex challenges. The campus community aerial robotic systems, as well as extensive lab and workshop
comprises people whose careers have included astronaut, Air space for Beaver Works, the joint MIT-Lincoln Laboratory center
Force secretary, NASA deputy administrator and chief technologist, where undergraduates design and build projects for real-
Air Force chief scientist, aerospace executives, and corporate world customers. It also serves as a home for the Gas Turbine
founders. AeroAstro alumni/ae are entrepreneurs who start their own Laboratory's oces and laboratory.
businesses, policy-makers shaping the direction of future research
In looking toward future challenges and opportunities in the
and development, educators sharing a passion for learning, and
aerospace eld, the department has identied six core competencies
researchers pushing technology’s boundaries.
to strengthen and evolve: vehicle design, information sciences,
Working closely with student, alumni/ae, industry, government, and computation, human–system collaboration, atmosphere and space
academic stakeholders, AeroAstro created a landmark educational sciences, and complex systems. These are built upon and connected
initiative for its degree programs, an education model that has by four strategic thrusts: air transportation, autonomous systems,
spread to more than 100 universities worldwide. This undergraduate small satellites, and education By striving for excellence in the
engineering education model motivates students to master a deep underlying core disciplines and emphasizing the collaborative
working knowledge of the technical fundamentals while providing problem solving required for tackling the complex, multidisciplinary
the skills, knowledge, and attitude necessary to lead in the creation problems that characterize this industry, AeroAstro is positioned to
and operation of products, processes, and systems. respond to these and future opportunities.
Graduates with an aerospace engineering degree nd careers in

Sectors of Instruction
commercial and military aircra and spacecra engineering, space
exploration, air- and space-based telecommunication, autonomous The department's faculty are organized into three sectors of
vehicle and system design, teaching, research, military service, instruction. Typically, a faculty member teaches both undergraduate
and related technology-intensive elds, such as transportation, and graduate subjects in one or more of the sectors.
information, and the environment. The comprehensive technical
education, with its strong emphasis on understanding complex Information Sector
systems, is also excellent preparation for careers in business, law, Most of the aerospace systems of the future will either revolve
medicine, and public service. around or critically depend upon information technology, and all
will exploit information technology to an increasing extent. The
AeroAstro supports labs and centers across campus. Three of missions of many aerospace systems are fundamentally centered
particular note are the Learning Laboratory for Complex Systems, on gathering, processing, and transmitting information. Examples
Building 31 (Sloan Laboratories), and the Wright Brothers Wind where information technology is central include communication
Tunnel. satellites, surveillance and reconnaissance aircra and satellites,
planetary rovers, global positioning satellites, the air transportation
• The Learning Laboratory for Complex Systems' Arthur Gelb
system, and integrated defense systems. Other aerospace systems
Laboratory features an extensive machine shop, composites
also must rely on information technology–intensive subsystems
fabrication facility, electronics design lab, and team project
to provide important on-board functions, including navigation,
150 | 2019–2020 MIT Bulletin

autonomous or semi-autonomous guidance and control, cooperative passengers in commercial aircra, orbital communications, or the
action (including formation flight), and health monitoring systems. exploration of space, among others.
Furthermore, almost every aircra or satellite is one system
within a larger system, and information plays a central role in the The Aerospace Systems sector addresses traditional vehicle design
interoperability of these subsystems. issues integrated with other issues, including environmental impact,
how humans interact with robotics and aerospace vehicles, and
Faculty members in the Information Sector teach and perform information-related aspects. Safety, fault-tolerance, verication, and
research on a broad range of areas, including guidance, navigation, validation are also signicant areas of inquiry. Ongoing research
control, autonomy, communication, networks, and real-time mission- in the sector includes investigation of air trac management,
critical soware and hardware. In many instances, the functions distributed satellite systems, environmental impact of aerospace
provided by aerospace information systems are critical to life or systems, enterprise architecture, integrated design of space-based
mission success. The complex nature of an aerospace system can optical systems, reduced gravity research into human physiology,
either be simplied by the use of information technologies or can and soware development methods for flight and mission-critical
become signicantly more complicated through the misuse of systems. Numerous systems sector faculty design, build and fly
information technologies. Hence, safety, fault-tolerance, verication, spaceflight experiments ranging from small satellites to astronaut
and validation are signicant areas of inquiry. Ongoing research in space missions.
this sector includes autonomy and robotics, command and control
of multiple unmanned/autonomous vehicles, space and airborne Students interested in systems engineering should develop a
communication systems and networks, and soware development strong background in some of the disciplines that support systems
methods for flight and mission-critical systems, investigation of analysis, such as probability, statistics, optimization, operations
air trac management, and design of robust and adaptive control research, manufacturing, and economics. Research labs associated
algorithms. with the activities of this sector include the Human Systems
Laboratory; Space Systems Laboratory; Space Telecommunications,
The Information Sector has strong linkages to the department's Astronomy and Radiation Laboratory; Strategic Engineering;
Aerospace Systems Sector, particularly on issues related to how Systems Architecture; International Center in Air Transportation;
humans interact with aerospace vehicles. Other common interests and the Laboratory for Aviation and the Environment. Many of
include the safety aspects of large, mission-critical soware the department faculty in this sector are also associated with the
systems, the design and operation of ground and air transportation Institute for Data, Systems, and Society.
systems, and the design and operation of satellite systems. The
sector also has linkages with the Vehicles Technology Sector Vehicle Technologies Sector
through a common interest in research on unmanned aerial vehicles. The design of an aerospace vehicle requires not only depth in a
Moreover, the sector has strong links to the Department of Electrical number of disciplines, but also the ability to integrate and optimize
Engineering and Computer Science and the Institute for Data, across these disciplines so the result is greater than the sum of the
Systems, and Society through joint teaching and collaborative individual parts. For the former, the vehicle sector faculty represent,
research in communication, networks, control, robotic systems, in both research and teaching, a broad suite of disciplines ranging
optimization, numerical techniques, and algorithms. across the elds of computation, fluid mechanics, propulsion,
materials, and structures. For the latter, there is strong interest in,
Aerospace Systems Sector and many successful examples of, collaborations that bring these
The Aerospace Systems sector is responsible for instruction and dierent disciplines together to solve important problems beyond
research in systems engineering, a discipline that denotes the the reach of a single faculty member.
methodologies used in the architecting, design, manufacture, and
operation of the highly complex and demanding systems in the The research footprint of the sector spans from fundamental
eld of aeronautics and astronautics. The sector consists of faculty engineering science to design techniques to the rigorous
members with research specialties in this area, as well as faculty engineering of complex vehicle components and systems. One
aliates who contribute to the full disciplinary strength of the specic embodiment of such “intellectual vertical integration”
department. has been the development of a rst-principles conceptual design
procedure for advanced aircra. There is also substantive research
The systems approach considers all factors important to the engagement with industry, both in sponsorship of projects and
performance, economic viability, manufacture, acceptability, and through collaboration.
operation of engineering systems—technical, social, environmental,
production, nancial, and safety aspects—and attempts to nd Topics of current interest include aviation and ground transportation
optimal or best-value trade-os among them while considering risk climate and air quality impacts; computational design and
and uncertainty. The systems engineer must deal simultaneously simulation of fluid, material, and structural systems, including
with these factors, whether the objective is the transport of computational aerodynamics and, more broadly, numerical
methods, optimization, and uncertainty quantication for large-
2019–2020 MIT Bulletin | 151

scale engineering systems; composite materials and structures, and include: modeling, design, the ability for self education,
including nano-engineered composites; simulation of the dynamic computer literacy, communication and teamwork skills, ethics,
deformation and failure response of materials, with application and—underlying all of these—appreciation for and understanding
to concepts and material for force protection, physics of plasma, of interfaces and connectivity between various disciplines.
and electrospray space propulsion with particular application Opportunities for formal and practical (hands-on) learning in
to microthrusters; turbomachinery and internal flows in fluid these areas are integrated into the departmental subjects through
machinery; gas turbine engines; and aero-acoustics. Beyond these examples set by the faculty, subject content, and the ability for
topics, there is outreach and interest in leveraging our skills into substantive engagement in the CDIO process in the department's
applications that lie outside the traditional boundaries of aerospace. Learning Laboratory for Complex Systems.
Research laboratories aliated with the sector include the The curriculum (p. 393) includes the General Institute
Aerospace Computational Design Laboratory, Gas Turbine Requirements (p. 36) and the departmental program. The
Laboratory, Laboratory for Aviation and the Environment, Nano- departmental program includes a fall-spring-fall sequence of
Engineered Composite Aerospace Structures Consortium, Laboratory subjects called Unied Engineering, subjects in dynamics and
for Aviation and the Environment, and Space Propulsion Laboratory. principles of automatic control, a statistics and probability subject, a
subject in computers and programming, professional area subjects,
an experimental projects laboratory, and a capstone design subject.
Research Laboratories and Activities
The program also includes subject 18.03 Dierential Equations.
The department's faculty, sta, and students are engaged in a wide
variety of research projects. Graduate students participate in all the Unied Engineering is oered in sets of two 12-unit subjects in two
research projects. Projects are also open to undergraduates through successive terms. These subjects are taught cooperatively by several
the Undergraduate Research Opportunities Program (UROP) (p. 45). faculty members. Their purpose is to introduce new students to the
Some projects are carried out in an unstructured environment by disciplines and methodologies of aerospace engineering at a basic
individual professors working with a few students. Most projects level, with a balanced exposure to analysis, empirical methods, and
are found within the departmental laboratories and centers (http:// design. The areas covered include statics, materials, and structures;
aeroastro.mit.edu/research-labs). Faculty also undertake research thermodynamics and propulsion; fluid mechanics; and signals
in or collaborate with colleagues in the Computer Science and and systems. Several laboratory experiments are performed and
Articial Intelligence Laboratory, Draper Laboratory, Laboratory a number of systems problems tying the disciplines together and
for Information and Decisions Systems, Lincoln Laboratory, exemplifying the CDIO process are included.
Operations Research Center, Research Laboratory of Electronics,
Unied Engineering is usually taken in the sophomore year, 16.09
and the Program in Science, Technology, and Society, as well as in
Statistics and Probability in the spring of the sophomore year,
interdepartmental laboratories and centers listed in the introduction
and the subjects 16.06 Principles of Automatic Control and 16.07
to the School of Engineering (p. 145).
Dynamics in the rst term of the junior year. 6.0001 Introduction to
Computer Science Programming in Python and 6.0002 Introduction
to Computational Thinking and Data Science can be taken at any
Undergraduate Study
time, starting in the rst year of undergraduate study, but the fall
Undergraduate study in the department leads to the Bachelor of term of the sophomore year is recommended.
Science in Aerospace Engineering (Course 16), or the Bachelor of
The professional area subjects oer a more complete and in-depth
Science in Engineering (Course 16-ENG) at the end of four years.
treatment of the materials introduced in the core courses. Students
must take four subjects (48 units) from among the professional area
Bachelor of Science in Aerospace Engineering (Course 16)
subjects, with subjects in at least three areas. Students may choose
This program is designed to prepare the graduate for an entry-level
to complete an option in Aerospace Information Technology by
position in aerospace and related elds and for further education at
taking at least 36 of the 48 required units from a designated group of
the master's level; it is accredited by the Engineering Accreditation
subjects specied in the degree chart (p. 393).
Commission of ABET (http://www.abet.org). The program includes an
opportunity for a year's study abroad. Professional area subjects in the four areas of Fluid Mechanics,
Materials and Structures, Propulsion, and Computational Tools
The formal learning in the program builds a conceptual
represent the advanced aerospace disciplines encompassing
understanding in the foundational engineering sciences and
the design and construction of airframes and engines. Topics
professional subjects that span the topics critical to aerospace. This
within these disciplines include fluid mechanics, aerodynamics,
learning takes place within the engineering context of conceiving-
heat and mass transfer, computational mechanics, flight vehicle
designing-implementing-operating (CDIO) aerospace and related
aerodynamics, solid mechanics, structural design and analysis, the
complex high-performance systems and products. The skills and
study of engineering materials, structural dynamics, and propulsion
attributes emphasized go beyond the formal classroom curriculum
152 | 2019–2020 MIT Bulletin

and energy conversion from both fluid/thermal (gas turbines and the Engineering Accreditation Commission of ABET (http://
rockets) and electrical devices. www.abet.org). Depending on their interests, Course 16-ENG
students can develop a deeper level of understanding and skill in
Professional area subjects in the four areas of Estimation and a eld of engineering that is relevant to multiple disciplinary areas
Control, Computer Systems, Communications Systems, and Humans (e.g., robotics and control, computational engineering, mechanics,
and Automation are in the broad disciplinary area of information, or engineering management), or a greater understanding and
which plays a dominant role in modern aerospace systems. Topics skill in an interdisciplinary area (e.g., energy, environment and
within these disciplines include feedback, control, estimation, sustainability, or transportation). This is accomplished rst through
control of flight vehicles, soware engineering, human systems a rigorous foundation within core aerospace engineering disciplines,
engineering, aerospace communications and digital systems, followed by a six-subject concentration tailored to the student's
fundamentals of robotics, the way in which humans interact with the interests, and completed with hands-on aerospace engineering lab
vehicle through manual control and supervisory control of telerobotic and capstone design subjects.
processes (e.g., modern cockpit systems and human centered
automation), and how planning and real-time decisions are made by The core of the 16-ENG degree is very similar to the core of the
machines. 16 degree. A signicant part of the 16-ENG curriculum consists of
electives (72 units) chosen by the student to provide in-depth study
The capstone subjects serve to integrate the various disciplines and of a eld of the student's choosing. A wide variety of concentrations
emphasize the CDIO context of the AeroAstro curriculum. They also are possible in which well-selected academic subjects complement
satisfy the Communication Requirement (p. 38) as Communication- a foundation in aerospace engineering and General Institute
Intensive in the Major (CI-M) subjects. The vehicle and system Requirements. Potential concentrations include aerospace soware
design subjects require student teams to apply their undergraduate engineering, autonomous systems, communications, computation
knowledge to the design of an aircra or spacecra system. One of and sustainability, computational engineering, embedded systems
these two subjects is required and is typically taken in the second and networks, energy, engineering management, environment,
term of the junior year or in the senior year. (The completion of space exploration, and transportation. AeroAstro faculty have
at least two professional area or concentration subjects is the developed specic recommendations in these areas; details are
prerequisite for capstone subjects 16.82 and 16.83[J].) The rest available from the AeroAstro Academic Programs Oce (Room
of the capstone requirement is satised by one of four 12–18 unit 33-202) and on the departmental website. However, concentrations
subjects or subject sequences, as outlined in the Course 16 degree are not limited to those listed above. Students can design and
chart; these sequences satisfy the Institute Laboratory Requirement. propose technically oriented concentrations that reflect their own
In 16.821 and 16.831[J] students build and operate the vehicles or needs and those of society.
systems developed in 16.82 and 16.83[J]. In 16.621/16.622, students
conceive, design, and execute an original experimental research The student's overall program must contain a total of at least one and
project in collaboration with a partner and a faculty advisor. In one-half years of engineering content (144 units) appropriate to his
16.405[J], students specify and design a small-scale yet complex or her eld of study. The required core, lab, and capstone subjects
robot capable of real-time interaction with the natural world. include 102 units of engineering topics. Thus, concentrations must
include at least 42 more units of engineering topics. In addition,
To take full advantage of the General Institute Requirements (p. 36) each concentration must include 12 units of mathematics or science.
and required electives, the department recommends the following:
3.091 Introduction to Solid-State Chemistry for the chemistry The culmination of the 16-ENG degree program is our aerospace
requirement; the ecology option of the biology requirement; a laboratory and capstone subject sequences. The capstone subjects
subject in economics (e.g., 14.01 Principles of Microeconomics) as serve to integrate the various disciplines and emphasize the
part of the HASS Requirement; and elective subjects such as 16.00 CDIO context of our engineering curriculum. They also satisfy the
Introduction to Aerospace and Design, a mathematics subject (e.g., Communication Requirement as CI-M subjects. The laboratory and
18.06 Linear Algebra, 18.075 Methods for Scientists and Engineers, capstone options in the 16-ENG degree are identical to those in the
or 18.085 Computational Science and Engineering I), and additional Course 16 degree program (see the description of this program for
professional area subjects in the departmental program. Please additional details on the laboratory and capstone sequences).
consult the department's Academic Programs Oce (Room 33-202)
for other elective options. Double Major
Students may pursue two majors under the Double Major Program
Bachelor of Science in Engineering (Course 16-ENG) (p. 34). In particular, some students may wish to combine a
Course 16-ENG is an engineering degree program designed to professional education in aeronautics and astronautics with a
oer flexibility within the context of aerospace engineering liberal education that links the development and practice of science
and is a complement to our Course 16 aerospace engineering and engineering to their social, economic, historical, and cultural
degree program. The program leads to the Bachelor of Science contexts. For them, the Department of Aeronautics and Astronautics
in Engineering (p. 410). The 16-ENG degree is accredited by
2019–2020 MIT Bulletin | 153

and the Program in Science, Technology, and Society oer a double Students are also encouraged to take advantage of other career
major program (p. 280) that combines majors in both elds. resources available through Career Advising and Professional
Development or through the MIT International Science and
Other Undergraduate Opportunities Technology Initiatives (MISTI). AeroAstro students can apply to
participate in the Imperial College London-MIT Summer Research
Undergraduate Research Opportunities Program Exchange Program.
To take full advantage of the unique research environment of MIT,
undergraduates, including rst-year students, are encouraged to Career Advising and Professional Development coordinates several
become involved in the research activities of the department through annual career fairs and oers workshops on how to navigate these
the Undergraduate Research Opportunities Program (UROP) (p. 45). fairs, as well as critique on résumé writing and cover letters.
Many of the faculty actively seek undergraduates to become a part
of their research teams. Visit research centers' websites to learn Year Abroad Program
more about available research opportunities. For more information, Through the MIT Global Education Oce, students can apply to study
contact Marie Stuppard ([email protected]) in the AeroAstro Academic abroad in the junior year. In particular, the department participates
Programs Oce, Room 33-202, 617-253-2279. in the University of Pretoria-MIT Exchange program. In any year-
abroad experience, students enroll in the academic cycle of the
Advanced Undergraduate Research Opportunities Program host institution and take courses in the local language. They plan
Juniors and seniors in Course 16 may participate in an advanced their course of study in advance; this includes securing credit
undergraduate research program, SuperUROP (https:// commitments in exchange for satisfactory performance abroad. A
superurop.mit.edu), which was launched as a collaborative eort grade average of B or better is normally required of participating
between the Department of Electrical Engineering and Computer AeroAstro students.
Science (EECS) and the Undergraduate Research Opportunities For more information, contact Marie Stuppard ([email protected]). Also
Program (UROP) (p. 45). More information is available online or by refer to Undergraduate Education (p. 47) for more details on the
contacting Joyce Light ([email protected]), AeroAstro Headquarters, exchange programs.
Room 33-207, (617) 253-8408.
Massachusetts Space Grant Consortium
Undergraduate Practice Opportunities Program MIT leads the NASA-supported Massachusetts Space Grant
The Undergraduate Practice Opportunities Program (UPOP) (http:// Consortium (MASGC) in partnership with Boston University,
upop.mit.edu) is a program sponsored by the School of Engineering Bridgewater State University, Harvard University, Framingham State
and administered through the Oce of the Dean of Engineering. University, Mount Holyoke College, Northeastern University, Olin
Open to all School of Engineering sophomores, this program College of Engineering, Roxbury Community College, Tus University,
provides students an opportunity to develop engineering and University of Massachusetts (Amherst, Dartmouth, and Lowell),
business skills while working in industry, nonprot organizations, Wellesley College, Williams College, Worcester State University,
or government agencies. UPOP consists of three parts: an intensive Worcester Polytechnic Institute, Boston Museum of Science, the
one-week engineering practice workshop oered during IAP, 10– Christa McAulie Center, the Maria Mitchell Observatory, and
12 weeks of summer employment, and a written report and oral the Five College Astronomy Department. The program has the
presentation in the fall. Students are paid during their periods of principal objective of stimulating and supporting student interest,
residence at the participating companies and also receive academic especially that of women and underrepresented minorities, in
credit in the program. There are no obligations on either side space engineering and science at all educational levels, primary
regarding further employment. through graduate. The program oers a number of activities to this
end, including sponsorship of undergraduate research projects,
Summer Internship Program support for student travel to present conference papers, a January
The Summer Internship Program provides undergraduates in the internship at the Kennedy Space Center, an annual public lecture by
department the opportunity to apply the skills they are learning a distinguished member of the aerospace community, and summer
in the classroom in paid professional positions with employers workshops for pre-college teachers. An important function of the
throughout the United States. During recruitment periods, program is coordinating placement of students in summer positions
representatives from rms in the aerospace industry will visit the at NASA centers for summer academies and research opportunities.
department and oer information sessions and technical talks MASGC also participates in a number of public outreach and
specically geared to Course 16 students. Oen, student résumes are education policy initiatives in Massachusetts to increase public
collected and interviews conducted for summer internships as well awareness and inform legislators about the importance of science,
as long-term employment. Employers wishing to oer an information technology, engineering, and math education in the state.
session or seeking candidates for openings in their company may
contact Marie Stuppard ([email protected]), 617-253-2279.
154 | 2019–2020 MIT Bulletin

For more information, contact the program coordinator of research work and evaluation of the student's academic record in
the Massachusetts Space Grant Consortium, Helen Halaris light of the performance on the FE.
([email protected]), 617-258-5546.
The FE examination is oered once each year, during the January
Independent Activities Period. Students who wish to be considered
Inquiries for the doctoral program must take the FE before the fourth term
For additional information concerning academic and undergraduate following initial registration in the graduate program.
research programs in the department, suggested four-year
The Department of Aeronautics and Astronautics requires that all
undergraduate programs, and interdisciplinary programs, contact
entering graduate students demonstrate satisfactory English writing
Marie Stuppard ([email protected]), 617-253-2279.
ability by taking the Graduate Writing Examination oered by the
Comparative Media Studies/Writing Program. The examination is
usually administered in July, and all entering candidates must take
Graduate Study
the examination electronically at that time. Students with decient
Graduate study in the Department of Aeronautics and Astronautics skills must complete remedial training specically designed to
includes graduate-level subjects in Course 16 and others at MIT, fulll their individual needs. The remedial training prescribed by
and research work culminating in a thesis. Degrees are awarded the CMS/Writing Program must be completed by the end of the rst
at the master's and doctoral levels. The range of subject matter is Independent Activities Period following initial registration in the
described under Sectors of Instruction (p. 150). Departmental graduate program or, in some cases, in the spring term of the rst
research centers' websites oer information on research interests. year of the program.
Detailed information may be obtained from the Department
All incoming graduate students whose native language is not
Academic Programs Oce or from individual faculty members.
English are required to take the Department of Humanities English
Evaluation Test (EET) oered at the start of each regular term. This
Admission Requirements
test is a prociency examination designed to indicate areas where
In addition to the general requirements for admission to the
deciencies may still exist and recommend specic language
Graduate School, applicants to the Department of Aeronautics and
subjects available at MIT.
Astronautics should have a strong undergraduate background in the
fundamentals of engineering and mathematics as described in the
Degree Requirements
Undergraduate Study section.
All entering students are provided with additional information
International students whose language of instruction has not been concerning degree requirements, including lists of recommended
English in their primary and secondary schooling must pass the subjects, thesis advising, research and teaching assistantships, and
Test of English as a Foreign Language (TOEFL) with a minimum score course and thesis registration.
of 100 out of 120, or the International English Language Testing
System (IELTS) with a minimum score of 7 out of 9 to be considered Degrees Oered
for admission to this department. TOEFL waivers are not accepted. No
other exams fulll this requirement. Master of Science in Aeronautics and Astronautics
The Master of Science (SM) degree is a one- to two-year graduate
All applicants to the graduate program in Aeronautics and program with a beginning research or design experience represented
Astronautics also must submit the Graduate Record Examination by the SM thesis. This degree prepares the graduate for an advanced
(GRE) test results. position in the aerospace eld, and provides a solid foundation for
future doctoral study.
New graduate students are normally admitted as candidates for the
degree of Master of Science. Admission to the doctoral program The general requirements for the Master of Science degree are
is oered to students who have been accepted for graduate study cited in the section on General Degree Requirements (p. 62) for
through a two-step process: graduate students. The specic departmental requirements include
at least 66 graduate subject units, typically in subjects relevant to
1. Passing performance on the eld exam (FE). The standard for
the candidate's area of technical interest. Of the 66 units, at least
passing the FE is the demonstration of superior intellectual
21 units must be in departmental subjects. To be credited toward
ability through skillful use of concepts, including synthesis of
the degree, graduate subjects must carry a grade of B or better.
multiple concepts, in foundational, graduate-level material in a
In addition, a 24-unit thesis is required beyond the 66 units of
eld of aerospace engineering.
coursework. Full-time students normally must be in residence one
2. Granting of admission to the doctoral program through a
full academic year. Special students admitted to the SM program
faculty review consisting of an examination of the student's
in this department must enroll in and satisfactorily complete at
achievements, including an assessment of the quality of past
least two graduate subjects while in residence (i.e., aer being
2019–2020 MIT Bulletin | 155

admitted as a degree candidate) regardless of the number of see the full program description (p. 379) under Interdisciplinary
subjects completed before admission to the program. Students Graduate Programs.
holding research assistantships typically require a longer period of
residence. Air Transportation
For students interested in a career in flight transportation, a program
In addition, the department's SM program requires one graduate- is available that incorporates a broader graduate education in
level mathematics subject. The requirement is satised only by disciplines such as economics, management, and operations
graduate-level subjects on the list approved by the department research than is normally pursued by candidates for degrees
graduate committee. The specic choice of math subjects is arranged in engineering. Graduate research emphasizes one of the four
individually by each student in consultation with their faculty areas of flight transportation: airport planning and design, air
advisor. trac control, air transportation systems analysis, and airline
economics and management, with subjects selected appropriately
Doctor of Philosophy and Doctor of Science from those available in the departments of Aeronautics and
AeroAstro oers doctoral degrees (PhD and ScD) that emphasize in- Astronautics, Civil and Environmental Engineering, Economics, and
depth study, with a signicant research project in a focused area. the interdepartmental Master of Science in Transportation (MST)
The admission process for the department's doctoral program is program. Doctoral students may pursue a PhD with specialization in
described previously in this section under Admission Requirements. air transportation in the Department of Aeronautics and Astronautics
The doctoral degree is awarded aer completion of an individual or in the interdepartmental PhD program in transportation or in the
course of study, submission and defense of a thesis proposal, and PhD program of the Operations Research Center (see the section
submission and defense of a thesis embodying an original research on Graduate Programs in Operations Research under Research and
contribution. Study).
The general requirements for this degree are given in the section
on General Degree Requirements (p. 62). A detailed description Biomedical Engineering
of the program requirements are outlined in a booklet titled The The department oers opportunities for students interested in
Doctoral Program (http://mit.edu/aeroastro/academics/grad/ biomedical instrumentation and physiological control systems
forms/New_Doctoral_Booklet.pdf). Aer successful admission to where the disciplines involved in aeronautics and astronautics
the doctoral program, the doctoral candidate selects a eld of study are applied to biology and medicine. Graduate study combining
and research in consultation with the thesis supervisor and forms a aerospace engineering with biomedical engineering may be pursued
doctoral thesis committee, which assists in the formulation of the through the Bioastronautics program oered as part of the Medical
candidate's research and study programs and monitors his or her Engineering and Medical Physics PhD program in the Institute for
progress. Demonstrated competence for original research at the Medical Engineering and Science (IMES) via the Harvard-MIT Program
forefront of aerospace engineering is the nal and main criterion for in Health Sciences and Technology (HST).
granting the doctoral degree. The candidate's thesis serves in part Students wishing to pursue a degree through HST must apply to
to demonstrate such competence and, upon completion, is defended that graduate program. At the master's degree level, students in
orally in a presentation to the faculty of the department, who may the department may specialize in biomedical engineering research,
then recommend that the degree be awarded. emphasizing space life sciences and life support, instrumentation
and control, or in human factors engineering and in instrumentation
Interdisciplinary Programs and statistics. Most biomedical engineering research in the
The department participates in several interdisciplinary elds at the Department of Aeronautics and Astronautics is conducted in the Man
graduate level, which are of special importance for aeronautics and Vehicle Laboratory.
astronautics in both research and the curriculum.
Computation for Design and Optimization
Aeronautics, Astronautics, and Statistics The Computation for Design and Optimization (CDO) (https://
The Interdisciplinary Doctoral Program in Statistics provides training computationalengineering.mit.edu/programs/master-of-science-
in statistics, including classical statistics and probability as well as program-in-computation-for-design-and-optimization) program
computation and data analysis, to students who wish to integrate oers a master's degree to students interested in the analysis and
these valuable skills into their primary academic program. The application of computational approaches to designing and operating
program is administered jointly by the departments of Aeronautics engineered systems. The curriculum is designed with a common
and Astronautics, Economics, Mathematics, and Political Science, core serving all engineering disciplines and an elective component
and the Statistics and Data Science Center within the Institute for focusing on specic applications. Current MIT graduate students may
Data, Systems, and Society. It is open to current doctoral students in pursue a CDO master's degree in conjunction with a department-
participating departments, who may apply to enroll in the program based master's or PhD program. For more information, see the full
at any time aer the end of their rst year. For more information,
156 | 2019–2020 MIT Bulletin

program description (p. 370) under Interdisciplinary Graduate

Programs. Technology and Policy
The Master of Science in Technology and Policy is an engineering
Computational Science and Engineering research degree with a strong focus on the role of technology in
The Computational Science and Engineering (CSE) (https:// policy analysis and formulation. The Technology and Policy Program
computationalengineering.mit.edu/programs/mit-doctoral-program- (TPP) (http://tpp.mit.edu) curriculum provides a solid grounding
in-computational-science-and-engineering-cse) program allows in technology and policy by combining advanced subjects in the
students to specialize at the doctoral level in a computation-related student's chosen technical eld with courses in economics, politics,
eld of their choice through focused coursework and a doctoral quantitative methods, and social science. Many students combine
thesis through a number of participating host departments. The TPP's curriculum with complementary subjects to obtain dual
CSE program is administered jointly by the Center for Computational degrees in TPP and either a specialized branch of engineering or an
Engineering (CCE) and the host departments, with the emphasis applied social science such as political science or urban studies and
of thesis research activities being the development of new planning. For additional information, see the program description
computational methods and/or the innovative application of under the Institute for Data, Systems, and Society (p. 183).
computational techniques to important problems in engineering
and science. For more information, see the full program description Financial Support
(p. 373) under Interdisciplinary Graduate Programs. Financial assistance for graduate study may be in the form of
fellowships or research or teaching assistantships. Both fellowship
Joint Program with the Woods Hole Oceanographic Institution students and research assistants work with a faculty supervisor on
The Joint Program with the Woods Hole Oceanographic Institution a specic research assignment of interest, which generally leads
(WHOI) (http://mit.whoi.edu) is intended for students whose primary to a thesis. Teaching assistants are appointed to work on specic
career objective is oceanography or oceanographic engineering. subjects of instruction.
Students divide their academic and research eorts between the
campuses of MIT and WHOI. Joint Program students are assigned A special relationship exists between the department and the
an MIT faculty member as academic advisor; thesis research may Charles Stark Draper Laboratory. This relationship aords fellowship
be supervised by MIT or WHOI faculty. While in residence at MIT, opportunities for SM and PhD candidates who perform their research
students follow a program similar to that of other students in their as an integral part of ongoing projects at Draper. Faculty from the
home department. The program is described in more detail under department maintain close working relationships with researchers
Interdisciplinary Graduate Programs (p. 375). at Draper, and thesis research at Draper performed by Draper fellows
can be structured to fulll MIT residency requirements. Further
Leaders for Global Operations information on Draper can be found in the section on Research and
The 24-month Leaders for Global Operations (LGO) (http:// Study.
lgo.mit.edu) program combines graduate degrees in engineering and
management for those with previous postgraduate work experience Inquiries
and strong undergraduate degrees in a technical eld. During the For additional information concerning admissions, nancial
two-year program, students complete a six-month internship at one aid and assistantships, and academic, research, and
of LGO's partner companies, where they conduct research that forms interdisciplinary programs in the department, contact Beth Marois
the basis of a dual-degree thesis. Students nish the program with ([email protected]), Room 33-202, 617-253-0043.
two MIT degrees: an MBA (or SM in management) and an SM from
one of seven engineering programs, some of which have optional
or required LGO tracks. Aer graduation, alumni take on leadership Faculty and Teaching Sta
roles at top global manufacturing and operations companies. Daniel E. Hastings, PhD
Cecil and Ida Green Professor in Education
System Design and Management Professor of Aeronautics and Astronautics
The System Design and Management (SDM) (http:// Head, Department of Aeronautics and Astronautics
sdm.mit.edu) program is a partnership among industry, government, Member, Institute for Data, Systems, and Society
and the university for educating technically grounded leaders
of 21st-century enterprises. Jointly sponsored by the School of Hamsa Balakrishnan, PhD
Engineering and the Sloan School of Management, it is MIT's rst Professor of Aeronautics and Astronautics
degree program to be oered with a distance learning option in Associate Head, Department of Aeronautics and Astronautics
addition to a full-time in-residence option. Member, Institute for Data, Systems, and Society
2019–2020 MIT Bulletin | 157

David A. Mindell, PhD

Professors Frances and David Dibner Professor in the History of Engineering and
Richard P. Binzel, PhD Manufacturing
Professor of Planetary Sciences Professor of Aeronautics and Astronautics
Professor of Aeronautics and Astronautics (On leave, fall)
Edward F. Crawley, ScD Eytan H. Modiano, PhD

Ford Foundation Professor of Engineering Professor of Aeronautics and Astronautics
Professor of Aeronautics and Astronautics Member, Institute for Data, Systems, and Society
David L. Darmofal, PhD Dava Newman, PhD

Professor of Aeronautics and Astronautics Apollo Professor of Astronautics and Engineering Systems
Olivier L. de Weck, PhD Member, Health Sciences and Technology Faculty
Professor of Aeronautics and Astronautics (On leave, spring)
Mark Drela, PhD Jaime Peraire, PhD
Terry J. Kohler Professor H. N. Slater Professor in Aeronautics and Astronautics
Edward M. Greitzer, PhD (On leave, spring)
H. N. Slater Professor in Aeronautics and Astronautics Raúl Radovitzky, PhD
Steven Hall, ScD Professor of Aeronautics and Astronautics
Professor of Aeronautics and Astronautics Nicholas Roy, PhD
R. John Hansman Jr, PhD Professor of Aeronautics and Astronautics
T. Wilson (1953) Professor in Aeronautics Sara Seager, PhD
Wesley L. Harris, PhD Class of 1941 Professor of Planetary Sciences
Charles Stark Draper Professor of Aeronautics and Astronautics Professor of Physics
Professor of Aeronautics and Astronautics
Jonathan P. How, PhD
Richard Cockburn Maclaurin Professor in Aeronautics and Zoltan S. Spakovszky, PhD
Astronautics Professor of Aeronautics and Astronautics
Member, Institute for Data, Systems, and Society Russell L. Tedrake, PhD
Paul A. Lagacé, PhD Toyota Professor
Professor of Aeronautics and Astronautics Professor of Computer Science and Engineering
Nancy G. Leveson, PhD Professor of Mechanical Engineering
Ian A. Waitz, PhD
Paulo C. Lozano, PhD Jerome C. Hunsaker Professor
Professor of Aeronautics and Astronautics Professor of Aeronautics and Astronautics
Vice Chancellor
Manuel Martínez-Sánchez, PhD
Professor Post-Tenure of Aeronautics and Astronautics Brian L. Wardle, PhD
David W. Miller, ScD
Jerome C. Hunsaker Professor Sheila E. Widnall, ScD
Professor of Aeronautics and Astronautics Institute Professor
(On leave) Professor of Aeronautics and Astronautics
Brian C. Williams, PhD

158 | 2019–2020 MIT Bulletin

Moe Z. Win, PhD David Thompson, MBA

Professor of Aeronautics and Astronautics Visting Hunsaker Professor of Aeronautics and Astronautics
Karen E. Willcox, PhD
Associate Professors Visiting Professor of Aeronautics and Astronautics
Steven Barrett, PhD
Associate Professor of Aeronautics and Astronautics Visiting Assistant Professors
Warren W. Hoburg, PhD
Kerri Cahoy, PhD Visiting Assistant Professor of Aeronautics and Astronautics
Associate Professor of Aeronautics and Astronautics
Associate Professor of Earth, Atmospheric and Planetary Sciences Senior Lecturers
Rudrapatna V. Ramnath, PhD
Sertac Karaman, PhD Senior Lecturer in Aeronautics and Astronautics
Member, Institute for Data, Systems, and Society Jayant Sabnis, PhD
Senior Lecturer of Aeronautics and Astronautics
Youssef M. Marzouk, PhD
Associate Professor of Aeronautics and Astronautics Lecturers
Member, Institute for Data, Systems, and Society Javier deLuis, PhD
Julie A. Shah, PhD Lecturer of Aeronautics and Astronautics
Associate Professor of Aeronautics and Astronautics Brian Nield, PhD
Qiqi Wang, PhD Lecturer of Aeronautics and Astronautics
(On leave, fall) Technical Instructors
Todd Billings
Assistant Professors Technical Instructor of Aeronautics and Astronautics
Luca Carlone, PhD David Robertson, BEng
Charles Stark Draper Professor Technical Instructor of Aeronautics and Astronautics
Assistant Professor of Aeronautics and Astronautics
Research Sta
Carmen Guerra Garcia, PhD
Boeing Professor Senior Research Engineers
Assistant Professor of Aeronautics and Astronautics Charles M. Oman, PhD
Senior Research Engineer of Aeronautics and Astronautics
Richard Linares, PhD
Charles Stark Draper Professor Choon S. Tan, PhD
Assistant Professor of Aeronautics and Astronautics Senior Research Engineer of Aeronautics and Astronautics
Leia A. Stirling, PhD Principal Research Engineers

Assistant Professor of Aeronautics and Astronautics Robert Haimes, MS
Principal Research Engineer of Aeronautics and Astronautics
Jerey A. Homan, PhD Principal Research Scientists
Professor of the Practice of Aeronautics and Astronautics Peter P. Belobaba, PhD
Robert Liebeck, PhD Principal Research Scientist of Aeronautics and Astronautics
Professor of the Practice of Aerospace Engineering Lecturer of Aeronautics and Astronautics
Rebecca A. Masterson, PhD

Visiting Professors Principal Research Scientist of Aeronautics and Astronautics
Emilio Frazzoli, PhD
Visiting Professor of Aeronautics and Astronautics Ngoc Cuong Nguyen, PhD
Principal Research Scientist of Aeronautics and Astronautics
2019–2020 MIT Bulletin | 159

Alvar Saenz-Otero, PhD Alan H. Epstein, PhD

Principal Research Scientist of Aeronautics and Astronautics Richard Cockburn Maclaurin Professor Emeritus
Professor Emeritus of Aeronautics and Astronautics
Research Engineers
Steven R. Allmaras, PhD Walter M. Hollister, ScD
Research Engineer of Aeronautics and Astronautics Professor Emeritus of Aeronautics and Astronautics
Marshall C. Galbraith, PhD Earll M. Murman, PhD

Research Engineer of Aeronautics and Astronautics Ford Professor of Engineering Emeritus
William S. Swelbar, MBA
Research Engineer of Aeronautics and Astronautics Amedeo R. Odoni, PhD
T. Wilson (1953) Professor Emeritus
John Thomas, PhD Professor Emeritus of Aeronautics and Astronautics
Research Engineer of Aeronautics and Astronautics Professor Emeritus of Civil and Environmental Engineering
Research Scientists Thomas B. Sheridan, ScD

Florian Allroggen, PhD Professor Emeritus of Engineering and Applied Psychology
Research Scientist of Aeronautics and Astronautics Professor Emeritus of Aeronautics and Astronautics
Daniele Bigoni, PhD Robert Simpson, PhD

Estelle Cohen, PhD Wallace E. Vandervelde, ScD

Sebastian Eastham, PhD Laurence R. Young, ScD

Research Scientist of Aeronautics and Astronautics Apollo Program Professor Emeritus of Astronautics
Professor Emeritus of Health Sciences and Technology
Kasra Khosoussi, PhD Aliate Faculty, Institute for Medical Engineering and Science
Research Scientist of Aeronautics and Astronautics
Andrew Menching Liu, PhD

Raymond L. Speth, PhD

Mark Staples, PhD

Research Specialists
Matthew Pearlson, MS
Research Specialist of Aeronautics and Astronautics
Professors Emeriti
John J. Deyst Jr, ScD
Steven Dubowsky, PhD

Professor Emeritus of Mechanical Engineering
John Dugundji, ScD

160 | 2019–2020 MIT Bulletin

DEPARTMENT OF BIOLOGICAL ENGINEERING
The required core curriculum includes a strong foundation in

biological and biochemical sciences, which are integrated with
DEPARTMENT OF BIOLOGICAL ENGINEERING quantitative analysis and engineering principles throughout the
The mission of the Department of Biological Engineering (BE) is entire core. Students who wish to pursue the Bachelor of Science
to educate next-generation leaders and to generate and translate in Biological Engineering (p. 396) are encouraged to complete the
new knowledge in a new bioscience-based engineering discipline Biology General Institute Requirement during their rst year and
fusing engineering analysis and synthesis approaches with modern may delay completion of Physics II until the fall term of sophomore
molecular-to-genomic biology. Combining quantitative, physical, and year if necessary. The optional subject Introduction to Biological
integrative principles with advances in mechanistic molecular and Engineering Design, oered during the spring term of the rst year,
cellular bioscience, biological engineering increases understanding provides a framework for understanding the Biological Engineering
of how biological systems function as both physical and chemical SB program.
mechanisms; how they respond when perturbed by factors such as
Students are encouraged to take the sophomore fall-term subject
medical therapeutics, environmental agents, and genetic variation;
20.110[J] Thermodynamics of Biomolecular Systems. This subject
and how to manipulate and construct them toward benecial use.
also fullls an SB degree requirement in Biology. Students are
Through this understanding, new technologies can be created to
also encouraged to take Organic Chemistry I and Dierential
improve human health in a variety of medical applications, and
Equations during their sophomore year in order to prepare for
biology-based paradigms can be generated to address many of the
the introductory biological engineering laboratory subject that
diverse challenges facing society across a broad spectrum, including
provides context for the lecture subjects and a strong foundation
energy, the environment, nutrition, and manufacturing.
for subsequent undergraduate research in biological engineering
The department's premise is that the science of biology is as through Undergraduate Research Opportunities Program projects or
important to the development of technology and society in the summer internships.
21st century as physics and chemistry were in the 20th century,
The advanced subjects required in the junior and senior years
and that an increasing ability to measure, model, and manipulate
introduce additional engineering skills through lecture and
properties of biological systems at the molecular, cellular, and
laboratory subjects and culminate in a senior design project. These
multicellular levels will continue to shape this development. A
advanced subjects maintain the theme of molecular to systems–
new generation of engineers and scientists is learning to address
level analysis, design, and synthesis based on a strong integration
problems through their ability to measure, model, and rationally
with biology fundamentals. They also include a variety of restricted
manipulate the technological and environmental factors aecting
electives that allow students to develop expertise in one of six
biological systems. They are applying not only engineering principles
thematic areas: systems biology, synthetic biology, biophysics,
to the analytical understanding of how biological systems operate,
pharmacology/toxicology, cell and tissue engineering, and microbial
especially when impacted by genetic, chemical, physical, infectious,
systems. Many of these advanced subjects are jointly taught with
or other interventions; but also a synthetic design perspective
other departments in the School of Engineering or School of Science
to creating biology-based technologies for medical diagnostics,
and may fulll degree requirements in other programs.
therapeutics, and prosthetics, as well as for applications in diverse
industries beyond human health care.
Minor in Biomedical Engineering
An interdepartmental Minor in Biomedical Engineering (p. 356)
is available to all undergraduate students outside the BE (Course
Undergraduate Study 20) major. See Interdisciplinary Programs (p. 356) for detailed
information.
Bachelor of Science in Biological Engineering (Course 20)
The Department of Biological Engineering (BE) (http://be.mit.edu)
Minor in Toxicology and Environmental Health
oers an undergraduate curriculum emphasizing quantitative,
The Department of Biological Engineering oers an undergraduate
engineering-based analysis, design, and synthesis in the study of
Minor in Toxicology and Environmental Health. The goal of this
modern biology from the molecular to the systems level. Completion
program is to meet the growing demand for undergraduates to
of the curriculum leads to the Bachelor of Science in Biological
acquire the intellectual tools needed to understand and assess the
Engineering and prepares students for careers in diverse elds
impact of new products and processes on human health, and to
ranging from the pharmaceutical and biotechnology industries to
provide a perspective on the risks of human exposure to synthetic
materials, devices, ecology, and public health. Graduates of the
and natural chemicals, physical agents, and microorganisms.
program will be prepared to enter positions in basic research or
project-oriented product development, as well as graduate school or Given the importance of environmental education at MIT, the
further professional study. program is designed to be accessible to any MIT undergraduate.
The program consists of three required didactic core subjects
and one laboratory subject, as well as one restricted elective. The
2019–2020 MIT Bulletin | 161

prerequisites for the core subjects are 5.111 /5.112 Principles of In addition to satisfying the requirements of their departmental
Chemical Science or 3.091 Introduction to Solid-State Chemistry plus program, candidates also are expected to complete the following:
Introductory Biology (7.012 / 7.013 / 7.014 / 7.015 / 7.016).
Core Subjects 5.12 Organic Chemistry I 12
20.102 Metakaryotic Stem Cells in 12 5.07[J] Introduction to Biological Chemistry 12
Carcinogenesis: Origins and Cures or 7.05 General Biochemistry
20.104[J] Environmental Cancer Risks, 12 Select one of the following: 12
Prevention, and Therapy
2.005 Thermal-Fluids Engineering I
20.106[J] Applied Microbiology 12
6.002 Circuits and Electronics
Laboratory Core
Select one of the following: 12-18
1.010 Probability and Causal Inference
5.310 Laboratory Chemistry
2.086 Numerical Computation for
20.109 Laboratory Fundamentals in Mechanical Engineers
Biological Engineering
3.016A Computational and Mathematics
7.002 Fundamentals of Experimental & 3.016B Preparation for Materials Scientists
& 7.003 Molecular Biology and Engineers I
and Molecular Biology Laboratory and Computational and Mathematics
Restricted Electives Preparation for Materials Scientists
Select one of the following: 12 and Engineers II
1.080 Environmental Chemistry 6.041 Introduction to Probability
1.089 Earth's Microbiomes 18.05 Introduction to Probability and
5.07[J] Introduction to Biological Chemistry Statistics
7.05 General Biochemistry
Applications to the MEBE program are accepted from students in
7.06 Cell Biology any of the departments in the School of Engineering or School
7.28 Molecular Biology of Science. Students interested in applying to the MEBE program
20.URG Undergraduate Research should submit a standard MIT graduate application by the end of
Opportunities their junior year; they are informed of the decision by the end of that
22.01 Introduction to Nuclear Engineering summer.
Additional information on application procedures, objectives,
Total Units 60-66 and program requirements can be obtained by contacting the BE
Academic Oce ([email protected]), Room 16-127.
Inquiries
For further information on the undergraduate programs, see the Program Requirements
Biological Engineering website (http://be.mit.edu) or contact the BE In addition to thesis credits, at least 66 units of coursework are
Academic Oce ([email protected]), Room 16-267, 617-452-2465. required. At least 42 of these subject units must be from graduate
subjects. The remaining units may be satised, in some cases, with
advanced undergraduate subjects that are not requirements in MIT's
Graduate Study undergraduate curriculum. Of the 66 units, a minimum distribution in
each of three categories is specied below.
Master of Engineering in Biomedical Engineering
The Master of Engineering in Biomedical Engineering (MEBE) Bioengineering Core
program is a ve-year program leading to a bachelor's degree in a Select two of the following: 24
science or engineering discipline along with a Master of Engineering 20.410[J] Molecular, Cellular, and Tissue
in Biomedical Engineering. The program emphasizes the fusion of Biomechanics
engineering with modern molecular-to-genomic biology, as in our 20.420[J] Principles of Molecular
SB and PhD degree programs. Admission to the MEBE program is Bioengineering
open only to MIT undergraduate students, and requires candidates
20.430[J] Fields, Forces, and Flows in
to demonstrate adequate quantitative and engineering credentials
Biological Systems
through their undergraduate coursework.
Biomedical Engineering Electives
162 | 2019–2020 MIT Bulletin

Select 24 units from a selection of graduate 24 third year. A total of approximately ve years in residence is needed
subjects from various departments in the School of to complete the doctoral thesis and other degree requirements.
1
Engineering, including HST.
Students admitted to the Biological Engineering graduate program
Bioscience Elective
typically have a bachelor's or master's degree in science or
Select one biological science subject in addition to 18 engineering. Foundational coursework in biochemistry and
organic chemistry and biochemistry. This must be a molecular cell biology is required, either prior to admission or
laboratory subject if one was not taken as part of the during the rst year of graduate study. Students who have not taken
student’s undergraduate curriculum biochemistry previously should take 7.05 General Biochemistry or
Total Units 66 5.07[J] Introduction to Biological Chemistry, and those who have not
taken cell biology previously should take 7.06 Cell Biology, prior to
1
A list of suggested subjects is available from the BE Academic Oce (be- taking the core classes. During their rst year, students pursue a
[email protected]), Room 16-267. unied core curriculum in which engineering approaches are used
to analyze biological systems and technologies over a wide range of
Thesis length and time scales. The subjects in the unied core bring central
The student is required to complete a thesis that must be approved engineering principles to bear on the operation of biological systems
by the program director. The thesis is an original work of research, from molecular to cell to tissue/organ/device systems levels. These
design, or development. If the supervisor is not a member of the are then supplemented by electives in the biological sciences and
Department of Biological Engineering, a reader who belongs to engineering to enhance breadth and depth.
the BE faculty must also approve and sign the thesis. The student
submits a thesis proposal by the end of the fourth year. Core
20.420[J] Principles of Molecular 12
Doctoral Program in Biological Engineering Bioengineering
The Department of Biological Engineering oers a PhD program and, 20.440 Analysis of Biological Networks 15
in certain cases, an SM degree. Graduate students in the Department (Electives)
of Biological Engineering can carry out their research as part of a
Electives
number of multi-investigator, multidisciplinary research centers at
One graduate subject in biological science oered by
MIT, including the Center for Biomedical Engineering, the Center for
the Department of Biology
Environmental Health Sciences (p. 94), the Division of Comparative
Medicine (p. 100), and the Synthetic Biology Engineering Research One graduate subject from a restricted set of
Center (http://www.synberc.org). These opportunities include Biological Engineering oerings beyond the core
collaboration with faculty in the Schools of Engineering (p. 145) and subjects
Science (p. 299), the Koch Institute for Integrative Cancer Research One graduate subject in Biological Engineering
(p. 104), the Whitehead Institute for Biomedical Research (p. 118), One additional graduate engineering or science
and the Broad Institute (p. 92), along with the Harvard University subject
School of Medicine, Harvard University School of Dental Medicine,
Harvard School of Public Health, and Boston University School of Faculty members associated with the program possess a wide
Medicine. range of research interests. Areas in which students may
specialize include systems and synthetic biology; biological
The Biological Engineering graduate program educates students and physiological transport phenomena; biological imaging and
to use engineering principles in the analysis and manipulation functional measurement; biomolecular engineering; cell and
of biological systems, allowing them to solve problems across a tissue engineering; computational modeling of biological and
spectrum of important applications. The curriculum is inherently physiological systems; bioinformatics; design, discovery, and
interdisciplinary in that it brings together engineering and biology delivery of molecular therapeutics; molecular, cell, and tissue
as fundamentally as possible and cuts across the boundaries of the biomechanics; development of in vitro models of the immune
traditional engineering disciplines. system and lymphoid tissue; development of molecular methods
for direct measurement of mutations in humans; metabolism of
The written part of the doctoral qualifying examinations—focused
foreign compounds; genetic toxicology; the molecular aspects and
on the core curriculum—is taken aer the second term. The student
dosimetry of interactions between mutagens and carcinogens with
selects a research advisor, typically by the start of the spring term in
nucleic acids and proteins; molecular mechanisms of DNA damage
the rst year, and begins research before the end of that year. The
and repair; design and mechanisms of action of chemotherapeutic
oral part of the doctoral qualifying examinations, which focuses on
agents; environmental carcinogenesis and epidemiology; molecular
the student's area of research, is taken prior to December 1 of the
mechanisms of carcinogenesis; cell physiology; extracellular
regulation and signal transduction; molecular and pathologic
2019–2020 MIT Bulletin | 163

interactions between infectious microbial agents and carcinogens;

and new tools for genomics, proteomics, and glycomics. Professors
Eric J. Alm, PhD
Interdisciplinary Programs Professor of Biological Engineering
Professor of Civil and Environmental Engineering
Leaders for Global Operations
The 24-month Leaders for Global Operations (LGO) (http:// Edward S. Boyden III, PhD
lgo.mit.edu) program combines graduate degrees in engineering and Y. Eva Tan Professor in Neurotechnology
management for those with previous postgraduate work experience Professor of Media Arts and Sciences
and strong undergraduate degrees in a technical eld. During the Professor of Brain and Cognitive Sciences
two-year program, students complete a six-month internship at one Professor of Biological Engineering
of LGO's partner companies, where they conduct research that forms Christopher B. Burge, PhD
the basis of a dual-degree thesis. Students nish the program with Professor of Biology
two MIT degrees: an MBA (or SM in management) and an SM from Professor of Biological Engineering
one of seven engineering programs, some of which have optional (On leave, spring)
or required LGO tracks. Aer graduation, alumni take on leadership
roles at top global manufacturing and operations companies. Arup K. Chakraborty, PhD
Robert T. Haslam (1911) Professor in Chemical Engineering
Polymers and So Matter Professor of Biological Engineering
The Program in Polymers and So Matter (PPSM) (http:// Professor of Chemistry
polymerscience.mit.edu) oers students from participating Professor of Physics
departments an interdisciplinary core curriculum in polymer science Core Faculty, Institute for Medical Engineering and Science
and engineering, exposure to the broader polymer community
through seminars, contact with visitors from industry and academia, James J. Collins, PhD
and interdepartmental collaboration while working towards a PhD or Termeer Professor of Medical Engineering and Science
ScD degree. Professor of Biological Engineering
Core Faculty, Institute for Medical Engineering and Science
Research opportunities include functional polymers, controlled
drug delivery, nanostructured polymers, polymers at interfaces, Peter C. Dedon, MD, PhD
biomaterials, molecular modeling, polymer synthesis, biomimetic Underwood-Prescott Professor
materials, polymer mechanics and rheology, self-assembly, and Professor of Toxicology and Biological Engineering
polymers in energy. The program is described in more detail under (On sabbatical, fall)
Interdisciplinary Graduate Programs (p. 378). Bevin P. Engelward, DSc
Inquiries
For further information on the graduate programs, see the Biological John M. Essigmann, PhD
Engineering website (http://be.mit.edu) or contact the BE Academic William R. (1956) and Betsy P. Leitch Professor in Residence
Oce ([email protected]), Room 16-267, 617-253-1712. Professor of Toxicology and Biological Engineering
Professor of Chemistry
James G. Fox, DVM

Faculty and Teaching Sta
Angela M. Belcher, PhD
James Mason Cras Professor Ernest Fraenkel, PhD
Professor of Biological Engineering Professor of Biological Engineering
Linda G. Grith, PhD
Head, Department of Biological Engineering
School of Engineering Professor of Teaching Innovation
Scott R. Manalis, PhD Professor of Biological Engineering
Andrew (1956) and Erna Viterbi Professor Professor of Mechanical Engineering
Alan J. Grodzinsky, ScD
Professor of Mechanical Engineering
Associate Head, Department of Biological Engineering
Professor of Electrical Engineering
164 | 2019–2020 MIT Bulletin

Jongyoon Han, PhD Steven R. Tannenbaum, PhD

Professor of Electrical Engineering Underwood-Prescott Professor
Professor of Biological Engineering Professor Post-Tenure of Toxicology and Biological Engineering
(On leave, fall) Professor Post-Tenure of Chemistry
Darrell J. Irvine, PhD William G. Thilly, ScD

Professor of Materials Science
Bruce Tidor, PhD
Alan P. Jasano, PhD Professor of Electrical Engineering and Computer Science
Professor of Nuclear Science and Engineering
Professor of Brain and Cognitive Sciences Krystyn J. Van Vliet, PhD
Michael (1949) and Sonja Koerner Professor of Materials Science and
Roger Dale Kamm, PhD Engineering
Cecil H. Green Distinguished Professor Professor of Biological Engineering
Professor Post-Tenure of Mechanical Engineering Associate Provost
Professor Post-Tenure of Biological Engineering
Christopher A. Voigt, PhD
Amy E. Keating, PhD Professor of Biological Engineering
Professor of Biology
Professor of Biological Engineering Ron Weiss, PhD
(On leave, fall) Professor of Biological Engineering
Professor of Electrical Engineering and Computer Science
Alexander M. Klibanov, PhD
Novartis Professor Forest M. White, PhD
Professor of Chemistry Professor of Biological Engineering
Professor of Bioengineering Karl Dane Wittrup, PhD
Robert Langer, ScD Carbon P. Dubbs Professor of Chemical Engineering
David H. Koch (1962) Institute Professor Professor of Biological Engineering
Professor of Chemical Engineering Michael B. Yae, MD, PhD
Professor of Mechanical Engineering David H. Koch Professor in Science
Professor of Biological Engineering Professor of Biology
Aliate Faculty, Institute for Medical Engineering and Science Professor of Biological Engineering
Douglas A. Lauenburger, PhD Feng Zhang, PhD
Ford Foundation Professor James and Patricia Poitras (1963) Professor of Neuroscience
Professor of Chemical Engineering
Professor of Biology Associate Professors
Harvey F. Lodish, PhD Mark Bathe, PhD
Professor of Biology Associate Professor of Biological Engineering
Professor of Biological Engineering Associate Professor of Mechanical Engineering
Jacquin Niles, MD, PhD Paul C. Blainey, PhD

Professor of Biological Engineering Associate Professor of Biological Engineering
Ram Sasisekharan, PhD Laurie Boyer, PhD

Alfred H. Caspary Professor Associate Professor of Biological Engineering
Professor of Biological Engineering Associate Professor of Biology
Peter T. C. So, PhD Angela N. Koehler, PhD

Professor of Biological Engineering Karl Van Tassel (1925) Career Development Professor
Professor of Mechanical Engineering Associate Professor of Biological Engineering
2019–2020 MIT Bulletin | 165

Timothy K. Lu, MD, PhD

Associate Professor of Electrical Engineering and Computer Science Research Engineers
Associate Professor of Biological Engineering Mark Coughlin, PhD
(On leave) Research Engineer of Biological Engineering
Katharina Ribbeck, PhD Research Scientists

Eugene Bell Career Development Professor of Tissue Engineering Miriam Adam, PhD
Associate Professor of Biological Engineering Research Scientist of Biological Engineering
Assistant Professors Supawadee Chawanthayatham, PhD

Michael Birnbaum, PhD Research Scientist of Biological Engineering
Assistant Professor of Biological Engineering
Alexander Cristofaro, PhD
Bryan Bryson, PhD Research Scientist of Biological Engineering
Assistant Professor of Biological Engineering
Robert G. Croy, PhD
Senior Lecturers Research Scientist of Biological Engineering
Mark Murcko, PhD Michael S. DeMott, PhD
Senior Lecturer in Biological Engineering Research Scientist of Biological Engineering
Alexander Wood, PhD Yuval Dorfan, PhD
Senior Lecturer in Biological Engineering Research Scientist of Biological Engineering
Instructors Katya Frois-Moniz, PhD

Prerna Bhargava, PhD Research Scientist of Biological Engineering
Instructor of Biological Engineering
David B. Gordon, PhD
Sean Aidan Clarke, PhD Research Scientist of Biological Engineering
Elena V. Gostjeva, PhD
Maxine Jonas, PhD Research Scientist of Biological Engineering
Thomas Gurry, PhD
Natalie Kuldell, PhD Research Scientist of Biological Engineering
Laboratory Instructor of Biological Engineering
Jin Hang Huh, PhD
Steven Wasserman, MS Research Scientist of Biological Engineering
Laboratory Instructor of Biological Engineering
Erez Pery, PhD
Technical Instructors Research Scientist of Biological Engineering
Noreen L. Lyell, PhD Jifa Qi, PhD
Technical Instructor of Biological Engineering Research Scientist of Biological Engineering
Leslie Marie McClain, PhD Rahul Raman, PhD
Technical Instructor of Biological Engineering Research Scientist of Biological Engineering
Ishtiaq Ali Saaem, PhD

Research Sta
Research Scientist of Biological Engineering
Senior Research Scientists Vidya Subramanian, PhD
John S. Wishnok, PhD Research Scientist of Biological Engineering
Senior Research Scientist of Biological Engineering
Principal Research Engineers

Eliot Frank, PhD
Principal Research Engineer of Biological Engineering
166 | 2019–2020 MIT Bulletin

Professors Emeriti
C. Forbes Dewey Jr, PhD
Professor Emeritus of Biological Engineering
Leona D. Samson, PhD

Uncas (1923) and Helen Whitaker Professor Emerita
Professor Emerita of Biological Engineering
Professor Emerita of Biology
Gerald N. Wogan, PhD

Professor Emeritus of Chemistry
2019–2020 MIT Bulletin | 167

DEPARTMENT OF CHEMICAL ENGINEERING
development, environmental engineering, fuels and energy, polymer

chemistry, surface and colloid chemistry, systems engineering, and
DEPARTMENT OF CHEMICAL ENGINEERING transport processes. Additional information may be found under
Chemical engineering encompasses the translation of molecular Graduate Education (p. 61) and on the department's website (http://
information into discovery of new products and processes. It web.mit.edu/cheme).
involves molecular transformations—chemical, physical, and
The School of Chemical Engineering Practice, leading to ve-year
biological—with multi-scale description from the submolecular
bachelor's and master's degrees, involves one term of work under
to the macroscopic, and the analysis and synthesis of such
the direction of an Institute sta member resident at Practice School
systems. The chemical engineer is well prepared for a rewarding
sites. This program provides students with a unique opportunity
career in a strikingly diverse array of industries and professional
to apply basic professional principles to the solution of practical
arenas. Whether these industries are at the cutting edge—e.g.,
industrial problems.
nanotechnology or biotechnology—or traditional, they depend
on chemical engineers to make their products and processes a
reality. The eectiveness of chemical engineers in such a broad
Undergraduate Study
range of areas begins with foundational knowledge in chemistry,
biology, physics, and mathematics. From this foundation, chemical The undergraduate curriculum in chemical engineering provides
engineers develop core expertise in engineering thermodynamics, basic studies in physics, biology, and mathematics, advanced
transport processes, and chemical kinetics, creating a powerful subjects in chemistry or biology, and a strong core of chemical
and widely applicable combination of molecular knowledge and engineering. The four-year undergraduate programs provide
engineering problem solving. To cope with complex, real-world students with the fundamentals of the discipline and allow some
problems, chemical engineers develop strong synthetic and analytic room for focus in subdisciplines or subjects that strengthen their
skills. Through creative application of these chemical engineering preparation for advanced work.
principles, chemical engineers create innovative solutions to
In addition to science and engineering, students take an integrated
important industrial and societal problems in areas such as
sequence of subjects in the humanities and social sciences. Specic
development of clean energy sources, advancement of life sciences,
subject selection allows students to meet individual areas of
production of pharmaceuticals, sustainable systems and responsible
interest. The curriculum provides a sound preparation for jobs
environmental stewardship, and discovery and production of new
in industry or government, and for graduate work in chemical
materials.
engineering.
The Department of Chemical Engineering at MIT oers four
Chemical engineering also provides excellent preparation for careers
undergraduate programs. Course 10 leads to the Bachelor of Science
in medicine and related elds of health science and technology. The
in Chemical Engineering through a curriculum that prepares the
department's strong emphasis on chemistry and biology provides
graduate for a wide range of career pursuits. Course 10-B leads to
excellent preparation for medical school. Students interested in
the Bachelor of Science in Chemical-Biological Engineering, which
medical school work with their faculty and premedical advisor to
includes the basic engineering core from the Course 10 degree and
create the best program. A minor in biomedical engineering is also
adds material in basic and applied biology. Course 10-ENG leads to
available.
the Bachelor of Science in Engineering, a more flexible curriculum
that supplements a chemical engineering foundation with an area
Bachelor of Science in Chemical Engineering (Course 10)
of technical specialization. Course 10-C leads to the Bachelor of
This degree (p. 398) is intended for the student who seeks a
Science without specication; this non-accredited degree requires
broad education in the application of chemical engineering to a
fewer chemical engineering subjects. Undergraduates have access
variety of specic areas, including energy and the environment,
to graduate-level subjects in their upper-level years. Undergraduate
nanotechnology, polymers and colloids, surface science, catalysis
students are also encouraged to participate in research through
and reaction engineering, systems and process design, and
the Undergraduate Research Opportunities Program (UROP) (http://
biotechnology. The degree requirements include the core chemical
web.mit.edu/urop).
engineering subjects with a chemistry emphasis, and the
The department oers a broad selection of graduate subjects opportunity to add subjects in any of these application areas.
and research topics leading to advanced degrees in chemical
Course 10 is accredited by the Engineering Accreditation Commission
engineering. Multidisciplinary approaches are highly valued,
of ABET (http://www.abet.org) as a chemical engineering degree.
leading to strong ties with other MIT departments. In addition, the
department maintains alliances, arrangements, and connections
Bachelor of Science in Chemical-Biological Engineering (Course
with institutions and industries worldwide. Areas for specialization
10-B)
include, but are not limited to: biochemical engineering, biomedical
This degree (p. 397) is intended for the student who is specically
engineering, biotechnology, chemical catalysis, chemical process
interested in the application of chemical engineering in the
168 | 2019–2020 MIT Bulletin

areas of biochemical and biomedical technologies. The degree of goals and a coherent program of subjects no later than spring
requirements include core chemical engineering subjects and term of junior year. Please direct questions about this program to Dr.
additional subjects in biological sciences and applied biology. This Johnston.
degree is excellent preparation for students also considering the
biomedical engineering minor or medical school. Bachelor of Science in Engineering (Course 10-ENG)
The 10-ENG degree program (p. 411) is designed to oer flexibility
Course 10-B is accredited by the Engineering Accreditation within the context of chemical engineering while ensuring signicant
Commission of ABET (http://www.abet.org) as a chemical and engineering content, and is a complement to our chemical
biological engineering degree. engineering degree programs 10 and 10-B. The degree is designed
Students who decide early to major in either Course 10 or Course 10- to enable students to pursue a deeper level of understanding in
B are encouraged to take subjects such as 5.111/5.112 Principles of a specic interdisciplinary eld that is relevant to the chemical
Chemical Science, 5.12 Organic Chemistry I, and 7.01x Introductory engineering core discipline. The degree requirements include
Biology in their rst year. Then 5.601 Thermodynamics I, 18.03 all of the core chemical engineering coursework, plus a chosen
Dierential Equations, 10.10 Introduction to Chemical Engineering, set of three foundational concept subjects and four subjects with
10.213 Chemical and Biological Engineering Thermodynamics, and engineering content that make up a comprehensive concentration
10.301 Fluid Mechanics may be taken in the sophomore year. The specic to the interdisciplinary area selected by the student. The
student is then well positioned for more in-depth and specialized concentrations have been selected by the Department of Chemical
subjects in the third and fourth years. Engineering to represent new and developing cross-disciplinary
areas that benet from a strong foundation in engineering within
Some students may wish to defer choice of a major eld or exercise the chemical engineering context. Details of the concentrations
maximum freedom during the rst two years. If the Restricted are available from the Chemical Engineering Student Oce and
Electives in Science and Technology (REST) Requirement subjects the department's website (https://cheme.mit.edu/academics/
chosen in the second year include 18.03 Dierential Equations and undergraduate-students/undergraduate-programs/course-10-eng).
two subjects in the elds of fluid mechanics, thermodynamics,
chemistry, biology, or chemical engineering, students can generally The foundational concept component of the flexible engineering
complete the requirements for a degree in chemical engineering degree consist of basic science and engineering subjects that
in two more years. Students are advised to discuss their proposed help lay the groundwork for the chosen concentration. Three
program with a Course 10 faculty advisor as soon as they become subjects must be selected from a list of potential topics. One of
interested in a degree in chemical engineering. Faculty advisors are the foundational concept subjects must be a chemical engineering
assigned to students as soon as they declare their major and then CI-M subject, and one must be a laboratory subject that satises
work with the students through graduation. Further information may the Institute Laboratory Requirement. The subjects should be
be obtained from Dr. Barry S. Johnston. selected with the assistance of a 10-ENG degree advisor from the
Chemical Engineering Department so as to be consistent with the
Additional information is available on the Chemical Engineering degree requirements of the program and the General Institute
Department website (http://web.mit.edu/cheme). Undergraduates Requirements. Several of these subjects can satisfy the program's
are encouraged to take part in the research activities of the CI-M requirement.
department through the Undergraduate Research Opportunities
Program (UROP) (http://uaap.mit.edu/research-exploration/urop). The flexible engineering concentration consists of four subjects that
are selected by the student from a suggested subject list provided
Bachelor of Science as Recommended by the Department of for each 10-ENG concentration; the student also may propose
Chemical Engineering (Course 10-C) subjects that t the theme of the chosen concentration. These lists
The curriculum (p. 400) for students in Course 10-C involves are included in the concentration descriptions provided on the
basic subjects in chemistry and chemical engineering. Instead of department's website and at the Chemical Engineering Student
continuing in depth in these areas, students can add breadth by Oce. Students work with their 10-ENG advisors to propose a 10-
study in another eld, such as another engineering discipline, ENG degree program, which must then be approved by the Chemical
biology, biomedical engineering, economics, or management. Engineering Undergraduate Committee.
Course 10-C is attractive to students who wish to specialize in an The flexible engineering degree major capstone experience consists
area such as those cited above while simultaneously gaining a broad of 12 units and/or a senior-level project. Alternatively, the student
exposure to the chemical engineering approach to solving problems. may choose to complete a senior thesis in a topic area relevant to
Students planning to follow this curriculum should discuss their the concentration. Senior-level projects or senior thesis projects are
interests with their faculty advisor in the department at the time they specically designed to integrate engineering principles into specic
decide to enter the Course 10-C program, and submit to Dr. Barry applications or problems and are not standard UROP projects;
S. Johnston in the department's Undergraduate Oce a statement
2019–2020 MIT Bulletin | 169

such projects require the preliminary approval of the department's Opportunities in the department for graduate study in this eld
undergraduate ocer. include predicting properties of materials and polymers from
molecular structure, applying quantum mechanics to catalyst design,
Course 10-ENG is accredited by the Engineering Accreditation supercritical fluid processing, the behavior of complex fluids with
Commission of ABET (http://www.abet.org) as an engineering degree. environmental and biomedical applications, phase equilibrium
with simple and complex molecular species, immunology, protein
Five-Year Programs and Joint Programs stabilization, nucleation and crystallization of polymer and
In addition to oering separate programs leading to the Bachelor pharmaceuticals, and many other areas of classical and statistical
of Science and Master of Science in Chemical Engineering, the thermodynamics.
department oers a program leading to the simultaneous award of
both degrees at the end of ve years. A detailed description of this Transport Processes. A fluid deforming and flowing as forces are
program is available from the Graduate Student Oce. Students imposed on it, its temperature varying as heat is transferred through
in the ve-year program normally enroll in the School of Chemical it, the interdiusion of its distinct molecular species—these are
Engineering Practice. examples of the processes of transport. These transport processes
govern the rates at which velocity, temperature, and composition
For chemical engineering students interested in nuclear vary in a fluid; chemical engineers study transport to be able to
applications, the Department of Chemical Engineering and the describe, predict, and manage these changes. Research includes
Department of Nuclear Engineering oer a ve-year program leading experimental testing and analytical and computational modeling;
to the joint Bachelor of Science in Chemical Engineering and Master its applications range among an enormous variety of mechanical,
of Science in Nuclear Engineering. Such programs are approved chemical, and biological processes.
on an individual basis between the registration ocers of the two
departments. Current work includes the study of polymer molecular theory
and polymer processing, transport and separations in
Inquiries magnetorheological fluids, membrane separations, diusion in
Additional information concerning undergraduate academic and complex fluids, defect formation and evolution in near-crystalline
research programs may be obtained by writing to Dr. Barry S. materials, microfluidics, fluid instability, transport in living tissue,
Johnston ([email protected]), undergraduate ocer, Department numerical solution of eld equations, and many other areas of
of Chemical Engineering, Room 66-368, 617-258-7141, fax transport phenomena.
617-258-0546. For information regarding admissions and nancial
aid, contact the Admissions Oce, Room 3-108, 617-253-4791. Catalysis and Chemical Reaction Engineering. A simple chemical
reaction—the rearrangement of electrons and bonding partners
—occurs between two small molecules. From understanding the
kinetics of the reaction, and the equilibrium extent to which it
Graduate Study
can proceed, come applications: the network of reactions during
Graduate study provides both rigorous training in the fundamental combustion, the chain reactions that form polymers, the multiple
core discipline of chemical engineering and the opportunity to focus steps in the synthesis of a complex pharmaceutical molecule, the
on specic subdisciplines. In addition to completing the four core specialized reactions of proteins and metabolism. Chemical kinetics
subject requirements in thermodynamics, reaction engineering, is the chemical engineer's tool for understanding chemical change.
numerical methods, and transport phenomena, students select
a research advisor and area for specialization, some of which are A catalyst influences the reaction rate. Catalysts are sought for
discussed below. increasing production, improving the reaction conditions, and
emphasizing a desired product among several possibilities. The
Thermodynamics and Molecular Computation. Thermodynamics challenge is to design the catalyst, to increase its eectiveness and
is a cornerstone of chemical engineering. Processes as diverse as stability, and to create methods to manufacture it.
chemical production, bioreaction, creation of advanced materials,
protein separation, and environmental treatment are governed by A chemical reactor should produce a desired product reliably, safely,
thermodynamics. The classical concepts of equilibrium, reversibility, and economically. In designing a reactor, the chemical engineer must
energy, and entropy are basic to the analysis and design of consider how the chemical kinetics, oen modied by catalysis,
these processes. The extension of classical thermodynamics to interacts with the transport phenomena in flowing materials. New
molecular scales by use of statistical mechanics has made molecular microreactor designs are expanding the concept of what a reactor
simulation an increasingly valuable tool for the chemical engineer. may do, how reactions may be conducted, and what is required to
Prediction of macroscopic behavior from molecular computations is scale a process from laboratory to production.
becoming ever more feasible. This venerable eld continues to yield
Research is being conducted in the department at the forefront of
fruitful areas of inquiry.
catalyst design, complex chemical synthesis, bioreactor design,
surface- and gas-phase chemistry, miniaturization of reactors,
170 | 2019–2020 MIT Bulletin

mathematical modeling of chemical reaction networks, and many properties. This self-assembly tendency may be exploited to arrange
other areas of chemical reaction engineering. Applications include desired patterns that have operational properties. Interfacial eects
the manufacturing of chemicals, rening of fuels for transportation are also responsible for stable dispersions of immiscible phases,
and power, and microreactors for highly reactive or potentially leading to fluids with complex microstructure. Other structured
hazardous materials. fluids arise from large molecules whose orientation in the solvent is
constrained by molecular size and properties. In solids, tight control
Polymers. Wondrous materials found in nature and now synthesized of pore size, grain size, chemical composition, and crystal structure
in enormous quantity and variety, polymers nd an ever-increasing oer a striking range of catalytic, mechanical, and electromagnetic
use in manufactured products. Polymers are versatile because properties. The understanding of gas-solid kinetics is crucial to the
their properties are so wide-ranging, as is evident even in the study of heterogeneous catalysis and integrated circuit fabrication.
conceptually simple polymers made from a single molecular species. Structure is the basis for function, and by manipulating tiny length
The versatility becomes more profound in the copolymers made scales, the resulting nanostructure makes available new capabilities,
from multiple precursors, and the polymers compounded with and thus new technologies and products. Graduate study in surfaces
ller materials. Research in polymers encompasses the chemical and nanostructures may include studies of colloids, emulsions,
reactions of their formation, methods of processing them into surfactants, and other structured fluids with biological, medical, or
products, means of modifying their physical properties, and the environmental applications. It also encompasses thin lms, liquid
relationship between the properties and the underlying molecular- crystals, sol-gel processing, control of pharmaceutical morphology,
and solid-phase structure. nanostructured materials, carbon nanotubes, surface chemistry,
Graduate research opportunities in the department include studies surface patterning, and many other areas of nanotechnology and
of polymerization kinetics, non-Newtonian rheology, polymer thin surface science.
lms and interfaces, block copolymers, liquid crystalline polymers, Biological Engineering. Chemical engineering thermodynamics,
nanocomposites and nanobers, self-assembly and patterning, and transport, and chemical kinetics, so useful for manufacturing
many other areas of polymer science and engineering. In addition processes, are fruitful tools for exploring biological systems as
to a program in graduate study in polymers within the department, well. Biological engineering research may be directed at molecular-
the interdisciplinary Program in Polymers and So Matter (PPSM) level processes, the cell, tissues, the organism, and large-scale
provides a community for researchers in the polymer eld and oers manufacturing in biotech processes. It may be applied to producing
a program of study that focuses on the interdisciplinary nature of specialized proteins, genetic modication of cells, transport
polymer science and engineering. of nutrients and wastes in tissue, therapeutic methods of drug
Materials. The inorganic compounds found in nature are the basis delivery, tissue repair and generation, purication of product
for new materials made by modifying molecular composition (such molecules, and control strategies for complex bioproduction
as purifying silicon and doping it with selected impurities) and plants. Its methods include analytical chemistry and biochemistry
structure (such as control of pore and grain size). These materials techniques, bioinformatic processing of data, and computational
have electronic, mechanical, and optical properties that support solution of chemical reaction and transport models. Biological
a variety of novel technologies. Other materials are applied as engineering is an extraordinarily rich area for chemical engineers,
coatings—thin lms that create a functional surface. Still other and its consequences—theoretical, medical, commercial—will be far-
materials have biological applications, such as diagnostic sensors reaching.
that are compatible with living tissue, barriers that control the Opportunities in the department for graduate study in biological
release of pharmaceutical molecules, and scaolds for tissue engineering include manipulation and purication of proteins and
repair. A new generation of biomaterials is being derived from other biomolecules, research into metabolic processes, tissue
biological molecules. Research in materials is wide-ranging and regeneration, gene regulation, bioprocesses, bioinformatics, drug
highly interdisciplinary, both fundamental and applied. In the delivery, and biomaterials, to name a few. Both experimental and
department, materials research includes studies in plasma etching, computational methods are used, including statistical mechanics
thin-lm chemical vapor deposition, crystal growth, nano-crystalline and systems theory. Chemical engineering faculty are also involved
structure, molecular simulation, scaolds for bone and so tissue in the Center for Biomedical Engineering, created to enhance
regeneration, biocompatible polymers, and many other areas of interdisciplinary research and education at the intersection of
materials engineering. engineering, molecular and cell biology, and medicine. The Novartis-
Surfaces and Nanostructures. In many arrangements of matter, the MIT Center for Continuous Manufacturing, another center of research
interfaces between phases—more than their bulk compositions activity involving chemical engineers, promises to revolutionize the
—are critical to the material structure and behavior. The surfaces chemical processing of pharmaceuticals.
of solids oer a platform for functional coating; coatings may be Energy and Environmental Engineering. Making energy available to
deposited from vapor, applied as a volatile liquid, or assembled from society requires nding and producing a range of fuels, improving
solution onto the solid, in a pattern determined by the molecular the eciency of energy use under the ultimate limits imposed
2019–2020 MIT Bulletin | 171

by thermodynamics, and reducing the eects of these processes desired properties, and processes with better operability, control,
on the environment. The widespread use of fossil fuels increases safety, and environmental performance.
the amount of carbon dioxide in the atmosphere, leading to
concerns about global warming. Other sustainability indicators School of Chemical Engineering Practice
also suggest that we now need to transform our energy system to Since 1916, the David H. Koch School of Chemical Engineering
a more ecient, lower-carbon future. This transformation provides Practice has been a major feature of the graduate education in the
many opportunities for chemical engineers to evaluate and explore department. In this unique program, students receive intensive
other energy supply options such as renewable energy from instruction to broaden their education in the technical aspects
solar, biomass, and geothermal resources, nonconventional fuels of the profession, and also in communication skills and human
from heavy oils, tar sands, natural gas hydrates, and oil shales. relations, which are frequently decisive factors in the success of
Developing technologies for transporting and storing thermal and an engineering enterprise. The Practice School program stresses
electrical energy over a range of scales are also of interest. problem solving in an engineering internship format, where students
undertake projects at industrial sites under the direct supervision of
Further environmental distress can result from manufacturing resident MIT faculty. Credit is granted for participation in the Practice
processes and society's use of the manufactured products. The School in lieu of preparing a master's thesis.
traditional response of treating process wastes is still useful, but
there is growing emphasis on designing new processes to produce The operation of the Practice School is similar to that of a small
less waste. This might be done by improving catalysts to decrease consulting company. The resident sta work closely with the
unwanted by-products, nding alternatives to volatile solvents, and technical personnel of the host companies in identifying project
developing more eective separation processes. Chemical engineers assignments with signicant educational merit, and with solutions
are at work in these areas, and in developing alternative energy that make important contributions to the operation of the company.
sources and assessing the eects of pollutants on human health.
During Practice School, students work on three or four dierent
In the department, students will nd expertise in combustion, projects. Groups and designated group leaders change from one
chemical reaction networks, renewable energy and upgrading of project to another, giving every individual an opportunity to be a
nonconventional fuels, carbon dioxide capture and sequestration, group leader at least once.
water purication and catalytic treatment of pollutants, global air
pollution modeling, design of novel energy conversion processes, Students in the Practice School program are required to demonstrate
energy supply chains, and many other areas of energy and prociency, or take one graduate subject, in each of the following
environmental engineering. Faculty in the department are actively areas: thermodynamics, heat and mass transfer, applied process
involved in the MIT Energy Initiative. chemistry, kinetics and reactor design, systems engineering, and
applied mathematics.
Systems Design and Simulation. From early in the development of
chemical engineering, processes were represented as combinations Master of Science in Chemical Engineering
of unit operations. This concept was useful in analyzing processes, Programs for the Master of Science in Chemical Engineering usually
as well as providing a library of building blocks for creating new are arranged as a continuation of undergraduate professional
processes. Process and product design are imaginative activities, training, but at a greater level of depth and maturity. The general
an artful blend of intuition and analysis. Design is aided by requirements for a master's program are given in the section on
mathematical tools that simulate the behavior of the process or Graduate Education (p. 61). To complete the requirement of at least
product and seek optimum performance. Eective use of simulation 66 graduate subject units, together with an acceptable thesis,
and optimization tools allows unexpected pathways to be explored, generally takes four terms.
dangerous operating regions to be identied, and transient and
accident conditions to be tested. Process and product systems Master of Science in Chemical Engineering Practice
engineering brings it all together, placing the technical features The unit requirements for the Master of Science in Chemical
of a process or product in the context of operations, economics, Engineering Practice (Course 10-A) are the same as those for the
and business. The end result is improved economy, reliability, Master of Science in Chemical Engineering, except that 48 units of
and safety. Methodologies for process and product modeling and Practice School experience replace the master's thesis.
simulation, computer-aided engineering, operations research,
optimization theory and algorithms, process and product design In some cases, Bachelor of Science graduates of this department
strategy, treatment of uncertainty, multiscale systems engineering, can meet the requirements for the Master of Science in Chemical
and many other areas of systems engineering are being developed Engineering Practice (Course 10-A) in two terms. Beginning in
in the Department of Chemical Engineering. Such research leads to September following graduation, students complete the required
new prototypes for process systems, design of new molecules with coursework at the Institute. The spring semester is spent at the
172 | 2019–2020 MIT Bulletin

Practice School eld stations. Careful planning of the senior year

schedule is important. Interdisciplinary Programs
For students who have graduated in chemical engineering from other Computational Science and Engineering
institutions, the usual program of study for the Master of Science The Computational Science and Engineering (CSE) (https://
in Chemical Engineering Practice involves two terms at the Institute computationalengineering.mit.edu/programs/mit-doctoral-program-
followed by eld station work in the Practice School. Graduates in in-computational-science-and-engineering-cse) program allows
chemistry from other institutions normally require an additional students to specialize at the doctoral level in a computation-related
term. eld of their choice through focused coursework and a doctoral
thesis through a number of participating host departments. The
Doctor of Science or Doctor of Philosophy CSE program is administered jointly by the Center for Computational
Doctoral candidates are required to pass a qualifying exam which Engineering (CCE) and the host departments, with the emphasis
contains two parts - a written and oral examination. The written of thesis research activities being the development of new
qualifying exam consists of a thesis proposal document. The oral computational methods and/or the innovative application of
qualifying exam consists of the presentation of the thesis proposal computational techniques to important problems in engineering
to a faculty committee, including discussion and questions. The and science. For more information, see the full program description
qualifying exam is usually completed within 16 months of starting (p. 373) under Interdisciplinary Graduate Programs.
residence as a graduate student. Completing a master's degree is
not a prerequisite for entering the doctoral program or obtaining a Leaders for Global Operations
doctoral degree. The 24-month Leaders for Global Operations (LGO) (http://
The requirements for the doctoral degree include a program of lgo.mit.edu) program combines graduate degrees in engineering and
advanced study, a minor program, a biology requirement, and a management for those with previous postgraduate work experience
thesis. The program of advanced study and research is normally and strong undergraduate degrees in a technical eld. During the
carried out in one of the elds of chemical engineering under the two-year program, students complete a six-month internship at one
supervision of one or more faculty members in the Department of LGO's partner companies, where they conduct research that forms
of Chemical Engineering. A thesis committee of selected faculty the basis of a dual-degree thesis. Students nish the program with
monitors the doctoral program of each candidate. two MIT degrees: an MBA (or SM in management) and an SM from
one of seven engineering programs, some of which have optional
Doctor of Philosophy in Chemical Engineering Practice or required LGO tracks. Aer graduation, alumni take on leadership
This degree program provides educational experience that combines roles at top global manufacturing and operations companies.
advanced work in manufacturing, independent research, and
management. The program is built on the outstanding research Microbiology
programs within the department, the unique resources of the David The MIT Microbiology Graduate PhD Program (p. 376) is an
H. Koch School of Chemical Engineering Practice, and the world- interdepartmental, interdisciplinary program that provides
class resources of the Sloan School of Management. Students are students broad exposure to underlying elements of modern
prepared for a rapid launch into positions of leadership in industry microbiological research and engineering, and depth in specic
and provided with a foundation for completion of an MBA degree. areas of microbiology during the student‘s thesis work. MIT
has a long-standing tradition of excellence in microbiological
The program consists of three major parts: the rst year is devoted research; currently, more than 50 faculty from dierent departments
to coursework and the Practice School, the two middle years are study or use microbes in signicant ways in their research. The
devoted to research, and the nal year is completed in the Sloan program integrates educational resources across the participating
School of Management. In addition, an integrative project combines departments to build connections among faculty with shared
the research and management portions of the program. interests from dierent units and to build an educational community
for training students in the study of microbial systems. Students
Students in the PhD in Chemical Engineering Practice (PhDCEP) apply to the Microbiology program and conduct research in the
program must pass the department's written and oral examinations. labs of faculty in one of the participating departments: Biology;
The progress of their research is monitored by a faculty committee, Biological Engineering; Chemical Engineering; Chemistry; Civil
and the nal thesis document is defended in a public forum. The and Environmental Engineering; Earth, Atmospheric and Planetary
normal completion time should be four calendar years for the Sciences; Electrical Engineering and Computer Science; Materials
PhDCEP program. Sciences and Engineering; and Physics. Graduates of this program
will be prepared to enter a range of elds in microbial science and
engineering, and will have excellent career options in academic,
industrial, and government settings.
2019–2020 MIT Bulletin | 173

Richard D. Braatz, PhD

Polymers and So Matter Edwin R. Gilliland Professor
The Program in Polymers and So Matter (PPSM) (http:// Professor of Chemical Engineering
polymerscience.mit.edu) oers students from participating
departments an interdisciplinary core curriculum in polymer science Arup K. Chakraborty, PhD
and engineering, exposure to the broader polymer community Robert T. Haslam (1911) Professor in Chemical Engineering
through seminars, contact with visitors from industry and academia, Professor of Biological Engineering
and interdepartmental collaboration while working towards a PhD or Professor of Chemistry
ScD degree. Professor of Physics
drug delivery, nanostructured polymers, polymers at interfaces, Clark K. Colton, PhD
biomaterials, molecular modeling, polymer synthesis, biomimetic Professor of Chemical Engineering
materials, polymer mechanics and rheology, self-assembly, and William M. Deen, PhD
polymers in energy. The program is described in more detail under Carbon P. Dubbs Professor Post-Tenure of Chemical Engineering
Interdisciplinary Graduate Programs (p. 378).
Patrick S. Doyle, PhD
Financial Support Robert T. Haslam (1911) Professor of Chemical Engineering
The department has a wide variety of nancial support options for
graduate students, including teaching and research assistantships, Karen K. Gleason, PhD
fellowships, and loans. Information about nancial assistance Alexander and I. Michael Kasser (1960) Professor
may be obtained by writing to the Graduate Student Oce, but Professor of Chemical Engineering
consideration for awards cannot be given before admissions William H. Green Jr, PhD
decisions have been made. Hoyt Hottel Professor of Chemical Engineering
Inquiries T. Alan Hatton, PhD

For additional information concerning graduate programs, Ralph Landau (1941) Professor
admissions, nancial aid, and assistantships, contact the Graduate Professor of Chemical Engineering
Student Oce ([email protected]), Department of Chemical
Engineering, Room 66-366, 617-253-4579. Klavs F. Jensen, PhD
Warren K. Lewis Professor of Chemical Engineering
Faculty and Teaching Sta Jesse Kroll, PhD
Paula T. Hammond, PhD Professor of Civil and Environmental Engineering
David H. Koch Professor of Engineering Professor of Chemical Engineering
Robert Langer, ScD
Head, Department of Chemical Engineering
David H. Koch (1962) Institute Professor
Martin Z. Bazant, PhD Professor of Chemical Engineering
E.G. Roos Professor Professor of Mechanical Engineering
Professor of Chemical Engineering Professor of Biological Engineering
Professor of Mathematics Aliate Faculty, Institute for Medical Engineering and Science
Executive Ocer, Department of Chemical Engineering
Douglas A. Lauenburger, PhD
Ford Foundation Professor
Professors
Robert C. Armstrong, PhD
Chevron Professor
Kristala L. Jones Prather, PhD
Paul I. Barton, PhD
Arthur D. Little Professor
Lammot du Pont Professor of Chemical Engineering
Daniel Blankschtein, PhD
Herman P. Meissner (1929) Professor of Chemical Engineering
174 | 2019–2020 MIT Bulletin

Gregory C. Rutledge, PhD William A. Tisdale, PhD

Lammot Dupont Professor of Chemical Engineering Associate Professor of Chemical Engineering
George Stephanopoulos, PhD Assistant Professors

Arthur Dehon Little Professor Ariel L. Furst, PhD
Professor Post-Tenure of Chemical Engineering Assistant Professor of Chemical Engineering
Gregory Stephanopoulos, PhD Kate Galloway, PhD
Willard Henry Dow Professor of Chemical Engineering Assistant Professor of Chemical Engineering
(On leave, spring)
Karthish Manthiram, PhD
Michael S. Strano, PhD Warren K. Lewis Career Development Professor
Carbon P. Dubbs Professor of Chemical Engineering Assistant Professor of Chemical Engineering
Bernhardt L. Trout, PhD Zachary P. Smith, PhD
Raymond F. Baddour Professor Joseph R. Mares Career Development Professor
Professor of Chemical Engineering Assistant Professor of Chemical Engineering
Daniel I. Wang, PhD
Institute Professor Professors of the Practice
Professor of Chemical Engineering Allan S. Myerson, PhD
Professor of the Practice of Chemical Engineering
Karl Dane Wittrup, PhD
Carbon P. Dubbs Professor of Chemical Engineering Senior Lecturers
Professor of Biological Engineering Robert J. Fisher, PhD
Senior Lecturer in Chemical Engineering
Daniel Grith Anderson, PhD Robert T. Hanlon, ScD
Associate Professor of Chemical Engineering Senior Lecturer in Chemical Engineering
Core Faculty, Institute for Medical Engineering and Science Barry S. Johnston, PhD
Fikile Richard Brushett, PhD Senior Lecturer in Chemical Engineering
Associate Professor of Chemical Engineering
Lecturers
Kwanghun Chung, PhD Thomas J. Blacklock, PhD
Associate Professor of Chemical Engineering Lecturer in Chemical Engineering
Associate Professor of Brain and Cognitive Sciences
Core Faculty, Institute for Medical Engineering and Science Daniel Adam Doneson, PhD
Lecturer in Chemical Engineering
Heather J. Kulik, PhD
Associate Professor of Chemical Engineering Jean-François P. Hamel, PhD
(On leave, fall) Lecturer in Chemical Engineering
J. Christopher Love, PhD Kathryn Elizabeth Hansen, PhD

Bradley D. Olsen, PhD Thomas A. Kinney, PhD

Yuriy Roman, PhD Luis Perez-Breva, PhD

Hadley Sikes, PhD Rory G. Schacter, PhD

James W. Swan, PhD Brian E. Stutts, PhD

2019–2020 MIT Bulletin | 175

Research Sta
Research Scientists
Lev E. Bromberg, PhD
Research Scientist in Chemical Engineering
Felice Frankel, PhD

Research Scientist in Chemical Engineering
Professors Emeriti
Robert A. Brown, PhD
Professor Emeritus of Chemical Engineering
Robert E. Cohen, PhD

Raymond A. and Helen E. St. Laurent Professor Emeritus
Charles L. Cooney, PhD

Robert T. Haslam (1911) Professor Emeritus
Lawrence B. Evans, PhD

Gregory J. McRae, PhD

Edward W. Merrill, ScD

Herbert Harold Sawin, PhD

Professor Emeritus of Electrical Engineering
Kenneth A. Smith, PhD

Jeerson W. Tester, PhD

Preetinder S. Virk, ScD

Associate Professor Emeritus of Chemical Engineering
176 | 2019–2020 MIT Bulletin

DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING
and geomechanics, and transportation. The depth and breadth of

coursework and research required dier for each degree program.
DEPARTMENT OF CIVIL AND ENVIRONMENTAL
ENGINEERING The department’s graduate degrees are as follows: Master of
Engineering (MEng), Master of Science in Transportation (MST),
The Department of Civil and Environmental Engineering (CEE)
Master of Science (SM), Civil Engineer, Environmental Engineer,
seeks to understand the world, invent, and innovate with creative
Doctor of Philosophy (PhD), and Doctor of Science (ScD).
design. To address some of the greatest challenges of our time,
the department uses approaches that range from basic scientic
principles to complex engineering design, at scales from the nano
Undergraduate Study
to the global. Emphasizing the use of quantitative approaches, CEE
features two vibrant centers of gravity: environment (what exists The Department of Civil and Environmental Engineering oers an
as natural systems) and infrastructure (what is created by human undergraduate program, Course 1-ENG, leading to the Bachelor of
activity). The department is organized into two laboratories around Science in General Engineering.
these focus areas: the Parsons Laboratory for Environmental Science
Undergraduates are encouraged to participate in the research
and Engineering (https://cee.mit.edu/research/#Parsons) and the
activities of the department and in many cases obtain degree credit
Pierce Laboratory for Infrastructure Science and Engineering (https://
for such work. In general, students are encouraged to plan their
cee.mit.edu/research/#Pierce), which emphasizes materials and
programs for the third and fourth years so they dovetail with possible
systems. CEE consists of people from a broad range of academic
graduate study, including the department’s Master of Engineering
disciplines who work together to contribute to exciting intellectual
degree. This is readily accomplished by those students who embark
networks across the department and MIT, solving tomorrow’s
on the departmental program in their second year. Under certain
problems to build a better future through discovery and innovation.
circumstances, students are permitted to work toward receiving
An education in civil and environmental engineering provides an simultaneous undergraduate and graduate degrees.
excellent foundation to solve the world’s greatest challenges in areas
such as sustainability, environment, or energy. It prepares students Bachelor of Science in Engineering (Course 1-ENG)
for careers in elds as diverse as engineering design, education, The degree is designed to prepare students to make an impact
law, medicine, and public health, as well as for graduate study in in solving the world’s greatest challenges. The program oers
engineering and science. Graduates teach and carry out research possibilities to select tracks of study (p. 415) for in-depth
in universities, work for large rms, start their own businesses, exploration of particular areas, or to focus on cross-cutting,
and hold leadership positions in government and nonprot multidisciplinary studies within and outside the department
organizations. The department’s undergraduate program provides in emerging areas of civil and environmental engineering,
a solid background in science and engineering fundamentals broadly dened. Refer to the website for further details on
while emphasizing hands-on design and research projects that sample educational tracks and educational opportunities (http://
provide real-world context. Students focus on the use of large cee.mit.edu/undergraduate).
data, computation, probability, and data analysis, and learn how to
The undergraduate program provides signicant flexibility through
combine theory, experiments, and modeling to understand and solve
a track structure that is consistent with the diverse nature of
complex science and engineering problems.
our disciplinary groups and responsive to students' interests in
Course 1-ENG is the undergraduate degree program oered by new educational oerings. The program is built around a solid
The Department of Civil and Environmental Engineering. 1-ENG foundation in mathematics, big data, sensing, and computing, and
leads to a Bachelor of Science in General Engineering, and has is complemented by laboratory subjects on data analysis. It includes
a flexible curriculum that supplements a civil and environmental a capstone subject that provides ample opportunities for students
engineering foundation with an area of core coursework in a eld to solve complex problems. The program enables students to design
of specialization, introducing exciting opportunities for disciplinary individualized programs to meet particular educational objectives.
or multidisciplinary focus. This program is accredited by the For example, students interested in careers in elds such as
Engineering Accreditation Commission of ABET (http://www.abet.org) sustainability, environmental science and engineering, microbiology,
as an engineering degree. sustainable materials, geochemistry, energy resources, structural/
architectural engineering, oceanography, or environmental law can
The department also oers graduate degrees within the broadly design programs that provide both depth and breadth.
dened areas of environmental science and engineering (which
includes environmental chemistry, environmental fluid mechanics, The main component of the program is a small set of General
environmental microbiology, and hydrology and hydroclimatology), Department Requirements (GDRs) consisting of subjects that focus
mechanics of materials and structures, geotechnical engineering on mathematics, computation, probability and statistics, and
data analysis, plus a capstone. Students select one of three core
options, each consisting of subjects that build a solid background
2019–2020 MIT Bulletin | 177

in one of three areas: environment, mechanics and materials, or 1.060 Fluid Mechanics 12
systems. Their selections of a core and a consistent set of four or 1.061A Transport Processes in the 6
ve restricted elective subjects, in consultation with a CEE faculty Environment I
advisor, dene their track of undergraduate study. Restricted
1.070A[J] Introduction to Hydrology and Water 6
electives may be selected from subjects within or outside the
Resources
Department of Civil and Environmental Engineering.
1.080 Environmental Chemistry 12
To satisfy the CI-M component of the Communication Requirement, 1.091 Traveling Research Environmental 3
students must take two of the department’s CI-M subjects (1.013 eXperience (TREX): Fieldwork
and either 1.092, 1.101/1.102, or 1.106/1.107) or, if appropriate, take 1.106 Environmental Fluid Transport 6
one Course 1 CI-M subject and petition the Subcommittee on the Processes and Hydrology Laboratory
Communication Requirement to substitute one CI-M from another
1.107 Environmental Chemistry Laboratory 6
science or engineering eld. Any outside CI-M must t into the
coherent program of electives approved by the student’s academic Total Units 63
advisor and must be approved by the undergraduate ocer. The
Substitution of equivalent subjects oered by other departments
remaining part of the program consists of unrestricted electives,
is allowed, with permission of the minor advisor. However, at least
bringing the total number of required units beyond the General
three full 12-unit subjects must be Course 1 subjects.
Institute Requirements to 180.
For a general description of the minor program, see Undergraduate
Minor in Civil and Environmental Systems Education (p. 35).
The Minor in Civil and Environmental Systems consists of the
following subjects: Other Undergraduate Opportunities
1.020 Engineering Sustainability: Analysis 12

Undergraduate Practice Opportunities Program
and Design
The Undergraduate Practice Opportunities Program (UPOP) is a full-
1.022 Introduction to Network Models 12 year co-curricular professional development program sponsored by
1.041 Transportation Systems Modeling 12 the School of Engineering that prepares sophomores for success
1.075 Water Resource Systems 12 in the workplace. UPOP is open to all sophomores, regardless of
1.101 Introduction to Civil and 6 major. Over the course of the program, students receive classroom
Environmental Engineering Design I instruction and personalized coaching focused on advancing both
short- and long-term professional goals, with support provided
in nding and securing a summer internship. UPOP students
participate in professional development workshops and one-to-
Total Units 60 one coaching during both fall and spring semesters. Students also
attend a one-week course over IAP focusing on foundational decision
Minor in Civil Engineering making, team dynamics and development, and communication—
The Minor in Civil Engineering consists of the following subjects: essential tools for workplace success. Experiential modules are
taught by MIT faculty and coached by MIT alumni mentor-instructors,
1.035 Mechanics of Materials 12
providing students with an opportunity to practice professional
1.036 Structural Mechanics and Design 12 skills with highly experienced industry professionals. UPOP's two-
1.050 Solid Mechanics 12 unit curriculum also serves as the foundation of the Bernard M.
1.101 Introduction to Civil and 6 Gordon-MIT Engineering Leadership (GEL) Program. Contact the
Environmental Engineering Design I Undergraduate Practice Opportunities Program ([email protected]),
1.060 Fluid Mechanics 12 Room 12-193, 617-253-0077, or Leo McGonagle, executive director,
for further information.
Research Opportunities
Total Units 60 Students wishing to work closely with a member of the faculty on
research may obtain permission to register for thesis, or to enroll in
Minor in Environmental Engineering Science 1.999 Undergraduate Studies in Civil and Environmental Engineering.
The Minor in Environmental Engineering Science consists of the The Undergraduate Research Opportunities Program (UROP) oers
following subjects: numerous possibilities (p. 45), and the department awards several
UROP traineeships to undergraduates each spring.
178 | 2019–2020 MIT Bulletin

collaborative workflows at the interface of engineering and

architecture.
Graduate Study
Graduate students in the Department of Civil and Environmental For current MIT students, the program is a natural extension of the
Engineering (CEE) participate in research with renowned faculty Institute’s four-year Bachelor of Science degree, providing them
and get hands-on experience solving some of the world’s largest an opportunity to gain practical experience and preparing them for
problems in the domains of infrastructure and environment, emerging elds in today’s job market.
and related areas of interest. Education takes place inside and
outside the classroom, and there are numerous opportunities Master of Science in Civil and Environmental Engineering
to learn not only about civil and environmental engineering in The Master of Science is a two-year research-focused degree that
an interdisciplinary research environment but also to network culminates with a thesis. This degree prepares graduates for an
with peers. CEE grants the following advanced degrees: Master advanced position in the eld, and provides a foundation for doctoral
of Engineering in Civil and Environmental Engineering, Master studies. The degree requirements include 66 units of subject units,
of Science in Transportation, Master of Science, Civil Engineer, 34 of which must be departmental subjects. The student is also
Environmental Engineer, Doctor of Science, and Doctor of required to complete a research thesis comprised of original work.
Philosophy. The Institute's general requirements for these degrees
are described under Graduate Education (p. 61). Detailed information Doctoral Degrees
on the departmental requirements for each degree may be obtained The Doctor of Philosophy (PhD) or Doctor of Science (ScD) in Civil
on the website (http://cee.mit.edu). and Environmental Engineering oers in-depth study in all areas
represented by the department’s faculty. The Civil and Environmental
Admission Requirements Engineering doctoral program educates students to nd solutions
CEE seeks a diverse group of applicants from a range of academic based on scientic research and implement them to make real-world
disciplines who will work together to contribute to exciting contributions. The curriculum and doctoral degree program applies
intellectual networks across the department and Institute. All basic scientic principles to complex engineering design at scales
applicants are required to submit scores from the GRE General Test. from the nano to the global.
Applicants whose rst language is not English are required to submit
Student research is characterized by the following traits:
scores from either the International English Language Testing System
(IELTS), the preferred exam, or the Test of English as a Foreign • Applies theoretical, numerical, experimental, and eld work to
Language (TOEFL). More information about individual graduate cutting-edge research projects
programs can be obtained from the website (http://cee.mit.edu) or by • Considers a range of scientic and engineering issues and
email ([email protected]). investigates solutions
• Emphasizes fundamental understanding of, and innovative
Master of Engineering
approaches to, engineering problems by considering a vast
The Master of Engineering (MEng) (http://cee.mit.edu/master-of-
range of scales from the nano to the macro
engineering) degree program is a professional-oriented graduate
program that consists of high-level, fast-paced coursework and The doctoral program includes a three-subject core area of study
signicant engagement with applied engineering projects that that reflects key knowledge in the student’s chosen eld. The three
prepare graduates for a professional career path or further graduate subjects are selected from an approved list of four to ve subjects
studies at MIT or elsewhere. This nine-month program, with within a specic subdiscipline of CEE. The remainder of the doctoral
opportunities for individualized tracks of study in CEE, prepares program consists of seven graduate subjects that complement the
students to address signicant challenges in the domains of civil core, including one “breadth” class. (Subjects taken in pursuit of
and environmental engineering. The degree requirements include the SM can be counted towards these requirements.) The doctoral
66 units of graduate-level subjects, 48 units of which must be degree is granted upon completion of the required subjects,
departmental subjects. Students are also required to complete an submission and defense of a thesis proposal, and submission and
original thesis. defense of a thesis embodying an original research contribution. A
detailed description of the doctoral program requirements can be
Students in the Environmental Engineering Science track pursue
found here (https://cee.mit.edu/resources).
classes and research in their areas of interest, including hydrology,
environmental chemistry, ecology, and environmental fluid
Financial Assistance
mechanics.
The research of the department is an integral part of the graduate
Students in the Structural Mechanics and Design track pursue program. All doctoral students receive appointments as research or
classes and research in areas including structural engineering teaching assistants, as do the majority of our SM and MST students.
mechanics, computational design and optimization, and
2019–2020 MIT Bulletin | 179

Most of these appointments fully cover tuition, individual health or required LGO tracks. Aer graduation, alumni take on leadership
insurance, and reasonable living expenses in the Boston area. roles at top global manufacturing and operations companies.
Applicants are encouraged to apply for traineeships and fellowships Joint Program with the Woods Hole Oceanographic Institution
oered nationally by the National Science Foundation, NASA, DOE, The Joint Program with the Woods Hole Oceanographic Institution
and other governmental agencies that traditionally support students (WHOI) (http://mit.whoi.edu) is intended for students whose primary
in the department. For an extensive list of such opportunities, visit career objective is oceanography or oceanographic engineering.
the Oce of Graduate Education website (http://odge.mit.edu/ Students divide their academic and research eorts between the
nances/fellowships). campuses of MIT and WHOI. Joint Program students are assigned
an MIT faculty member as academic advisor; thesis research may
Interdisciplinary Programs be supervised by MIT or WHOI faculty. While in residence at MIT,
Through its interdisciplinary programs, the Department of Civil students follow a program similar to that of other students in their
and Environmental Engineering brings together the science, home department. The program is described in more detail under
technology, systems, and management skills necessary to deal with Interdisciplinary Graduate Programs (p. 375).
the important engineering problems of the future.
Inquiries
Computational Science and Engineering Detailed information about the academic policies and programs of
The Computational Science and Engineering (CSE) (https:// the department (http://cee.mit.edu) may be obtained by writing (cee-
computationalengineering.mit.edu/programs/mit-doctoral-program- [email protected]) to or visiting the Academic Programs Oce, Room
in-computational-science-and-engineering-cse) program allows 1-290, 617-253-9723.
students to specialize at the doctoral level in a computation-related
eld of their choice through focused coursework and a doctoral
thesis through a number of participating host departments. The
CSE program is administered jointly by the Center for Computational
Engineering (CCE) and the host departments, with the emphasis Markus J. Buehler, PhD
of thesis research activities being the development of new McAfee Professor of Engineering
computational methods and/or the innovative application of Professor of Civil and Environmental Engineering
computational techniques to important problems in engineering Head, Department of Civil and Environmental Engineering
and science. For more information, see the full program description
(p. 373) under Interdisciplinary Graduate Programs. Professors
Eric J. Alm, PhD
Graduate Programs in Transportation Professor of Biological Engineering
MIT provides a broad range of opportunities for transportation- Professor of Civil and Environmental Engineering
related education. Courses and classes span the School of
Cynthia Barnhart, PhD
Engineering, the Sloan School of Management, and the School
Ford Professor of Engineering
of Architecture and Planning, with many activities covering
interdisciplinary topics that prepare students for future industry,
Chancellor
government, or academic careers.
Moshe E. Ben-Akiva, PhD
A variety of graduate degrees are available to students interested in
Edmund K. Turner Professor of Civil and Environmental Engineering
transportation studies and research, including a Master of Science
in Transportation and PhD in Transportation, described under Oral Buyukozturk, PhD
Interdisciplinary Graduate Programs (p. 380). Macomber Professor of Civil and Environmental Engineering
Leaders for Global Operations Sallie W. Chisholm, PhD

The 24-month Leaders for Global Operations (LGO) (http:// Institute Professor
lgo.mit.edu) program combines graduate degrees in engineering and Professor of Civil and Environmental Engineering
management for those with previous postgraduate work experience Professor of Biology
and strong undergraduate degrees in a technical eld. During the
Herbert H. Einstein, ScD
two-year program, students complete a six-month internship at one
of LGO's partner companies, where they conduct research that forms
the basis of a dual-degree thesis. Students nish the program with Elfatih A. B. Eltahir, ScD
two MIT degrees: an MBA (or SM in management) and an SM from Breene M. Kerr Professor of Civil and Environmental Engineering
one of seven engineering programs, some of which have optional Professor of Civil and Environmental Engineering
180 | 2019–2020 MIT Bulletin

Dara Entekhabi, PhD

Bacardi and Stockholm Water Foundation Professor Associate Professors
Professor of Civil and Environmental Engineering Saurabh Amin, PhD
Professor of Earth, Atmospheric and Planetary Sciences Associate Professor of Civil and Environmental Engineering
Philip M. Gschwend, PhD
Ford Foundation Professor of Engineering Lydia Bourouiba, PhD
Professor of Civil and Environmental Engineering Associate Professor of Civil and Environmental Engineering
Associate Professor of Mechanical Engineering
Charles F. Harvey, PhD Aliate Faculty, Institute for Medical Engineering and Science
Otto Xavier Cordero Sánchez, PhD
Colette L. Heald, PhD Doherty Professor in Ocean Utilization
Professor of Earth, Atmospheric and Planetary Sciences
Rubén Juanes, PhD
Ali Jadbabaie, PhD ARCO Associate Professor in Energy Studies
Associate Director, Institute for Data, Systems, and Society
Caitlin T. Mueller, PhD
Jesse Kroll, PhD Ford International Career Development Professor
Professor of Civil and Environmental Engineering Associate Professor of Architecture
Professor of Chemical Engineering Associate Professor of Civil and Environmental Engineering
Dennis McLaughlin, PhD (On leave, spring)
H. M. King Bhumibol Professor Xuanhe Zhao, PhD
Professor of Civil and Environmental Engineering Associate Professor of Mechanical Engineering
Heidi Nepf, PhD Associate Professor of Civil and Environmental Engineering
Donald and Martha Harleman Professor of Civil and Environmental
Engineering Assistant Professors
Josephine V. Carstensen, PhD
John A. Ochsendorf, PhD Assistant Professor of Civil and Environmental Engineering
Professor of Architecture Tal Cohen, PhD
Professor of Civil and Environmental Engineering Assistant Professor of Civil and Environmental Engineering
(On leave) Assistant Professor of Mechanical Engineering
Martin F. Polz, PhD David Des Marais, PhD

Professor of Civil and Environmental Engineering Gale Assistant Professor of Civil and Environmental Engineering
Yossi She, PhD Tami Lieberman, PhD

Elisha Gray II Professor Herman L. F. von Helmholtz Career Development Professor
Professor of Civil and Environmental Engineering Assistant Professor of Civil and Environmental Engineering
Member, Institute for Data, Systems, and Society Core Faculty, Institute for Medical Engineering and Science
David Simchi-Levi, PhD Benedetto Marelli, PhD

Professor of Civil and Environmental Engineering Paul M. Cook Career Development Professor
Member, Institute for Data, Systems, and Society Assistant Professor of Civil and Environmental Engineering
Franz-Josef Ulm, PhD Admir Masic, PhD

Professor of Civil and Environmental Engineering Esther and Harold E. Edgerton Career Development Professor
Assistant Professor of Civil and Environmental Engineering
Andrew Whittle, PhD
Edmund K. Turner Professor of Civil and Environmental Engineering Desiree Plata, PhD
Gilbert W. Winslow Assistant Professor of Civil and Environmental
John R. Williams, PhD Engineering
2019–2020 MIT Bulletin | 181

Serguei Saavedra, PhD Ole S. Madsen, ScD

Mitsui Career Development Professor Donald and Martha Harleman Professor Emeritus
Assistant Professor of Civil and Environmental Engineering Professor Emeritus of Civil and Environmental Engineering
Cathy Wu, PhD David H. Marks, PhD

Assistant Professor of Civil and Environmental Engineering Morton and Claire Goulder Family Professor Emeritus
Member, Institute for Data, Systems, and Society Professor Emeritus of Civil and Environmental Engineering
Chiang C. Mei, PhD

Research Sta Ford Professor Emeritus of Engineering
Professor Emeritus of Civil and Environmental Engineering
Senior Research Scientists Professor Emeritus of Mechanical Engineering
Roland Pellenq, PhD
Senior Research Scientist of Civil and Environmental Engineering Fred Moavenzadeh, PhD
James Mason Cras Professor Emeritus
Research Engineers Professor Emeritus of Civil and Environmental Engineering
John K. MacFarlane, MS
Research Engineer of Civil and Environmental Engineering Amedeo R. Odoni, PhD
T. Wilson (1953) Professor Emeritus
Research Scientists Professor Emeritus of Aeronautics and Astronautics
Kunal Kupwade Patil, PhD Professor Emeritus of Civil and Environmental Engineering
Research Scientist of Civil and Environmental Engineering Daniel Roos, PhD
Francisco Martin-Martinez, PhD Professor Emeritus of Data, Systems, and Society
Research Scientist of Civil and Environmental Engineering Professor Emeritus of Civil and Environmental Engineering
Zhao Qin, PhD Daniele Veneziano, PhD

Abel Sánchez, PhD Nigel H. M. Wilson, PhD

Professors Emeriti
Rafael Luis Bras, ScD
Jerome J. Connor Jr, ScD

Peter Sturges Eagleson, ScD

Edmund K. Turner Professor Emeritus of Civil and Environmental
Engineering
Lynn Walter Gelhar, PhD

Harold F. Hemond, PhD

William E. Leonhard (1940) Professor Emeritus
Eduardo A. Kausel, PhD

Robert Daniel Logcher, ScD

182 | 2019–2020 MIT Bulletin

INSTITUTE FOR DATA, SYSTEMS, AND SOCIETY
IDSS’s academic programs embrace the collision and synthesis of

ideas and methods from analytical disciplines, including statistics,
INSTITUTE FOR DATA, SYSTEMS, AND SOCIETY stochastic modeling, information theory and inference, systems
The mission of the Institute for Data, Systems, and Society (IDSS) and control theory, optimization, economics, human and social
(http://idss.mit.edu) is to advance education and research in state- behavior, and network science. Each of these elds in isolation is an
of-the-art, analytical methods in information and decision systems; insucient basis for a deep understanding of complex interactions
statistics and data science; and the social sciences, and to apply and systems. However, the intersections of these disciplines provide
these methods to address complex societal challenges in a diverse new tools and perspectives for understanding complex systems,
set of areas such as energy systems, nance, healthcare, social addressing overarching challenges (including sustainability and
networks, and urban science. Its mission also includes the creation systemic risk), and presenting design principles and architectures
of an MIT-wide focal point for advancing research and educational that enable those systems’ quantication, management, and
programs related to statistics and data science. regulation.
Technology advances in areas such as smart sensors, big data, Inquiries about IDSS academic programs may be directed to the
communications, computing, and social networking are rapidly Academic Oce (idss_academic_o[email protected]).
scaling the size and complexity of interconnected systems and
networks and, at the same time, are generating massive data that Admission Requirements for Graduate Study
can lead to new insights and understanding. Research at IDSS will Application forms for all programs (http://web.mit.edu/admissions/
aim to understand and analyze data from across these systems, graduate) are available online. Applicants whose rst language is
which present unique and substantial challenges due to scale, not English must oer evidence of written and oral prociency in
complexity, and the diculties of extracting clear, actionable English by registering for the International English Language Testing
insights. System (IELTS) exam (http://www.ielts.org), academic format, and
achieving a score of 7.5 or better. Information about the Graduate
Our ability to understand data and develop models across complex, Record Examinations (GRE) (http://www.ets.org/gre) can be obtained
interconnected systems is at the core of our ability to uncover new through the website. Applicants should refer to the details of each
insights and solutions. program concerning specic requirements for admission.
Spanning all ve schools at MIT, IDSS embraces the collision

Master of Science in Technology and Policy
and synthesis of ideas and methods from analytical disciplines
The Technology and Policy Program (TPP) (http://tpp.mit.edu)
including statistics, data science, information theory and inference,
educates students seeking leadership roles in the constructive
systems and control theory, optimization, economics, human
development and use of technology—an area that is not well served
and social behavior, and network science. These disciplines are
by the traditional education of technical or social science specialists.
relevant both for understanding complex systems and for presenting
TPP focuses on meeting the need for leaders who are engineers
design principles and architectures that allow for the systems’
and scientists—people with not only strong technical foundations
quantication and management. IDSS seeks to integrate these
but also the skills and abilities to deal cogently and eectively
areas, fostering new collaborations, introducing new paradigms
with the economic, political, and administrative dimensions of the
and abstractions, and utilizing the power of data to address societal
technological challenges of the 21st century.
challenges.
research degree with a focus on the increasingly central role
Undergraduate Study of technology in the framing, formulation, and resolution of
policy problems. Many students combine TPP's curriculum with
Minor in Statistics and Data Science complementary subjects to obtain dual degrees in TPP and either a
The Minor in Statistics and Data Science (p. 366) provides students specialized branch of engineering or an applied social science, such
with a working knowledge base in statistics, probability, and as political science or urban studies and planning.
computation, along with an ability to perform data analysis. For a
description of the minor, see Interdisciplinary Programs (p. 340). TPP's coursework provides a solid grounding in technology and
policy by combining advanced subjects in the student's chosen
technical eld with courses in economics, politics, modern
Graduate Study quantitatieve methods, and social science. All students must
complete a satisfactory research thesis that has a substantial
IDSS provides educational programs anchored in the following technology and policy component. In order to prepare students
intellectual pillars: statistics, information and decision sciences, and for eective professional practice, TPP stresses leadership and
human and institutional behavior. communication. It also encourages students to participate in TPP's
2019–2020 MIT Bulletin | 183

summer internship program, which places students in government • It engages societal aspects of the problem. The research
and industry in the US and around the world. incorporates theories and tools from the social sciences.
The TPP curriculum consists of three blocks of subjects and a The program’s subject requirements follow. Waivers for some of the
research thesis. The rst block is a required integrative subject in requirements are possible in special circumstances.
technology and policy and a subject in applied quantitative methods.
The second block focuses on training in formal frameworks for Core
policy development and consists of subjects in microeconomics, Select three of the following:
political economy, and one restricted elective in microeconomics, 6.436[J] Fundamentals of Probability
social science methods, law, or statistics. The third block comprises 18.6501 Fundamentals of Statistics
a minimum of three coherent electives that fulll professional
21A.809 Designing Empirical Research in the
and research objectives. The research thesis is the culmination of
Social Sciences
scholarship integrating technology and policy.
14.121 Microeconomic Theory I
Completion of the academic and research requirements of the TPP & 14.122 and Microeconomic Theory II
SM typically takes four terms. Information Systems and Decision Science
Five subjects in the areas of probabilistic modeling,
The TPP curriculum normally begins in September; applications are
statistics, optimization, or systems/control theory,
due by December 15. All applicants should have a strong basis in
including:
engineering or science, and must take the GRE. Strong candidates
for the program typically score in the top 10 percent of all three One subject from the list of Statistical Processing of
GRE areas: verbal, quantitative, and analytic writing. TPP seeks Data Subjects below
1
applicants having relevant work or research experience as well as the One subject of substantial mathematical content
ability to demonstrate evidence of leadership and initiative in their Two subjects belonging to a sequence that provides
professional or other activities. 2
increasing depth on a particular topic
Social Science
Contact the TPP program oce ([email protected]), Room E17-373,
617-258-7295, for additional information. Four subjects that create a coherent and rigorous
program of study in the social sciences, providing
Doctor of Philosophy in Social and Engineering Systems necessary background for research, including:
Three subjects comprising a coherent collection
The Doctor of Philosophy in Social and Engineering Systems (SES) that builds depth in a particular social science
(http://idss.mit.edu/academics/ses_doc) is focused on addressing focus area
2
concrete and societally signicant problems by combining methods
Problem Domain
from engineering and the social sciences. A student’s doctoral
Two subjects in the application domain of the
program includes coursework that prepares them for advanced, 3,4
student’s research
rigorous, and original research leading to a doctoral thesis. Both
coursework and research must include breadth and depth in 1
Criteria dened by the graduate program committee.
engineering and quantitative methods, as well as in the social 2
Subjects used to satisfy the core can be counted toward this requirement.
sciences, and in a particular application domain.
However, the remaining subjects should be at a more-advanced level.
3
Student research in SES is characterized by the following traits: One subject may be satised by an internship or independent study in
which the student is evaluated on their performance of hands-on work in a
• It is driven by problems of societal interest, in areas such as particular domain.
4
energy, nance, health care, social networks, urban science, as One subject may also be counted toward the social science requirement.
well as in policy-related topics.
• It is application domain driven. Statistical Processing of Data Subjects
• It involves quantitative methods. The program is focused on 6.434[J] Statistics for Engineers and 12
problems that can be addressed through mathematical modeling Scientists
and data analysis. 6.438 Algorithms for Inference 12
• It relies on real-world data. Research is expected to analyze 6.867 Machine Learning 12
data from the application domain of interest, and draw upon 9.520[J] Statistical Learning Theory and 12
the training provided in statistics, etc., through the program’s Applications
coursework.
14.381 Applied Econometrics 6
14.382 Econometrics 12
184 | 2019–2020 MIT Bulletin

15.077[J] Statistical Learning and Data Mining 12 learning; optimization; systems theory, control, and autonomy; and
17.802 Quantitative Research Methods II: 12 networks.
Causal Inference
For further information, see the Research and Study (p. 105) section.
17.804 Quantitative Research Methods 12
III: Generalized Linear Models and Sociotechnical Systems Research Center
Extensions The Sociotechnical Systems Research Center (SSRC) (http://
17.806 Quantitative Research Methods IV: 12 ssrc.mit.edu) is an interdisciplinary research center that focuses
Advanced Topics on the study of high-impact, complex, sociotechnical systems that
shape our world.
The program begins in September and applications are due by
December 15 of the preceding year. SSRC brings together faculty, researchers, students, and sta
from across MIT to study and seek solutions to complex societal
Further information about SES is available on the program website challenges that span healthcare, energy, infrastructure networks, the
(http://idss.mit.edu/academics/ses_doc) or by contacting the IDSS environment, and international development.
Academic Oce (idss_academic_o[email protected]), Room E17-375, or
617-253-1182. For further information on SSRC and its programs, see the Research
and Study (p. 117) section.
Research Centers
Research in IDSS addresses overarching challenges, including the
modeling and prediction of system behavior and performance; Munther A. Dahleh, PhD
systems design and architecture; and issues including social William A. Coolidge Professor
welfare, monetization, and regulation, as well as sustainability and Professor of Electrical Engineering and Computer Science
resilience, cascades and contagion phenomena, and systemic risk. Director, Institute for Data, Systems, and Society
IDSS will sustain this research agenda by fostering and prioritizing Alberto Abadie, PhD
several types of strong connections, including: Professor of Economics
• A community of experts, at MIT and elsewhere, with
demonstrated success performing impactful, multidisciplinary Stephen C. Graves, PhD
research in these domains. Abraham J. Siegel Professor of Management
• A close connection between research and domain expertise, to Professor of Operations Management and Leaders for Global
enable a contextually-informed understanding of the challenges Operations
and opportunities in complex systems. Professor of Mechanical Engineering
• Educational and research methodologies, not considered Graduate Ocer, Institute for Data, Systems, and Society
in isolation, but instead anchored in one or several of the Ali Jadbabaie, PhD
cross-disciplinary elds of statistics, information and decision Professor of Civil and Environmental Engineering
sciences, the science of interconnections, as well as the study of Associate Director, Institute for Data, Systems, and Society
social and institutional behavior.
Noelle Eckley Selin, PhD
Laboratory for Information and Decision Systems Associate Professor of Data, Systems, and Society
The Laboratory for Information and Decision Systems (LIDS) (http:// Associate Professor of Earth, Atmospheric and Planetary Sciences
lids.mit.edu) is an interdepartmental laboratory devoted to research Associate Director, Institute for Data, Systems, and Society
and education in systems, networks, and control, staed by faculty,
Devavrat Shah, PhD
research scientists, and graduate students from many departments
and centers across MIT. The mission of LIDS is to develop and apply
rigorous approaches and tools for system modeling, analysis,
design, and optimization. It encompasses the development of novel John N. Tsitsiklis, PhD
analytical methodologies, as well as the adaptation and application Clarence J. Lebel Professor in Electrical Engineering
of advanced methods to specic contexts and application domains. Associate Director, Institute for Data, Systems, and Society
LIDS research addresses physical and man-made systems, their
dynamics, and the associated information processing. Some of the
lab’s core research areas are: statistical inference and machine
2019–2020 MIT Bulletin | 185

Fotini Christia, PhD

Professors Professor of Political Science
Daron Acemoglu, PhD Member, Institute for Data, Systems, and Society
Institute Professor
Professor of Economics Richard de Neufville, PhD
Member, Institute for Data, Systems, and Society Professor of Data, Systems, and Society
Sinan Aral, PhD Esther Duflo, PhD

David Austin Professor in Management Abdul Latif Jameel Professor in Poverty Alleviation and Development
Professor of Information Technology and Marketing Economics
Member, Institute for Data, Systems, and Society Member, Institute for Data, Systems, and Society
(On leave) Robert Michael Freund, PhD
Nicholas A. Ashford, JD, PhD Theresa Seley Professor in Management Sciences
Professor of Technology and Policy Professor of Operations Research
(On leave, spring)
Hamsa Balakrishnan, PhD
Professor of Aeronautics and Astronautics David Gamarnik, PhD
Associate Head, Department of Aeronautics and Astronautics Nanyang Technological University Professor
Member, Institute for Data, Systems, and Society Professor of Operations Research
Adam Berinsky, PhD
Mitsui Professor of Political Science Polina Golland, PhD
Professor of Political Science Henry Ellis Warren (1894) Professor
(On leave, spring)
Dimitri P. Bertsekas, PhD
Professor of Electrical Engineering Daniel E. Hastings, PhD
Member, Institute for Data, Systems, and Society Cecil and Ida Green Professor in Education
Robert C. Berwick, PhD Head, Department of Aeronautics and Astronautics
Professor of Computer Science and Engineering Member, Institute for Data, Systems, and Society
Emery N. Brown, MD, PhD Neil and Jane Pappalardo Professor
Edward Hood Taplin Professor of Medical Engineering Professor of Mechanical Engineering
Warren M. Zapol Professor of Anaesthesia, HMS Professor of Mathematics
Professor of Computational Neuroscience Associate Dean, School of Engineering
Associate Director, Institute for Medical Engineering and Science
Co-Director, Health Sciences and Technology Program Jonathan P. How, PhD
Richard Cockburn Maclaurin Professor in Aeronautics and
Victor V. Chernozhukov, PhD Astronautics
Ford International Professor Member, Institute for Data, Systems, and Society
Professor of Economics
Member, Institute for Data, Systems, and Society Tommi S. Jaakkola, PhD
(On leave) Thomas Siebel Professor in Electrical Engineering and Computer
Science
Nazli Choucri, PhD Professor of Computer Science and Engineering
Professor of Political Science Member, Institute for Data, Systems, and Society
Member, Institute for Data, Systems, and Society (On leave, fall)
(On leave, fall)
Patrick Jaillet, PhD
Dugald C. Jackson Professor in Electrical Engineering
186 | 2019–2020 MIT Bulletin

Richard Charles Larson, PhD Asuman E. Ozdaglar, PhD

Mitsui Professor School of Engineering Distinguished Professor of Engineering
Professor Post-Tenure of Data, Systems, and Society Professor of Electrical Engineering
Head, Department of Electrical Engineering and Computer Science
Andrew W. Lo, PhD Member, Institute for Data, Systems, and Society
Charles E. and Susan T. Harris Professor
Professor of Finance Pablo A. Parrilo, PhD
Professor of Electrical Engineering and Computer Science Joseph F. and Nancy P. Keithley Professor
Member, Institute for Data, Systems, and Society Professor of Electrical Engineering and Computer Science
Stuart E. Madnick, PhD Member, Institute for Data, Systems, and Society
John Norris Maguire (1960) Professor
Professor of Information Technology Alex Pentland, PhD
Member, Institute for Data, Systems, and Society Toshiba Professor of Media Arts and Sciences
Thomas L. Magnanti, PhD
Institute Professor Jaime Peraire, PhD
Professor of Operations Research H. N. Slater Professor in Aeronautics and Astronautics
Professor of Electrical Engineering Member, Institute for Data, Systems, and Society
Member, Institute for Data, Systems, and Society (On leave, spring)
Thomas W. Malone, PhD Roberto Rigobon, PhD

Patrick J. McGovern (1959) Professor of Management Society of Sloan Fellows Professor
Professor of Information Technology Professor of Applied Economics
Alexandre Megretski, PhD Yossi She, PhD

Professor of Electrical Engineering Elisha Gray II Professor
Member, Institute for Data, Systems, and Society Professor of Civil and Environmental Engineering
Sanjoy K. Mitter, PhD
Professor of Electrical Engineering Scott Roger Sheeld, PhD
Member, Institute for Data, Systems, and Society Leighton Family Professor of Mathematics
Eytan H. Modiano, PhD
Professor of Aeronautics and Astronautics Susan S. Silbey, PhD
Member, Institute for Data, Systems, and Society Leon and Anne Goldberg Professor of Humanities
Professor of Sociology and Anthropology
Joel Moses, PhD Professor of Behavioral and Policy Studies
Institute Professor Post-Tenure Member, Institute for Data, Systems, and Society
Member, Institute for Data, Systems, and Society David Simchi-Levi, PhD
Elchanan Mossel, PhD Member, Institute for Data, Systems, and Society
Member, Institute for Data, Systems, and Society John Sterman, PhD
Jay W. Forrester Professor of Management
Dava Newman, PhD Professor of System Dynamics
Apollo Professor of Astronautics and Engineering Systems Member, Institute for Data, Systems, and Society
Member, Health Sciences and Technology Faculty Charles H. Stewart III, PhD
(On leave, spring) Kenan Sahin (1963) Distinguished Professor
Professor of Political Science
Kenneth A. Oye, PhD Member, Institute for Data, Systems, and Society
2019–2020 MIT Bulletin | 187

Gilbert Strang, PhD Sertac Karaman, PhD

MathWorks Professor of Mathematics Associate Professor of Aeronautics and Astronautics
Roy E. Welsch, PhD In Song Kim, PhD

Eastman Kodak Leaders for Global Operations Professor of Class of 1956 Career Development Professor
Management Associate Professor of Political Science
Professor of Statistics Member, Institute for Data, Systems, and Society
Youssef M. Marzouk, PhD
Alan S. Willsky, PhD Associate Professor of Aeronautics and Astronautics
Professor of Electrical Engineering Member, Institute for Data, Systems, and Society
Rahul Mazumder, PhD
Moe Z. Win, PhD Associate Professor of Operations Research
Richard Nielsen, PhD
Gregory W. Wornell, PhD Associate Professor of Political Science
Sumitomo Electric Industries Professor in Engineering Member, Institute for Data, Systems, and Society
Member, Institute for Data, Systems, and Society Yury Polyanskiy, PhD
Associate Professor of Electrical Engineering and Computer Science
Associate Professors Member, Institute for Data, Systems, and Society
Saurabh Amin, PhD (On leave)
Associate Professor of Civil and Environmental Engineering Hazhir Rahmandad, PhD
Member, Institute for Data, Systems, and Society Mitsubishi Career Development Professor
Alessandro Bonatti, PhD Associate Professor of System Dynamics
John Norris Maguire (1960) Professor Member, Institute for Data, Systems, and Society
Associate Professor of Applied Economics Iyad Rahwan, PhD
Member, Institute for Data, Systems, and Society Associate Professor of Media Arts and Sciences
Guy Bresler, PhD Member, Institute for Data, Systems, and Society
Bonnie and Marty (1964) Tenenbaum Career Development Professor (On leave)
Associate Professor of Electrical Engineering and Computer Science Alexander Rakhlin, PhD
Member, Institute for Data, Systems, and Society Associate Professor of Brain and Cognitive Sciences
Tamara Broderick, PhD Member, Institute for Data, Systems, and Society
ITT Career Development Professor in Computer Technology David Rand, PhD
Associate Professor of Electrical Engineering and Computer Science Erwin H. Schell Professor
Member, Institute for Data, Systems, and Society Associate Professor of Marketing
Dean Eckles, PhD Associate Professor of Brain and Cognitive Sciences
KDD Career Development Professor in Communications and Member, Institute for Data, Systems, and Society
Technology Philippe Rigollet, PhD
Associate Professor of Marketing Associate Professor of Mathematics
Stefanie Jegelka, ScD Suvrit Sra, PhD
X-Window Consortium Career Development Professor Esther and Harold Edgerton Career Development Professor
Associate Professor of Computer Science and Engineering Associate Professor of Electrical Engineering and Computer Science
188 | 2019–2020 MIT Bulletin

Tavneet Suri, PhD

Louis E. Seley Professor in Applied Economics
Research Sta
Associate Professor of Applied Economics
Member, Institute for Data, Systems, and Society Senior Research Engineers
Jessika Trancik, PhD Frank R. Field III, PhD
Associate Professor of Data, Systems, and Society Lecturer of Data, Systems, and Society
Caroline Uhler, PhD Senior Research Scientists

Associate Professor of Electrical Engineering and Computer Science Anuradha Annaswamy, PhD
Member, Institute for Data, Systems, and Society Senior Research Scientist of Data, Systems, and Society
(On leave, fall)
Stan N. Finkelstein, MD
Sarah E. Williams, MCP Senior Research Scientist of Data, Systems, and Society
Homer A. Burnell Career Development Professor
Associate Professor of Information Technologies and Urban Planning Principal Research Scientists
Member, Institute for Data, Systems, and Society Audun Botterud, PhD
Principal Research Scientist of Data, Systems, and Society
Teppei Yamamoto, PhD
Associate Professor of Political Science Mardavij Roozbehani, PhD
Member, Institute for Data, Systems, and Society Principal Research Scientist of Data, Systems, and Society
(On leave, fall)
Kalyan Veeramachaneni, PhD
Jinhua Zhao, PhD Principal Research Scientist of Data, Systems, and Society
Associate Professor of Urban Planning and Transportation
Professors Emeriti
Assistant Professors Daniel Roos, PhD
Luca Carlone, PhD Professor Emeritus of Data, Systems, and Society
Charles Stark Draper Professor Professor Emeritus of Civil and Environmental Engineering
Assistant Professor of Aeronautics and Astronautics
Cathy Wu, PhD

Assistant Professor of Civil and Environmental Engineering

Christopher L. Magee, PhD
Professor of the Practice, Institute for Data, Systems, and Society
Visiting Professors
Marija Ilic, PhD
Visiting Professor of Data, Systems, and Society
José Ignacio Pérez-Arriaga, PhD

Visiting Professor of Applied Economics
Visiting Professor of Data, Systems, and Society
Adjunct Professors
G. David Forney, ScD
Adjunct Professor of Electrical Engineering
Adjunct Professor of Data, Systems, and Society
2019–2020 MIT Bulletin | 189

DEPARTMENT OF ELECTRICAL ENGINEERING AND COMPUTER SCIENCE
Undergraduate Study
DEPARTMENT OF ELECTRICAL ENGINEERING AND
COMPUTER SCIENCE For MIT undergraduates, the Department of Electrical Engineering
and Computer Science oers several programs leading to the
Electrical engineers and computer scientists are everywhere
Bachelor of Science:
—in industry and research areas as diverse as computer and
communication networks, electronic circuits and systems, • The 6-1 program (p. 407) leads to the Bachelor of Science
lasers and photonics, semiconductor and solid-state devices, in Electrical Science and Engineering. It is accredited by
nanoelectronics, biomedical engineering, computational biology, the Engineering Accreditation Commission of ABET (http://
articial intelligence, robotics, design and manufacturing, control www.abet.org).
and optimization, computer algorithms, games and graphics,
• The 6-2 program (p. 403) leads to the Bachelor of Science
soware engineering, computer architecture, cryptography and
in Electrical Engineering and Computer Science and is for
computer security, power and energy systems, nancial analysis,
those whose interests cross this traditional boundary. It is
and many more. The infrastructure and fabric of the information
accredited by both the Engineering and Computing Accreditation
age, including technologies such as the internet and the web,
Commissions of ABET (http://www.abet.org).
search engines, cell phones, high-denition television, and
• The 6-3 program (p. 401) leads to the Bachelor of Science in
magnetic resonance imaging, are largely the result of innovations
Computer Science and Engineering. It is accredited by both the
in electrical engineering and computer science. The Department
Engineering and Computing Accreditation Commissions of ABET
of Electrical Engineering and Computer Science (EECS) (http://
(http://www.abet.org).
www-eecs.mit.edu) at MIT and its graduates have been at the
forefront of a great many of these advances. Current work in the • The 6-7 program (p. 482), oered jointly by the Department of
department holds promise of continuing this record of innovation Electrical Engineering and Computer Science and the Department
and leadership, in both research and education, across the full of Biology (Course 7), is for students specializing in computer
spectrum of departmental activity. science and molecular biology. A detailed description of this
degree program and its requirements can be found in the section
The career paths and opportunities for EECS graduates cover a wide on Interdisciplinary Programs (p. 341).
range and continue to grow: fundamental technologies, devices, • The 6-9 program (p. 480), oered jointly by the Department of
and systems based on electrical engineering and computer science Electrical Engineering and Computer Science and the Department
are pervasive and essential to improving the lives of people around of Biology and the Department of Brain and Cognitive Sciences
the world and managing the environments they live in. The basis for (Course 9), focuses on the emerging eld of computational
the success of EECS graduates is a deep education in engineering and engineering approaches to brain science, cognition, and
principles, built on mathematical, computational, physical, and machine intelligence. A detailed description of this degree
life sciences, and exercised with practical applications and project program and its requirements can be found in the section on
experiences in a wide range of areas. Our graduates have also Interdisciplinary Programs (p. 340).
demonstrated over the years that EECS provides a strong foundation
• The 6-14 program (p. 484), oered jointly by the Department of
for those whose work and careers develop in areas quite removed
Electrical Engineering and Computer Science and the Department
from their origins in engineering.
of Economics (Course 14), is for students specializing in
Undergraduate students in the department take two core subjects computer science, economics, and data science. A detailed
that introduce electrical engineering and computer science, and then description of this degree program and its requirements can be
systematically build up broad foundations and depth in selected found in the section on Interdisciplinary Programs (p. 341).
intellectual theme areas that match their individual interests. • The 11-6 program (p. 486), oered jointly by the Department of
Laboratory subjects, independent projects, and research provide Electrical Engineering and Computer Science and the Department
engagement with principles and techniques of analysis, design, and of Urban Studies and Planning (Course 11), is for students
experimentation in a variety of elds. The department also oers specializing in urban science and planning with computer
a range of programs that enable students to gain experience in science. A detailed description of this degree program and its
industrial settings, ranging from collaborative industrial projects requirements can be found in the section on Interdisciplinary
done on campus to term-long experiences at partner companies. Programs (p. 350).
Graduate study in the department moves students toward mastery The bachelor’s programs in 6-1, 6-2, and 6-3 build on the General
of areas of individual interest, through coursework and signicant Institute Requirements in science and the humanities, and are
research, oen dened in interdisciplinary areas that take advantage structured to provide early, hands-on engagement with ideas,
of the tremendous range of faculty expertise in the department and, activities, and learning that allow students to experience the
more broadly, across MIT. range and power of electrical engineering and computer science
in an integrated way. The required introductory core subject (one
190 | 2019–2020 MIT Bulletin

of 6.01, 6.02, 6.03, and 6.08) involves substantial work in the 6.0001 Introduction to Computer Science 6
laboratory. This subject is complemented by a mathematics subject, Programming in Python
and followed by a choice of three foundation courses from a set 6.0002 Introduction to Computational 6
of subjects that provide the basis for subsequent specialization. Thinking and Data Science
Students dene their specialization by selecting three to four header
6.01 Introduction to EECS via Robotics 12
subjects, two advanced undergraduate subjects, and one to two
6.02 Introduction to EECS via 12
EECS elective subjects from an extensive set of possibilities. The
Communication Networks
flexibility in these choices permits students considerable latitude
in shaping their program to match diverse interests, while ensuring 6.08 Introduction to EECS via 12
depth and mastery in a few selected areas. Interconnected Embedded Systems
Basic Level
The joint bachelor’s programs in 6-7 provides an interdepartmental
Select up to 63 units of the following:
curriculum involving rigorous training in both molecular biology
6.004 Computation Structures 12
and computer science. Students begin with introductory courses in
math, chemistry, programming, and lab skills. Students then build 6.008 Introduction to Inference 12
on these skills with ve courses in algorithms and biology, which 6.034 Articial Intelligence 12
lead to a choice of electives in biology, with a particular focus on 6.041 Introduction to Probability 12
computational biology. 6.042[J] Mathematics for Computer Science 12
The joint bachelor’s program in 6-9 is designed to give students 18.200 Principles of Discrete Applied 15
access to foundational and advanced material in electrical Mathematics
engineering and computer science, as well as in the architecture, 18.200A Principles of Discrete Applied 12
circuits, and physiology of the brain, and computational approaches Mathematics
to cognition and intelligence. 18.211 Combinatorial Analysis 12
Algorithms-intensive
The joint bachelor’s program in 6-14 is designed to equip students
with a foundational knowledge of economic analysis, computing, 6.006 Introduction to Algorithms 12
optimization, and data science, as well as hands-on experience with Soware-intensive
empirical analysis of economic data. Students take eight subjects 6.009 Fundamentals of Programming 12
that provide a mathematical, computational, and algorithmic basis Advanced Level
for the major. From there, students take two subjects in data science,
Select at least 12 units of the following:
two in intermediate economics, and three elective subjects from data
6.033 Computer Systems Engineering 12
science and economics theory.
6.036 Introduction to Machine Learning 12
All students in 6-1, 6-2, 6-3, 6-7, or 6-9 may also apply for one of the 6.045[J] Automata, Computability, and 12
Master of Engineering programs oered by the department, which Complexity
require an additional year of study for the simultaneous award of
6.046[J] Design and Analysis of Algorithms 12
both degrees.
6.047 Computational Biology: Genomes, 12
Networks, Evolution
Minor in Computer Science
The department oers a Minor in Computer Science. The minor 6.419[J] Statistics, Computation and 12
provides students with both depth and breadth in the eld, as well Applications
as the opportunity to explore areas of their own interest. 6.801 Machine Vision 12
6.802[J] Computational Systems Biology: 12
To complete the minor, students must take at least six subjects (six-
Deep Learning in the Life Sciences
unit subjects count as half-subjects) totaling at least 72 units from
6.803 The Human Intelligence Enterprise 12
the lists below, including:
6.804[J] Computational Cognitive Science 12
• at least one soware-intensive subject, and 6.806 Advanced Natural Language 12
• one algorithms-intensive subject at either the basic or advanced Processing
level. 6.811[J] Principles and Practice of Assistive 12
Technology
Introductory Level
6.814 Database Systems 12
Select up to 12 units of the following:
6.815 Digital and Computational 12
Photography
2019–2020 MIT Bulletin | 191

6.819 Advances in Computer Vision 12 of Engineering program is open only to undergraduate students
6.837 Computer Graphics 12 who have completed their junior year in the Department of Electrical
Engineering and Computer Science at MIT. Students with other
6.905 Large-scale Symbolic Systems 12
preparation seeking a master’s level experience in EECS at MIT
18.404 Theory of Computation 12
should see the Master of Science program described later in this
Algorithms-intensive section.
A student in the Master of Engineering program must be registered
Soware-intensive
as a graduate student for at least one regular (non-summer) term.
6.031 Elements of Soware Construction 15
To remain in the program and to receive the Master of Engineering
6.035 Computer Language Engineering 12 degree, students will be expected to maintain strong academic
6.141[J] Robotics: Science and Systems 12 records.
6.170 Soware Studio 15
Four MEng programs are available:
6.172 Performance Engineering of Soware 18
Systems • The Master of Engineering in Electrical Engineering and Computer
6.175 Constructive Computer Architecture 12 Science (6-P) program is intended to provide the depth of
6.809[J] Interactive Music Systems 12 knowledge and the skills needed for advanced graduate study
and for professional work, as well as the breadth and perspective
6.816 Multicore Programming 12
essential for engineering leadership in an increasingly complex
technological world.
Inquiries
Additional information about the department’s undergraduate • The 6-A Master of Engineering Thesis Program with Industry
programs may be obtained from the EECS Undergraduate Oce combines the Master of Engineering academic program with
([email protected]), Room 38-476, 617-253-7329. periods of industrial practice at aliated companies. An
undergraduate wishing to pursue this degree should initially
register for one of the department’s three bachelor’s programs.
Graduate Study • The Department of Electrical Engineering and Computer Science
jointly oers a Master of Engineering in Computer Science and
Master of Engineering Molecular Biology (6-7P) with the Department of Biology (Course
The Department of Electrical Engineering and Computer Science 7). This program is modeled on the 6-P program, but provides
permits qualied MIT undergraduate students to apply for one of additional depth in computational biology through coursework
three Master of Engineering (MEng) programs. These programs and a substantial thesis.
consist of an additional, h year of study beyond one of the • The Department of Electrical Engineering and Computer Science
Bachelor of Science programs oered by the department. jointly oers a Master of Engineering in Computation and
Cognition (6-9P) with the Department of Brain and Cognitive
Recipients of a Master of Engineering degree normally receive a Sciences (Course 9). This program builds on the Bachelor of
Bachelor of Science degree simultaneously. No thesis is explicitly Science in Computation and Cognition, providing additional
required for the Bachelor of Science degree. However, every program depth in the subject areas through advanced coursework and a
must include a major project experience at an advanced level, substantial thesis.
culminating in written and oral reports.
The Master of Engineering degree also requires completion of 24 Master of Engineering in Electrical Engineering and Computer
units of thesis credit under 6.THM Master of Engineering Program Science (Course 6-P)
Thesis. While a student may register for more than this number of Through a seamless, ve-year course of study, the Master of
thesis units, only 24 units count toward the degree requirement. Engineering in Electrical Engineering and Computer Science (6-P)
Adjustments to the department requirements are made on an (p. 406) program leads directly to the simultaneous awarding of
individual basis when it is clear that a student would be better the Master of Engineering and one of the three bachelor’s degrees
served by a variation in the requirements because of their strong oered by the department. The 6-P program is intended to provide
prior background. the skills and depth of knowledge in a selected eld of concentration
needed for advanced graduate study and for professional work,
Programs leading to the ve-year Master of Engineering degree or as well as the breadth and perspective essential for engineering
to the four-year Bachelor of Science degrees can easily be arranged leadership in an increasingly complex technological world. The
to be identical through the junior year. At the end of the junior student selects 42 units from a list of subjects approved by the
year, students with strong academic records may apply to continue Graduate Oce; these subjects, considered along with the two
through the ve-year master’s program. Admission to the Master advanced undergraduate subjects from the bachelor’s program,
192 | 2019–2020 MIT Bulletin

must include at least 36 units in an area of concentration. A further of the program requirements may be found under the section on
24 units of electives are chosen from a restricted departmental list of Interdisciplinary Programs (p. 373).
mathematics, science, and engineering subjects.
Master of Engineering in Computation and Cognition (Course
Master of Engineering Thesis Program with Industry (Course 6-A) 6-9P)
The 6-A Master of Engineering Thesis Program with Industry (http:// The Departments of Brain and Cognitive Sciences and Electrical
vi-a.mit.edu) enables students to combine classroom studies with Engineering and Computer Science jointly oer a Master of
practical experience in industry through a series of supervised work Engineering in Computation and Cognition (6-9P) (p. 489). A
assignments at one of the companies or laboratories participating detailed description of the program requirements may be found
in the program, culminating with a Master of Engineering thesis under the section on Interdisciplinary Programs (p. 370).
performed at a 6-A member company. Collectively, the participating
companies provide a wide spectrum of assignments in the various Predoctoral and Doctoral Programs
elds of electrical engineering and computer science, as well as an The programs of education oered by the Department of Electrical
exposure to the kinds of activities in which engineers are currently Engineering and Computer Science at the doctoral and predoctoral
engaged. Since a continuing liaison between the companies level have three aspects. First, a variety of classroom subjects
and faculty of the department is maintained, students receive in physics, mathematics, and fundamental elds of electrical
assignments of progressive responsibility and sophistication that are engineering and computer science is provided to permit students
usually more professionally rewarding than typical summer jobs. to develop strong scientic backgrounds. Second, more specialized
classroom and laboratory subjects and a wide variety of colloquia
The 6-A program is primarily designed to work in conjunction with and seminars introduce the student to the problems of current
the department's ve-year Master of Engineering degree program. interest in many elds of research, and to the techniques that may
Internship students generally complete three assignments with their be useful in attacking them. Third, each student conducts research
cooperating company—usually two summers and one regular term. under the direct supervision of a member of the faculty and reports
While on 6-A assignment, students receive pay from the participating the results in a thesis.
company as well as academic credit for their work. During their
graduate year, 6-A students generally receive a 6-A fellowship or a Three advanced degree programs are oered in addition to the
research or teaching assistantship to help pay for the graduate year. Master of Engineering program described above. A well-prepared
student with a bachelor's degree in an appropriate eld from some
The department conducts a fall recruitment during which juniors who school other than MIT (or from another department at MIT) normally
wish to work toward an industry-based Master of Engineering thesis requires about one and one-half to two years to complete the
may apply for admission to the 6-A program. Acceptance of a student formal studies and the required thesis research in the Master of
into the program cannot be guaranteed, as openings are limited. Science degree program. (Students who have been undergraduates
At the end of their junior year, most 6-A students can apply for in Electrical Engineering and Computer Science at MIT and who
admission to 6-PA, which is the 6-A version of the department's ve- seek opportunities for further study must complete the Master of
year 6-P Master of Engineering degree program. 6-PA students do Engineering rather than the Master of Science degree program.) With
their Master of Engineering thesis at their participating company's an additional year of study and research beyond the master's level,
facilities. They can apply up to 24 units of work-assignment credit a student in the doctoral or predoctoral program can complete the
toward their Master of Engineering degree. The rst 6-A assignment requirements for the degree of Electrical Engineer or Engineer in
may be used for the advanced undergraduate project that is required Computer Science. The doctoral program usually takes about four to
for award of a bachelor's degree, by including a written report and ve years beyond the master's level.
obtaining approval by a faculty member.
There are no xed programs of study for these doctoral and
At the conclusion of their program, 6-A students are not obliged to predoctoral degrees. Each student plans a program in consultation
accept employment with the company, nor is the company obliged to with a faculty advisor. As the program moves toward thesis research,
oer such employment. it usually centers in one of a number of areas, each characterized
Additional information about the program is available at the 6-A by an active research program. Areas of specialization in the
Oce, Room 38-409E, 617-253-4644. department that have active research programs and related graduate
subjects include communications, control, signal processing, and
Master of Engineering in Computer Science and Molecular optimization; computer science; articial intelligence, robotics,
Biology (Course 6-7P) computer vision, and graphics; electronics, computers, systems, and
The Departments of Biology and Electrical Engineering and Computer networks; electromagnetics and electrodynamics; optics, photonics,
Science jointly oer a Master of Engineering in Computer Science and quantum electronics; energy conversion devices and systems;
and Molecular Biology (6-7P) (p. 492). A detailed description power engineering and power electronics; materials and devices;
2019–2020 MIT Bulletin | 193

VLSI system design and technology; nanoelectronics; bioelectrical

engineering; and computational biology. Electrical Engineer or Engineer in Computer Science
The general requirements for an engineer's degree are given under
In addition to graduate subjects in electrical engineering and the section on Graduate Education (p. 62). These degrees are open to
computer science, many students nd it protable to study subjects those able students in the doctoral or predoctoral program who seek
in other departments such as Biology, Brain and Cognitive Sciences, more extensive training and research experiences than are possible
Economics, Linguistics and Philosophy, Management, Mathematics, within the master's program. Admission to the engineer's program
and Physics. depends upon a superior academic record and outstanding progress
The informal seminar is an important mechanism for bringing on a thesis. The course of studies consists of at least 162 units, 90
together members of the various research groups. Numerous of which must be from a list of subjects approved by the Graduate
seminars meet every week. In these, graduate students, faculty, and Oce, and the thesis requirements for a master's degree.
visitors report their research in an atmosphere of free discussion and
criticism. These open seminars are excellent places to learn about Doctor of Philosophy or Doctor of Science
the various research activities in the department. The general requirements for the degree of Doctor of Philosophy or
Doctor of Science are given under the section on Graduate Education
Research activities in electrical engineering and computer (p. 62). Doctoral candidates are expected to participate fully in the
science are carried on by students and faculty in laboratories educational program of the department and to perform thesis work
of extraordinary range and strength, including the Laboratory that is a signicant contribution to knowledge. As preparation,
for Information and Decision Systems, Research Laboratory of MIT students in the Master of Engineering in Electrical Engineering
Electronics, Computer Science and Articial Intelligence Laboratory, and Computer Science program will be expected to complete that
Laboratory for Energy and the Environment (see MIT Energy program. Students who have received a bachelor's degree outside
Initiative), Kavli Institute for Astrophysics and Space Research, the department, but who have not completed a master's degree
Lincoln Laboratory, Materials Research Laboratory, MIT Media Lab, program, will normally be expected to complete the requirements for
Francis Bitter Magnet Laboratory, Operations Research Center, the Master of Science degree described earlier, including a thesis.
Plasma Science and Fusion Center, and the Microsystems Technology Students who have completed a master's degree elsewhere without
Laboratories. Descriptions of many of these laboratories may be a signicant research component will be required to register for and
found under the section on Research and Study (p. 91). carry out a research accomplishment equivalent to a master's thesis
before being allowed to proceed in the doctoral program.
Because the backgrounds of applicants to the department's doctoral
and predoctoral programs are extremely varied, both as to eld Details of how students in the department fulll the requirements
(electrical engineering, computer science, physics, mathematics, for the doctoral program are spelled out in an internal memorandum.
biomedical engineering, etc.) and as to level of previous degree The department does not have a foreign language requirement, but
(bachelor's or master's), no specic admissions requirements are does require an approved minor program.
listed. All applicants for any of these advanced programs will be
evaluated in terms of their potential for successful completion of the Graduate students enrolled in the department may participate in the
department's doctoral program. Superior achievement in relevant research centers described in the Research and Study (p. 91) section,
technical elds is considered particularly important. such as the Operations Research Center.
Master of Science in Electrical Engineering and Computer Financial Support

Science
The general requirements for the degree of Master of Science are Master of Engineering Degree Students
listed under Graduate Education (p. 62). The department requires Students in the h year of study toward the Master of Engineering
that the 66-unit program consist of at least four subjects from a list degree are commonly supported by a graduate teaching or research
of approved subjects by the Graduate Oce which must include a assistantship. In the 6-A Master of Engineering Thesis Program with
minimum of 42 units of advanced graduate subjects. In addition, Industry, students are supported by paid company internships.
a 24-unit thesis is required beyond the 66 units. Students working Students supported by full-time research or teaching assistantships
full-time for the Master of Science degree may take as many as four may register for no more than two regular classes totaling at
classroom subjects per term. The subjects are wholly elective and most 27 units. They receive additional academic units for their
are not restricted to those given by the department. The program participation in the teaching or research program. Support through
of study must be well balanced, emphasizing one or more of the an assistantship may extend the period required to complete the
theoretical or experimental aspects of electrical engineering or Master of Engineering program by an additional term or two. Support
computer science. is granted competitively to graduate students and may not be
available for all of those admitted to the Master of Engineering
program. The MEng degree is normally completed by students
194 | 2019–2020 MIT Bulletin

taking a full load of regular subjects in two graduate terms. Students management for those with previous postgraduate work experience
receiving assistantships commonly require a third term and may and strong undergraduate degrees in a technical eld. During the
petition to continue for a fourth graduate term. two-year program, students complete a six-month internship at one
Master of Science, Engineer, and Doctoral Degree Students the basis of a dual-degree thesis. Students nish the program with
Studies toward an advanced degree can be supported by personal two MIT degrees: an MBA (or SM in management) and an SM from
funds, by an award such as the National Science Foundation one of seven engineering programs, some of which have optional
Fellowship (which the student brings to MIT), by a fellowship or required LGO tracks. Aer graduation, alumni take on leadership
or traineeship awarded by MIT, or by a graduate assistantship. roles at top global manufacturing and operations companies.
Assistantships require participation in research or teaching in
the department or in one of the associated laboratories. Full-time System Design and Management
assistants may register for no more than two scheduled classroom The System Design and Management (SDM) (http://
or laboratory subjects during the term, but may receive additional sdm.mit.edu) program is a partnership among industry, government,
academic credit for their participation in the teaching or research and the university for educating technically grounded leaders
program. of 21st-century enterprises. Jointly sponsored by the School of
Engineering and the Sloan School of Management, it is MIT's rst
Inquiries degree program to be oered with a distance learning option in
Additional information concerning graduate academic and research addition to a full-time in-residence option.
programs, admissions, nancial aid, and assistantships may be
obtained from the Electrical Engineering and Computer Science Technology and Policy
Graduate Oce, Room 38-444, 617-253-4605, or visit the website The Master of Science in Technology and Policy is an engineering
(http://www-eecs.mit.edu). research degree with a strong focus on the role of technology in
policy analysis and formulation. The Technology and Policy Program
Interdisciplinary Programs (TPP) (http://tpp.mit.edu) curriculum provides a solid grounding
in technology and policy by combining advanced subjects in the
Computation for Design and Optimization student's chosen technical eld with courses in economics, politics,
The Computation for Design and Optimization (CDO) (https:// quantitative methods, and social science. Many students combine
computationalengineering.mit.edu/programs/master-of-science- TPP's curriculum with complementary subjects to obtain dual
program-in-computation-for-design-and-optimization) program degrees in TPP and either a specialized branch of engineering or an
oers a master's degree to students interested in the analysis and applied social science such as political science or urban studies and
application of computational approaches to designing and operating planning. For additional information, see the program description
engineered systems. The curriculum is designed with a common under the Institute for Data, Systems, and Society (p. 183).
core serving all engineering disciplines and an elective component
focusing on specic applications. Current MIT graduate students may
pursue a CDO master's degree in conjunction with a department- Faculty and Teaching Sta
based master's or PhD program. For more information, see the full
Asuman E. Ozdaglar, PhD
program description (p. 370) under Interdisciplinary Graduate
School of Engineering Distinguished Professor of Engineering
Programs.
Head, Department of Electrical Engineering and Computer Science
Joint Program with the Woods Hole Oceanographic Institution
The Joint Program with the Woods Hole Oceanographic Institution
(WHOI) (http://mit.whoi.edu) is intended for students whose primary Saman P. Amarasinghe, PhD
career objective is oceanography or oceanographic engineering. Professor of Computer Science and Engineering
Students divide their academic and research eorts between the Associate Head, Department of Electrical Engineering and Computer
campuses of MIT and WHOI. Joint Program students are assigned Science
be supervised by MIT or WHOI faculty. While in residence at MIT, Joel Voldman, PhD
students follow a program similar to that of other students in their Professor of Electrical Engineering
home department. The program is described in more detail under Associate Head, Department of Electrical Engineering and Computer
Interdisciplinary Graduate Programs (p. 375). Science

The 24-month Leaders for Global Operations (LGO) (http://
lgo.mit.edu) program combines graduate degrees in engineering and
2019–2020 MIT Bulletin | 195

Nancy Ann Lynch, PhD Sangeeta N. Bhatia, MD, PhD

NEC Professor of Soware Science and Engineering John J. and Dorothy Wilson Professor of Health Sciences and
Professor of Electrical Engineering and Computer Science Technology
Associate Head for Strategic Directions, Department of Electrical Professor of Electrical Engineering and Computer Science
Engineering and Computer Science Core Faculty, Institute for Medical Engineering and Science
(On leave)
Duane S. Boning, PhD
Professors Clarence J. LeBel Professor of Electrical Engineering
Harold Abelson, PhD Louis D. Braida, PhD
Class of 1992 Professor Henry Ellis Warren (1894) Professor Post-Tenure of Electrical
Professor of Computer Science and Engineering Engineering
Elfar Adalsteinsson, PhD Member, Health Sciences and Technology Faculty
Professor of Electrical Engineering and Computer Science Rodney Brooks, PhD
Core Faculty, Institute for Medical Engineering and Science Professor of Computer Science and Engineering
Anant Agarwal, PhD Vladimir Bulović, PhD
Professor of Computer Science and Engineering Fariborz Maseeh (1990) Professor in Emerging Technology
Akintunde I. Akinwande, PhD Professor of Electrical Engineering
Professor of Electrical Engineering Vincent W. S. Chan, PhD
Dimitri A. Antoniadis, PhD Joan and Irwin M. (1957) Jacobs Professor
Professor of Electrical Engineering Professor of Electrical Engineering
(On leave, spring)
Hari Balakrishnan, PhD
Fujitsu Professor in Computer Science and Engineering Anantha P. Chandrakasan, PhD
(On leave, fall) Vannevar Bush Professor in Electrical Engineering
Dean, School of Engineering
Marc A. Baldo, PhD
Professor of Electrical Engineering Isaac L. Chuang, PhD
Regina Barzilay, PhD Professor of Physics
Delta Electronics Professor of Computer Science and Engineering
(On leave, fall) Munther A. Dahleh, PhD
William A. Coolidge Professor
Bonnie Berger, PhD Professor of Electrical Engineering and Computer Science
Simons Professor of Mathematics Director, Institute for Data, Systems, and Society
Member, Health Sciences and Technology Faculty Luca Daniel, PhD
Karl K. Berggren, PhD
Professor of Electrical Engineering and Computer Science Konstantinos Daskalakis, PhD
Professor of Computer Science and Engineering
Tim Berners-Lee, BA
3 Com Founders Professor of Engineering Randall Davis, PhD
Professor of Electrical Engineering and Computer Science Professor of Computer Science and Engineering
Dimitri P. Bertsekas, PhD Jesús A. del Alamo, PhD

Professor of Electrical Engineering Donner Professor of Science
Member, Institute for Data, Systems, and Society Professor of Electrical Engineering
(On leave)
Robert C. Berwick, PhD
Professor of Computer Science and Engineering Erik D. Demaine, PhD
Member, Institute for Data, Systems, and Society Professor of Computer Science and Engineering
196 | 2019–2020 MIT Bulletin

Srinivas Devadas, PhD Jongyoon Han, PhD

Edwin Sibley Webster Professor Professor of Electrical Engineering
Professor of Electrical Engineering and Computer Science Professor of Biological Engineering
(On leave, fall)
Fredo Durand, PhD
Professor of Computer Science and Engineering Frederick C. Hennie III, PhD
Clion G. Fonstad Jr, PhD
Professor of Electrical Engineering Berthold Klaus Paul Horn, PhD
Dennis M. Freeman, PhD
Professor of Electrical Engineering Judy L. Hoyt, PhD
Member, Health Sciences and Technology Faculty Professor of Electrical Engineering
William T. Freeman, PhD Qing Hu, PhD

Professor of Computer Science and Engineering Distinguished Professor
James G. Fujimoto, PhD
Elihu Thomson Professor in Electrical Engineering Piotr Indyk, PhD
Thomas D. and Virginia W. Cabot Professor
Robert G. Gallager, ScD Professor of Computer Science and Engineering
Tommi S. Jaakkola, PhD
David K. Giord, PhD Thomas Siebel Professor in Electrical Engineering and Computer
Professor of Computer Science and Engineering Science
Sha Goldwasser, PhD Professor of Computer Science and Engineering
RSA Professor Member, Institute for Data, Systems, and Society
Professor of Computer Science and Engineering (On leave, fall)
(On leave) Daniel Jackson, PhD
Polina Golland, PhD Professor of Computer Science and Engineering
Henry Ellis Warren (1894) Professor Patrick Jaillet, PhD
Member, Institute for Data, Systems, and Society Dugald C. Jackson Professor in Electrical Engineering
(On leave, spring) Member, Institute for Data, Systems, and Society
Martha L. Gray, PhD M. Frans Kaashoek, PhD
J. W. Kieckhefer Professor of Health Sciences and Technology Charles A. Piper (1935) Professor
Professor of Electrical Engineering and Computer Science Professor of Computer Science and Engineering
Leslie P. Kaelbling, PhD
W. Eric L. Grimson, PhD Panasonic Professor
Bernard M. Gordon Professor in Medical Engineering Professor of Computer Science and Engineering
Chancellor for Academic Advancement David R. Karger, PhD
Professor of Biological Engineering John G. Kassakian, ScD
Professor of Electrical Engineering Professor of Electrical Engineering
Dina Katabi, PhD
John V. Guttag, PhD Andrew (1956) and Erna Viterbi Professor
Dugald C. Jackson Professor in Electrical Engineering Professor of Computer Science and Engineering
Manolis Kellis, PhD
2019–2020 MIT Bulletin | 197

James L. Kirtley Jr, PhD Roger Greenwood Mark, MD, PhD

Professor of Electrical Engineering Distinguished Professor in Health Sciences and Technology
(On leave, spring) Professor Post-Tenure of Electrical Engineering and Computer
Science
Leslie A. Kolodziejski, PhD Core Faculty, Institute for Medical Engineering and Science
(On leave, fall) Muriel Médard, ScD
Cecil H. Green Professor in Electrical Engineering
Jing Kong, PhD
Professor of Electrical Engineering Alexandre Megretski, PhD
Jerey H. Lang, PhD Member, Institute for Data, Systems, and Society
Vitesse Professor
Professor of Electrical Engineering Albert R. Meyer, PhD
Hae-Seung Lee, PhD
Advanced Television and Signal Processing Professor Silvio Micali, PhD
Professor of Electrical Engineering Ford Foundation Professor of Engineering
Steven B. Leeb, PhD (On leave, fall)
Professor of Mechanical Engineering Robert C. Miller, PhD
Distinguished Professor of Computer Science and Engineering
Charles E. Leiserson, PhD
Edwin Sibley Webster Professor of Electrical Engineering Arvind Mithal, PhD
Professor of Computer Science and Engineering Charles W. and Jennifer C. Johnson Professor in Computer Science
and Engineering
Jae S. Lim, PhD
Professor of Electrical Engineering Sanjoy K. Mitter, PhD
Barbara H. Liskov, PhD Member, Institute for Data, Systems, and Society
Institute Professor
Professor of Computer Science Robert T. Morris, PhD
Andrew W. Lo, PhD
Charles E. and Susan T. Harris Professor Joel Moses, PhD
Professor of Finance Institute Professor Post-Tenure
Professor of Electrical Engineering and Computer Science Professor of Electrical Engineering and Computer Science
Tomás Lozano-Pérez, PhD Alan V. Oppenheim, PhD

School of Engineering Professor of Teaching Professor of Electrical Engineering and Computer Science
Terry Philip Orlando, PhD
Samuel R. Madden, PhD Professor of Electrical Engineering
Tomás Palacios, PhD
Thomas L. Magnanti, PhD Professor of Electrical Engineering
Institute Professor
Professor of Operations Research Pablo A. Parrilo, PhD
Professor of Electrical Engineering Joseph F. and Nancy P. Keithley Professor
Member, Institute for Data, Systems, and Society Professor of Electrical Engineering and Computer Science
David J. Perreault, PhD

Professor in Power Engineering
(On leave, fall)
198 | 2019–2020 MIT Bulletin

Rajeev J. Ram, PhD Bruce Tidor, PhD

Singapore Research Professor Professor of Electrical Engineering and Computer Science
Professor of Electrical Engineering Professor of Biological Engineering
L. Rafael Reif, PhD Antonio Torralba, PhD

President Professor of Electrical Engineering and Computer Science
John N. Tsitsiklis, PhD
Martin C. Rinard, PhD Clarence J. Lebel Professor in Electrical Engineering
Professor of Computer Science and Engineering Associate Director, Institute for Data, Systems, and Society
Ronald L. Rivest, PhD George C. Verghese, PhD

Institute Professor Professor of Electrical Engineering
Stephen A. Ward, PhD
Ronitt Rubinfeld, PhD Professor of Computer Science and Engineering
Cardinal Warde, PhD
Daniela L. Rus, PhD Professor of Electrical Engineering
Andrew (1956) and Erna Viterbi Professor
Professor of Computer Science and Engineering Ron Weiss, PhD
Martin A. Schmidt, PhD Professor of Electrical Engineering and Computer Science
Ray and Maria Stata Professor of Electrical Engineering and
Computer Science Jacob K. White, PhD
Provost Cecil H. Green Professor in Electrical Engineering
Devavrat Shah, PhD Alan S. Willsky, PhD

Professor of Electrical Engineering and Computer Science Professor of Electrical Engineering
Associate Director, Institute for Data, Systems, and Society Member, Institute for Data, Systems, and Society
Jerey H. Shapiro, PhD Gregory W. Wornell, PhD

Professor of Electrical Engineering Sumitomo Electric Industries Professor in Engineering
Nir N. Shavit, PhD Member, Institute for Data, Systems, and Society
(On leave) Nickolai Zeldovich, PhD
Charles G. Sodini, PhD
Professor of Electrical Engineering Lizhong Zheng, PhD
Collin M. Stultz, MD, PhD
Professor of Electrical Engineering and Computer Science Victor W. Zue, ScD
Core Faculty, Institute for Medical Engineering and Science Professor of Electrical Engineering and Computer Science
Gerald Jay Sussman, PhD Associate Professors

Panasonic Professor Guy Bresler, PhD
Professor of Electrical Engineering Bonnie and Marty (1964) Tenenbaum Career Development Professor
Peter Szolovits, PhD Member, Institute for Data, Systems, and Society
Aliate Faculty, Institute for Medical Engineering and Science Tamara Broderick, PhD
ITT Career Development Professor in Computer Technology
Russell L. Tedrake, PhD Associate Professor of Electrical Engineering and Computer Science
Toyota Professor Member, Institute for Data, Systems, and Society
2019–2020 MIT Bulletin | 199

Adam Chlipala, PhD Suvrit Sra, PhD

Associate Professor of Electrical Engineering and Computer Science Esther and Harold Edgerton Career Development Professor
(On leave, fall) Associate Professor of Electrical Engineering and Computer Science
Dirk Robert Englund, PhD
Associate Professor of Electrical Engineering and Computer Science Vivienne Sze, PhD
(On leave) Associate Professor of Electrical Engineering and Computer Science
Peter L. Hagelstein, PhD Caroline Uhler, PhD

Associate Professor of Electrical Engineering Associate Professor of Electrical Engineering and Computer Science
Ruonan Han, PhD (On leave, fall)
E. E. Landsman (1958) Career Development Professor
Associate Professor of Electrical Engineering and Computer Science Vinod Vaikuntanathan, PhD
Associate Professor of Computer Science and Engineering
Thomas Heldt, PhD (On leave, spring)
Core Faculty, Institute for Medical Engineering and Science Michael Watts, PhD
Stefanie Jegelka, ScD
X-Window Consortium Career Development Professor Ryan Williams, PhD
Associate Professor of Computer Science and Engineering Associate Professor of Electrical Engineering and Computer Science
Virginia Williams, PhD
Timothy Kraska, PhD Steven G. and Renee Finn Career Development Professor
ITT Career Development Professor Associate Professor of Electrical Engineering and Computer Science
Timothy K. Lu, MD, PhD Pulkit Agrawal, PhD
Associate Professor of Electrical Engineering and Computer Science Assistant Professor of Electrical Engineering and Computer Science
Associate Professor of Biological Engineering
(On leave) Mohammadreza Alizadeh Attar, PhD
Assistant Professor of Electrical Engineering and Computer Science
Aleksander Madry, PhD
NBX Career Development Professor Jacob Andreas, PhD
Associate Professor of Computer Science and Engineering Assistant Professor of Electrical Engineering and Computer Science
Wojciech Matusik, PhD Adam Belay, PhD

Associate Professor of Electrical Engineering and Computer Science Assistant Professor of Electrical Engineering and Computer Science
Yury Polyanskiy, PhD Michael J. Carbin, PhD

Associate Professor of Electrical Engineering and Computer Science Jamieson Career Development Professor
Member, Institute for Data, Systems, and Society Assistant Professor of Electrical Engineering and Computer Science
(On leave)
YuFeng Chen, PhD
Daniel Sánchez, PhD Assistant Professor of Electrical Engineering and Computer Science
Monia Ghobadi, PhD
Armando Solar Lezama, PhD TIBCO Career Development Professor
Associate Professor of Computer Science and Engineering Assistant Professor of Electrical Engineering and Computer Science
(On leave, fall)
Song Han, PhD
David Sontag, PhD Robert J. Shillman (1974) Career Development Professor
Von Helmholtz Professor of Medical Engineering Assistant Professor of Electrical Engineering and Computer Science
Core Faculty, Institute for Medical Engineering and Science Phillip Isola, PhD
Bonnie and Marty (1964) Tenenbaum Career Development Professor
200 | 2019–2020 MIT Bulletin

Luqiao Liu, PhD

Robert J. Shillman (1974) Career Development Professor Senior Lecturers
Assistant Professor of Electrical Engineering and Computer Science Tony Eng, PhD
(On leave, spring) Senior Lecturer in Electrical Engineering and Computer Science
Stefanie Mueller, PhD Lecturers

X-Window Consortium Career Development Professor Zachary R. Abel, PhD
Assistant Professor of Electrical Engineering and Computer Science Lecturer in Electrical Engineering and Computer Science
Assistant Professor of Mechanical Engineering
(On leave, fall) Ana Bell, PhD
Lecturer in Electrical Engineering and Computer Science
Farnaz Niroui, PhD
Emanuel E. Landsman Career Development Professor Christina Chase, BA
Assistant Professor of Electrical Engineering and Computer Science Lecturer in Mechanical Engineering
Arvind Satyanarayan, PhD
NBX Career Development Professor Max Goldman, PhD
Max M. Shulaker, PhD Silvina Z. Hanono Wachman, PhD

Julian Shun, PhD Adam J. Hartz, MEng

Douglas Ross (1954) Career Development Professor Lecturer in Electrical Engineering and Computer Science
Gim P. Hom, MS, MS, EE
Justin Solomon, PhD Lecturer in Electrical Engineering and Computer Science
X-Window Consortium Career Development Professor
Assistant Professor of Electrical Engineering and Computer Science Kimberle Koile, PhD
Mengjia Yan, PhD
Assistant Professor of Electrical Engineering and Computer Science Jason Stoutsenberger Ku, PhD
Professors of the Practice Katrina Leigh LaCurts, PhD
Joel S. Emer, PhD Lecturer in Electrical Engineering and Computer Science
Professor of the Practice of Electrical Engineering and Computer
Science Joseph Daly Steinmeyer, PhD
Joel E. Schindall, PhD
Bernard M. Gordon Professor in Product Engineering Technical Instructors
Professor of the Practice of Electrical Engineering and Computer David L. Lewis
Science Technical Instructor of Electrical Engineering and Computer Science
Adjunct Professors Scott Poesse, AA

David J. DeWitt, PhD Technical Instructor of Electrical Engineering and Computer Science
Adjunct Professor of Computer Science and Engineering
G. David Forney, ScD Research Sta

Adjunct Professor of Electrical Engineering
Adjunct Professor of Data, Systems, and Society Senior Research Scientists
David D. Clark, PhD
Butler W. Lampson, PhD Senior Research Scientist of Electrical Engineering and Computer
Adjunct Professor of Computer Science and Engineering Science
Michael Stonebraker, PhD

Adjunct Professor of Computer Science and Engineering
2019–2020 MIT Bulletin | 201

Stephen D. Senturia, PhD

Professors Emeriti
Michael Athans, PhD Henry Ignatius Smith, PhD
Professor Emeritus of Electrical Engineering Professor Emeritus of Electrical Engineering and Computer Science
Arthur B. Baggeroer, ScD Richard D. Thornton, ScD

Professor Emeritus of Mechanical and Ocean Engineering Professor Emeritus of Electrical Engineering
Thomas F. Weiss, PhD
James Donald Bruce, ScD Professor Emeritus of Electrical and Bioengineering
Professor Emeritus of Electrical Engineering Professor Emeritus of Health Sciences and Technology
Jack B. Dennis, ScD Gerald L. Wilson, PhD

Professor Emeritus of Computer Science and Engineering Vannevar Bush Professor Emeritus
Murray Eden, PhD Professor Emeritus of Mechanical Engineering
Markus Zahn, ScD
Lawrence S. Frishkopf, PhD Professor Emeritus of Electrical Engineering
Professor Emeritus of Electrical and Bioengineering
Carl Eddie Hewitt, PhD

Associate Professor Emeritus of Computer Science and Engineering
Erich P. Ippen, PhD

Elihu Thomson Professor Emeritus
Professor Emeritus of Physics
Robert S. Kennedy, ScD

Francis Fan Lee, PhD

Professor Emeritus of Electrical Engineering and Computer Science
Walter E. Morrow Jr, MS

Ronald R. Parker, PhD

Professor Emeritus of Nuclear Science and Engineering
Paul L. Peneld Jr, PhD

George W. Pratt Jr, PhD

Jerome H. Saltzer, ScD

Professor Emeritus of Computer Science and Engineering
Herbert Harold Sawin, PhD

Campbell L. Searle, MEng

202 | 2019–2020 MIT Bulletin

HARVARD-MIT HEALTH SCIENCES AND TECHNOLOGY PROGRAM
standard four-year MD curriculum. For such students, one option

is to pursue a formal PhD program in addition to an MD program.
HARVARD-MIT HEALTH SCIENCES AND TECHNOLOGY Another option expands the MD program to ve or more years in
PROGRAM order to include a major research training component.
Founded in 1970, the Harvard-MIT Health Sciences and Technology
Details on the Medical Sciences Program and application process
(HST) Program is one of the oldest and largest biomedical
may be obtained from Harvard Medical School Admissions (https://
engineering and physician-scientist training programs in the United
meded.hms.harvard.edu/admissions).
States and the longest-standing collaboration between Harvard and
MIT. Since 2012, HST has been housed in the Institute for Medical For further information, candidates can contact HST's MD Admissions
Engineering and Science (IMES) (p. 101). Coordinator ([email protected]).
HST's unique interdisciplinary educational program brings

Medical Engineering and Medical Physics
engineering as well as the physical and biological sciences from
The Medical Engineering and Medical Physics (MEMP) Program is a
the scientist's bench to the patient's bedside. Conversely, it brings
ve-to-six-year program that leads to the PhD in Medical Engineering
clinical insight from the patient's bedside to the laboratory bench.
and Medical Physics awarded by MIT or by the Harvard Faculty
In this way, HST students are trained to have deep understanding
of Arts and Sciences. The program trains students as engineers
of engineering, physical sciences, and the biological sciences,
or physical scientists who also have extensive knowledge of the
complemented with hands-on experience in the clinic; and
medical sciences. By understanding engineering and physical
they become conversant with the underlying quantitative and
science applications, as well as their clinical implications, graduates
molecular aspects of medicine and biomedical science. Within HST,
of this program are well positioned to dene new questions and
approximately 300 graduate students work with eminent faculty
formulate novel approaches in biomedical research.
members from the MIT and Harvard communities.
The HST MEMP PhD program has a unique two-pronged curriculum
In addition to its outstanding record of accomplishment for research
that combines a traditional graduate education in engineering or
in human health care, HST educational programs are distinguished
physical sciences with extensive training in medicine. Each student
by three key elements:
selects one of 11 technical concentration areas and completes a
• A strong quantitative orientation set of advanced technical classes in the selected discipline. In
addition, MEMP students take medical school classes together
• Required hands-on experience in a clinical setting
with HST MD students and then spend 12 weeks full-time in clinical
• A focused interdisciplinary research project
experiences where they learn to take a medical history, perform
HST currently oers degrees in two multidisciplinary areas of physical exams, and round on patients in the hospital. MEMP
graduate study: graduates are biomedical engineers and scientists who possess
a deep understanding of the clinical environment; they are well
• Medical Sciences MD Program positioned to dene new questions and formulate novel approaches
• Medical Engineering and Medical Physics Doctoral Program to unmet needs in human health.
The program's academic curriculum includes multiple components

Doctoral Programs that prepare students to be medical innovators who will advance
human health. First, HST provides MEMP students with a thorough
Medical Sciences graduate education in a classical discipline of engineering or
HST's Medical Sciences Program leads to the MD degree from physical science. Each student selects a concentration area, such
Harvard Medical School. It is oriented toward students with a strong as biological engineering, mechanical engineering, chemistry and
interest and background in quantitative science, especially in chemical engineering, materials science, electrical engineering,
the biological, physical, engineering, and chemical sciences. The computer science, physics, aeronautics and astronautics, brain
subjects in human biology developed for this curriculum represent and cognitive science, or nuclear science and engineering, and
the joint eorts of life scientists, physicians, physical scientists, and completes substantial coursework in this discipline.
engineers from the faculties of Harvard and MIT.
Students then become conversant in the biological sciences through
Because HST is committed to educating physicians who have a deep preclinical coursework followed by a series of clinical experiences.
understanding of the scientic basis of medicine and who are well Courses such as pathology and pathophysiology are taken together
equipped for an interdisciplinary research career, HST encourages with HST MD students. Then students engage in immersive clinical
students in the MD curriculum to devote time to research and experiences where they acquire a hands-on understanding of clinical
requires a thesis for completion of the degree. Many MD students care, medical decision-making, and the role of technology in medical
desire even more research training than is possible during the practice. Through these experiences, students become fluent in the
2019–2020 MIT Bulletin | 203

language and culture of medicine and gain a rsthand understanding Bonnie Berger, PhD
of the opportunities for, and constraints on, applying scientic and Simons Professor of Mathematics
technological innovations in health care. Professor of Electrical Engineering and Computer Science
Member, Health Sciences and Technology Faculty
Two seminar classes help students integrate science and
engineering with medicine and develop professional skills. A two- Sangeeta N. Bhatia, MD, PhD
stage qualifying examination ensures that each student is procient John J. and Dorothy Wilson Professor of Health Sciences and
in his or her chosen concentration area, can integrate information Technology
from diverse sources into a coherent research proposal, and is able Professor of Electrical Engineering and Computer Science
to defend that research proposal in an oral presentation. Core Faculty, Institute for Medical Engineering and Science
Finally, MEMP students investigate important problems at the Louis D. Braida, PhD
interfaces of science, technology, and clinical medicine through Henry Ellis Warren (1894) Professor Post-Tenure of Electrical
individualized research projects that prepare them to undertake Engineering
independent research. MEMP students have the opportunity to Member, Health Sciences and Technology Faculty
perform thesis research in laboratories at MIT, Harvard, and the
Harvard aliated teaching hospitals. Arup K. Chakraborty, PhD
Neuroimaging and bioastronautics are areas of specialization within Professor of Biological Engineering
MEMP for which HST oers specially designed training programs. Professor of Chemistry
MEMP candidates may choose to apply through MIT, Harvard, or Professor of Physics
both. Those applying to MEMP through MIT should submit a single Core Faculty, Institute for Medical Engineering and Science
application. Those applying to MEMP through Harvard must also
apply to the School of Engineering and Applied Sciences or the Richard J. Cohen, MD, PhD
Biophysics Program. Additional information about applying to MEMP Whitaker Professor in Biomedical Engineering
is available on the MEMP website (http://hst.mit.edu/academics/ Core Faculty, Institute for Medical Engineering and Science
memp/admissions). James J. Collins, PhD
Termeer Professor of Medical Engineering and Science
Inquiries Professor of Biological Engineering
Additional information on degree programs, admissions, and
nancial aid can be obtained from our webpage (https://hst.mit.edu) Elazer R. Edelman, MD, PhD
or by email ([email protected]). Edward J. Poitras Professor in Medical Engineering and Science
Professor of Medicine, HMS
Director, Institute for Medical Engineering and Science
Dennis M. Freeman, PhD
Emery N. Brown, MD, PhD Professor of Electrical Engineering
Edward Hood Taplin Professor of Medical Engineering Member, Health Sciences and Technology Faculty
Warren M. Zapol Professor of Anaesthesia, HMS
Professor of Computational Neuroscience John D. E. Gabrieli, PhD
Member, Institute for Data, Systems, and Society Grover Hermann Professor of Health Sciences and Technology
Associate Director, Institute for Medical Engineering and Science Professor of Cognitive Neuroscience
Co-Director, Health Sciences and Technology Program Core Faculty, Institute for Medical Engineering and Science
Wolfram Goessling, MD, PhD Lee Gehrke, PhD

Robert H. Ebert Associate Professor of Medicine, HMS Hermann L. F. von Helmholtz Professor of Health Sciences and
Chief, Division of Gastroenterology, MGH Technology
Co-Director, Health Sciences and Technology Program Professor of Microbiology and Immunobiology, HMS
Professors
Martha L. Gray, PhD
Elfar Adalsteinsson, PhD
J. W. Kieckhefer Professor of Health Sciences and Technology
204 | 2019–2020 MIT Bulletin

Robert Langer, ScD Kwanghun Chung, PhD

David H. Koch (1962) Institute Professor Associate Professor of Chemical Engineering
Professor of Chemical Engineering Associate Professor of Brain and Cognitive Sciences
Professor of Mechanical Engineering Core Faculty, Institute for Medical Engineering and Science
Aliate Faculty, Institute for Medical Engineering and Science Thomas Heldt, PhD
Roger Greenwood Mark, MD, PhD Core Faculty, Institute for Medical Engineering and Science
Distinguished Professor in Health Sciences and Technology
Professor Post-Tenure of Electrical Engineering and Computer Alex K. Shalek, PhD
Science Pzer-Laubach Career Development Professor
Core Faculty, Institute for Medical Engineering and Science Associate Professor of Chemistry
Leonid A. Mirny, PhD
Professor of Physics David Sontag, PhD
Professor of Medical Engineering and Science Von Helmholtz Professor of Medical Engineering
Core Faculty, Institute for Medical Engineering and Science Associate Professor of Electrical Engineering and Computer Science
Dava Newman, PhD
Apollo Professor of Astronautics and Engineering Systems Assistant Professors
Member, Institute for Data, Systems, and Society Tami Lieberman, PhD
Member, Health Sciences and Technology Faculty Herman L. F. von Helmholtz Career Development Professor
(On leave, spring) Assistant Professor of Civil and Environmental Engineering
David C. Page, MD
Professor of Biology Ellen Roche, PhD
Member, Health Sciences and Technology Faculty W.M. Keck Career Development Professor
Phillip A. Sharp, PhD Core Faculty, Institute for Medical Engineering and Science
Institute Professor
Professor of Biology Senior Lecturers
Aliate Faculty, Institute for Medical Engineering and Science Julie E. Greenberg, PhD
Collin M. Stultz, MD, PhD Senior Lecturer in Health Sciences and Technology
Core Faculty, Institute for Medical Engineering and Science Lecturers
Sonal Jhaveri, PhD
Peter Szolovits, PhD Lecturer in Health Sciences and Technology
Aliate Faculty, Institute for Medical Engineering and Science Anna K. Young, PhD
Lecturer in Health Sciences and Technology
Ioannis V. Yannas, PhD
Professor of Polymer Science and Engineering Instructors
Member, Health Sciences and Technology Faculty José F. Gómez-Márquez
Instructor of Health Sciences and Technology
Daniel Grith Anderson, PhD HST Aliated Faculty
Associate Professor of Chemical Engineering R. Rox Anderson, MD
Core Faculty, Institute for Medical Engineering and Science Professor of Dermatology, MGH
Lydia Bourouiba, PhD Robert L. Barry, PhD

Associate Professor of Civil and Environmental Engineering Assistant Professor of Radiology, MGH
Aliate Faculty, Institute for Medical Engineering and Science Sudha B. Biddinger, MD, PhD
Associate Professor of Pediatrics, CHB
2019–2020 MIT Bulletin | 205

Berkin Bilgic, PhD Sebastien J. Haneuse, PhD

Instructor of Radiology, MGH Associate Professor of Biostatistics, HSPH, HMS
Joseph V. Bonventre, MD, PhD C. Corey Hardin, MD, PhD

Samuel A. Levine Professor Assistant Professor of Medicine, MGH
Professor of Medicine, BWH
Tayyaba Hasan, PhD
Brett Bouma, PhD Professor of Dermatology, MGH
Professor of Dermatology, MGH
Aliate Faculty, Institute for Medical Engineering and Science Howard M. Heller
Assistant Professor of Medicine, MGH
Mary L. Bouxsein, PhD
Professor of Orthopedic Surgery, BIDMC Miguel Hernan, MD, DrPH
Kolkotrones Professor of Biostatistics and Epidemiology, HSPH
Thomas N. Byrne, MD
Professor of Neurology and Health Sciences and Technology, MGH Paul L. Huang, MD, PhD
Professor of Medicine, MGH
Elliot L. Chaikof, MD, PhD
Johnson and Johnson Professor Rakesh K. Jain, PhD
Professor of Surgery, BIDMC A. Werk Cook Professor
Professor of Radiation Oncology (Tumor Biology), MGH
George M. Church, PhD
Robert Winthrop Professor Ursula B. Kaiser, MD
Professor of Genetics, HMS Professor of Medicine, BWH
George Daley, MD, PhD Jerey M. Karp, PhD

Dean of the Faculty of Medicine, HMS Professor of Medicine, BWH
Professor of Biological Chemistry and Molecular Pharmacology, CHB Steven Paul Keller, MD, PhD
Professor of Pediatrics, CHB Instructor of Medicine, BWH
Caroline Shields Walker Professor of Medicine, CHB
Isaac S. Kohane, MD, PhD
Georges el Fakhri, PhD Marion V. Nelson Professor
Professor of Radiology, MGH Professor of Pediatrics, CHB
Stan N. Finkelstein, MD Professor of Biomedical Informatics, HMS
Associate Professor of Medicine, BIDMC Scott B. Lovitch, MD, PhD
Stuart A. Forman, MD, PhD Assistant Professor of Pathology, BWH
Professor of Anaesthesia, MGH Richard N. Mitchell, MD, PhD
Matthew P. Frosch, MD, PhD Professor of Pathology and Health Sciences and Technology, HMS
Lawrence J. Henderson Associate Professor Sahar Nissim, MD, PhD
Associate Professor of Pathology and Health Sciences and Instructor of Medicine, BWH
Technology, HMS
Timothy P. Padera, PhD
Salil Garg, MD, PhD Associate Professor of Radiation Oncology, MGH
Research Fellow of Pathology, MGH
Shiv S. Pillai, MD, PhD
Georg K. Gerber, MD, PhD Professor of Medicine, MGH
Assistant Professor of Pathology, BWH
Jonathan R. Polimeni, PhD
Randy L. Gollub, MD, PhD Assistant Professor of Radiology, MGH
Professor of Psychiatry, MGH
Nathaniel O. Price, MB, ChB
Matti S. Hamalainen, PhD Instructor in Medicine, BIDMC and MAH
Professor of Radiology, MGH
Megan Lynn Prochaska, MD
Instructor in Medicine, BWH
206 | 2019–2020 MIT Bulletin

Bruce R. Rosen, MD, PhD Warren M. Zapol, MD

Laurence Lamson Robbins Professor Reginald Jenney Professor
Professor of Radiology, MGH Professor of Anaesthesia, MGH
Douglas A. Rubinson, MD, PhD

Assistant Professor of Medicine, DFCI Professors Emeriti
George B. Benedek, PhD
Steven C. Schlozman, MD
Alfred H. Caspary Professor Emeritus of Physics
Assistant Professor of Psychiatry, MGH
Professor Emeritus of Biological Physics
Brian Seed, PhD
Ernest G. Cravalho, PhD
Professor of Genetics, MGH
Shiladitya Sengupta, PhD Professor Emeritus of the Practice of Health Sciences and Technology
Assistant Professor of Medicine, BWH
Nelson Yuan-Sheng Kiang, PhD
Kawin Setsompop, PhD Eaton Peabody Professor Emeritus
Associate Professor of Radiology, MGH Professor Emeritus of Health Sciences and Technology
Professor Emeritus of Brain and Cognitive Sciences
Jagesh V. Shah, PhD Professor Emeritus of Physiology, HMS, MEEI
Associate Professor of Systems Biology and Medicine, BWH
(On leave) Thomas F. Weiss, PhD
Professor Emeritus of Electrical and Bioengineering
Harvey B. Simon, MD Professor Emeritus of Health Sciences and Technology
Associate Professor of Medicine, MGH
Laurence R. Young, ScD
David Sosnovik, MD Apollo Program Professor Emeritus of Astronautics
Associate Professor of Medicine, MGH Professor Emeritus of Health Sciences and Technology
Aliate Faculty, Institute for Medical Engineering and Science
Myron Spector, PhD
Professor of Orthopedic Surgery (Biomaterials), BWH/VAMC-Boston
Judith M. Strymish, MD
Assistant Professor of Medicine, VAMC-Boston
Steven M. Stulebeam, MD
Associate Professor of Radiology, MGH
Guillermo J. Tearney, MD, PhD

Professor of Pathology, MGH
Mehmet Toner, PhD

Helen Andrus Benedict Professor
Professor of Surgery, MGH
Benjamin Vakoc, PhD

Associate Professor of Dermatology, MGH
Lawrence L. Wald, PhD

Professor of Radiology, MGH
William Wells, PhD

Professor of Radiology, BWH
M. Brandon Westover, MD, PhD

Associate Professor of Neurology, MGH
Seok-Hyun Yun, PhD

Professor of Dermatology, MGH
2019–2020 MIT Bulletin | 207

DEPARTMENT OF MATERIALS SCIENCE AND ENGINEERING
biomaterials and medical industries. A large number of DMSE alumni

are faculty at leading universities.
DEPARTMENT OF MATERIALS SCIENCE AND
ENGINEERING The department has modern undergraduate materials teaching
laboratories containing a wide range of materials processing
Materials science and engineering (MSE) studies the ways in which
and characterization equipment. The Undergraduate Teaching
atoms and molecules can be built into solid materials and how
Laboratory on the Innite Corridor includes facilities for biomaterials
the structural arrangement of the atoms in a material governs its
research, chemical synthesis, and physical and electronic properties
properties. The department's research and academic programs
measurement. The Laboratory for Advanced Materials contains
address all classes of materials, used in every domain of human
characterization equipment for scanning acoustical microscopy,
endeavor, including energy, sustainability, nanotechnology,
near-eld and scanning laser confocal microscopes, and a low-
healthcare, information technology, and all types of manufacturing.
temperature multiprobe. Other departmental facilities include
Because almost all technological advances are based upon materials
those for preparation and characterization of thin lms, ceramics
advances, MSE is unique for its balance of basic science (examining
and glasses, metallic and nonmetallic crystals, biomaterials, and
the relationships and connections between materials' processing,
polymers. Materials are characterized by optical, electron (TEM,
structure, and properties) and applied science, i.e., engineering.
SEM), and scanning probe (AFM, STM) microscopy, and there is
Research projects in the Department of Materials Science and
equipment for a wide range of electrical, optical, magnetic, and
Engineering (DMSE) range from the purely scientic to practical
mechanical property measurements. DMSE faculty, students, and
applications. The department draws on scientic perspectives from
sta will be among the key users of the new MIT.nano (https://
chemistry, physics, and biology, while putting the analysis on rm
mitnano.mit.edu) building, a state-of-the-art facility for materials
mathematical footing. Applied research can incorporate elements of
research that opened October 2018.
industrial design.
Recent advances in materials have depended as much on advances

in materials engineering as they have on materials science. When Undergraduate Study
developing engineering processes for the production of materials The Department of Materials Science and Engineering (DMSE) oers
and when designing materials for specic applications, the materials several undergraduate degree programs:
scientist and engineer must understand fundamental concepts such
as thermodynamics, kinetics, and atomic structure and must also • Course 3, leading to the Bachelor of Science in Materials Science
have a proper concern for economic, social, and environmental and Engineering, is taken by the majority of undergraduates
factors. Today's materials scientists and engineers address some in the department and is accredited by the Engineering
of the key challenges facing humanity, including sustainable Accreditation Commission of ABET (http://www.abet.org).
energy generation and storage, the environmental impact of human • Course 3-A, leading to the Bachelor of Science without
activities, and advancements in health and medicine. specication, provides students greater flexibility in designing
their own self-guided program. The New Engineering Education
Fundamental concepts cited above are taught in core subjects and
Transformation (NEET) program (https://neet.mit.edu/threads/
electives in these areas at the undergraduate and graduate levels.
advanced-materials-machines) oers a thread in Advanced
Undergraduate lectures are complemented by a variety of laboratory
Materials Machines that meets the 3-A requirements.
experiences. By selecting appropriate subjects, students can follow
• Course 3-C leads to a Bachelor of Science in Archaeology and
many dierent paths with emphasis on engineering, science, or
Materials.
a mixture of the two. In addition, students may pursue a path in
archaeology and archaeological science by selecting subjects that The department also oers research and educational specialization
focus on archaeological materials research within the Department in a large number of industrially and scientically important areas
of Materials Science and Engineering and the Center for Materials leading to master's and doctoral degrees.
Research in Archaeology and Ethnology (CMRAE). This curriculum
is unique within departments of anthropology, archaeology, and Bachelor of Science in Materials Science and Engineering
engineering. (Course 3)
The undergraduate program (p. 416) serves the needs of students
Materials engineers and materials scientists, whether generalists
who intend to pursue employment in materials-related industries
or specialists in a particular class of material, are in continually
immediately upon graduation, as well as those who will do graduate
high demand by industry and government for jobs in research,
work in the engineering or science of materials. The program is
development, production, and management. They nd a diversity
designed to be started at the beginning of the sophomore year,
of challenging opportunities in important positions at companies
although it can be started in the spring term of the sophomore year
working on energy and the environment, in the electronics industry,
or in the junior year with some loss of scheduling flexibility.
in the aerospace industry, in consumer products industries, and in
208 | 2019–2020 MIT Bulletin

The rst four academic terms of the program contain required as a more flexible curriculum in which a larger number of elective
core subjects that address the fundamental relations between choices is available.
processing, microstructure, properties, and applications of modern
materials. The core subjects are followed by a sequence of restricted The curriculum requirements (p. 418) for Course 3-A are similar to
electives that provide more specialized coverage of the major classes but more flexible than those for Course 3.
of modern materials: biomaterials, ceramics, electronic materials, A student considering the 3-A program (including NEET) should
metals, and polymers, as well as cross-cutting topics relevant to all contact the department Academic Oce, who will counsel them
types of materials. Course 3 students write either a senior thesis or more fully on the academic considerations involved. The student
reports based on industrial internships. This provides an opportunity will prepare a complete plan of study which must be approved by
for original research work beyond that which occurs elsewhere in the the departmental Undergraduate Committee. This approval must be
program. obtained no later than the beginning of the student's junior year. The
The required subjects can be completed in the sophomore and student is then expected to adhere to this plan unless circumstances
junior years within a schedule that allows students to take a HASS require a change, in which case a petition for a modied program
subject each term and a range of elective junior and senior subjects. must be submitted to the Undergraduate Committee. The department
Departmental advisors assist students in selecting elective subjects. does not seek ABET accreditation for the 3-A program.
While the program should satisfy the academic needs of most The NEET option allows students to pursue a project-centered
students, petitions for variations or substitutions may be approved academic program across multiple departments and disciplines.
by the departmental Undergraduate Committee; students should
contact their advisor for guidance in such cases. Bachelor of Science in Archaeology and Materials as
Participation in laboratory work by undergraduates is an integral Recommended by the Department of Materials Science and
part of the curriculum. The departmental core subjects include Engineering (Course 3-C)
extensive laboratory exercises, which investigate materials Students who have a specic interest in archaeology and
properties, structure, and processing and are complementary to the archaeological science may choose Course 3-C. The 3-C program
lecture subjects. The junior-year core includes a capstone laboratory (p. 395) is designed to aord students broad exposure to elds
subject, 3.042 Materials Project Laboratory, that emphasizes design, that contribute fundamental theoretical and methodological
materials processing, teamwork, communication skills, and project approaches to the study of ancient and historic societies. The
management. Undergraduate students also have access to extensive primary elds include anthropological archaeology, geology, and
facilities for research in materials as part of the Undergraduate materials science and engineering. The program enriches knowledge
Research Opportunities Program (UROP) (http://uaap.mit.edu/ of past and present-day nonindustrial societies by making the
research-exploration/urop) and thesis projects. Engineering design natural and engineering sciences part of the archaeological tool kit.
gures prominently in a substantial portion of the laboratory The program's special focus is on understanding prehistoric culture
exercises. Students develop oral and written communication skills by through study of the structure and properties of materials associated
reporting data and analysis in a variety of ways. with human activities. Investigating peoples' interactions with
Students may substitute industrial internship reports (12 units of materials, the objects that such interactions produced, and the
Industrial Practice, 3.930/3.931 Internship Program) for the senior related environmental settings leads to a fuller analysis of the
thesis (3.THU Undergraduate Thesis). Students select this option physical, social, cultural, and ideological world in which people
during their sophomore year, and take 3.930 in the summer aer function. These are the goals of anthropological archaeology,
the sophomore year and 3.931 in the summer following the junior goals that are reached, in part, through science and engineering
year. This option provides students with industrial experience perspectives.
concurrently with academic work through cooperative work Participation in laboratory work by undergraduates is an integral
assignments matched to each student's capabilities and arranged by part of the curriculum. The program requires that all students take
the department. A company representative and a faculty advisor act a materials laboratory subject. Many of the archaeology subjects
as co-supervisors during the students' assignments. Students earn a are designed with a laboratory component; such subjects meet
salary during their work periods and also receive academic credit. in the Undergraduate Archaeology and Materials Laboratory.
Undergraduate students also have access to the extensive CMRAE
Bachelor of Science (Course 3-A) facilities for research in archaeological materials as part of UROP and
Some students may be attracted to the many opportunities available thesis projects. Such projects may include archaeological eldwork
in the materials discipline but also have special interests that are not during IAP or the summer months.
satised by the Course 3 program. For instance, some students may
wish to take more biology and chemistry subjects in preparation for The HASS Concentration in Archaeology and Archaeological Science
medical school or more management subjects prior to entering an provides concentrators with a basic knowledge of the eld of
MBA or law program. In these cases, the 3-A program may be of value archaeology, the systematic study of the human past. Students
2019–2020 MIT Bulletin | 209

pursuing the SB in 3-C may not also concentrate in this area. The 3.985[J] Archaeological Science (HASS-S) 9
archaeology and archaeological science concentration consists of 3.986 The Human Past: Introduction to 12
four subjects: Archaeology (HASS-S)
Elective
Required Subjects
1
3.986 The Human Past: Introduction to 12
Archaeology 3.981 Communities of the Living and the
Dead: the Archaeology of Ancient
3.985[J] Archaeological Science 9
Egypt
Select two other HASS electives from among the 18-21
3.982 The Ancient Andean World
following:
3.983 Ancient Mesoamerican Civilization
3.094 Materials in Human Experience
3.987 Human Evolution: Data from
Palaeontology, Archaeology, and
Materials Science
3.987 Human Evolution: Data from
3.990 Seminar in Archaeological Method
Palaeontology, Archaeology, and
and Theory
Materials Science
3.993 Archaeology of the Middle East
Total Units 69-72
Total Units 39-42
1
All of these subjects, with the exception of 3.990, provide HASS-S credit.
The department does not seek ABET accreditation for the 3-C
program. Students may contact Dr. Max Price ([email protected]) With the approval of the minor advisor, students may substitute one
for more information. subject taken outside the Course 3 program, provided the coverage is
equivalent. The 3-C minor advisor, Dr. Max Price, will ensure that the
Minor in Materials Science and Engineering minor program forms a coherent group of subjects.
The Minor in Materials Science and Engineering consists of six
undergraduate subjects totaling at least 72 units from the list of A general description of the minor program at MIT may be found
Required Subjects and Restricted Electives in the departmental under Undergraduate Education (p. 35).
program, with at least one of these taken from the list of Restricted
Electives. (See Course 3 degree chart (p. 416) for a list of subjects.) Inquiries
With the approval of the minor advisor, students may substitute Additional information regarding undergraduate programs may be
one subject taken outside the department for one of the Course 3 obtained from the DMSE Academic Oce, Room 6-107, 617-258-5816.
subjects, provided that the coverage of the substituted subject is
similar to one of those in the departmental program.
Graduate Study
The department's minor advisor, Professor Juejun Hu, will ensure
that individual minor programs form a coherent group of subjects. The Department of Materials Science and Engineering (DMSE) oers
Because of the breadth of the undergraduate program in the the degrees of Master of Science, Doctor of Philosophy, and Doctor
department and the variety of possibilities for specialization, the of Science in Materials Science and Engineering.
minor program is flexible in its composition. Examples of minor
programs in materials science and engineering can be obtained Admission Requirements for Graduate Study
from the department. Other suitable programs may be composed General admissions requirements are described under Graduate
through consultation between the student, the minor advisor, and Education (p. 62). Programs are arranged on an individual basis
the Undergraduate Committee. depending upon the preparation and interests of the student. Those
who have not studied some thermodynamics and kinetics at the
Minor in Archaeology and Materials undergraduate level are expected to know the material covered in
The Minor in Archaeology and Materials (3-C) consists of six 3.012 Fundamentals of Materials Science and Engineering and 3.022
undergraduate subjects as described below. Microstructural Evolution in Materials.
Required Subjects Requirements for Completion of Graduate Degrees

3.012 Fundamentals of Materials Science 15 The general requirements for completion of graduate degrees
and Engineering are also described under the section on Graduate Education.
3.014 Materials Laboratory 12 Students completing a Master of Science degree are required to
present a seminar summarizing the thesis. The department requires
3.022 Microstructural Evolution in Materials 12
210 | 2019–2020 MIT Bulletin

that candidates for the doctoral degrees go through a qualifying an approved restricted electives list. A full range of advanced-level
procedure and pass Institute-mandated general written and oral subjects is oered in a variety of topics, and arrangements can be
examinations before continuing with their programs of study and made for individually planned study of any relevant topic. The thesis
research, and that they satisfy a minor requirement. Information on area examinations for the doctoral degree are designed accordingly.
the qualifying procedure and on the subject areas covered by the In addition, students are required to take a two- or three-subject
general examinations is available in the DMSE Academic Oce. minor program.
Master of Science in Materials Science and Engineering Research is considered the central part of the educational process at
The department oers a Master of Science degree in materials the graduate level. Students choose research projects from the many
science and engineering. The general requirements for the master's opportunities that exist within the department, and work closely
degree are described under the section on Graduate Education under the supervision of an individual faculty member. The research
(p. 62). The coherent program of subjects (34 units, though not culminates in the writing of a thesis document. The results of the
necessarily all DMSE subjects) must be approved by the Department research must be of sucient signicance to warrant publication in
Committee on Graduate Students. Of the 66 total units required the scientic literature.
for the master's degree, 42 graduate degree credits are required The department maintains a large number of well-equipped research
to be in DMSE subjects at the graduate level. The thesis must have laboratories, and there is signicant interaction between them,
signicant materials research content. An internal departmental including the sharing of experimental facilities and equipment.
thesis reader is required if the student's advisor is outside DMSE. Most department members have access to the Materials Research
The department may also recommend awarding a master's degree Laboratory, which provides and maintains excellent central facilities
without departmental specication; the general requirements are and interdisciplinary research opportunities as described in the
described under Graduate Education (p. 62). The thesis must be section on Research and Study (p. 91).
materials-related. An internal departmental thesis reader is required
if the thesis advisor is outside DMSE. Interdisciplinary Programs
Simultaneous Award of Two Master of Science Degrees for Program in Archaeological Materials
Students from Other Departments The Department of Materials Science and Engineering oers an
Graduate students may seek two Master of Science degrees interdisciplinary doctoral program for individuals who wish to
simultaneously or in sequence, one awarded by the student's consider the study of archaeology and materials science and pursue
home department and the other by the Department of Materials research in the eld of archaeological materials. Admission to the
Science and Engineering. The rules governing dual degrees are program is through the department. The program requires four
found in the section detailing degree requirements under Graduate core subjects—half in materials science and engineering, half in
Education (p. 62). Additional information on requirements that archaeology—and six additional subjects. Many of the subject
must also be met to obtain the Master of Science degree from the requirements may be met with coursework in the Architecture;
Materials Science and Engineering Department is available from the Civil and Environmental Engineering; Earth, Atmospheric, and
department. Planetary Sciences; Mechanical Engineering; and Urban Studies and
Planning departments; or in the Technology and Policy Program; the
Doctoral Degree Program in Science, Technology, and Society; and the Anthropology
All doctoral degree programs have the same foundation of required Department at Harvard University. Field research opportunities are
subjects: available, most notably in Mesoamerica and South America.
Doctoral Program Core Requirements Polymers and So Matter

3.20 Materials at Equilibrium 15 The Program in Polymers and So Matter (PPSM) (http://
polymerscience.mit.edu) oers students from participating
3.21 Kinetic Processes in Materials 15
departments an interdisciplinary core curriculum in polymer science
3.22 Mechanical Behavior of Materials 12
and engineering, exposure to the broader polymer community
3.23 Electrical, Optical, and Magnetic 12 through seminars, contact with visitors from industry and academia,
Properties of Materials and interdepartmental collaboration while working towards a PhD or
ScD degree.
The general written examination covers material in the doctoral core.
In the thesis area examination (oral presentation and examination),
drug delivery, nanostructured polymers, polymers at interfaces,
students are expected to learn the fundamentals of their chosen eld
biomaterials, molecular modeling, polymer synthesis, biomimetic
and to develop a deep understanding of one or more of its signicant
materials, polymer mechanics and rheology, self-assembly, and
aspects. Students are required to take three further subjects from
2019–2020 MIT Bulletin | 211

polymers in energy. The program is described in more detail under Yet-Ming Chiang, ScD
Interdisciplinary Graduate Programs (p. 378). Kyocera Professor
Technology and Policy Program
The Master of Science in Technology and Policy is an engineering Michael J. Cima, PhD
research degree with a strong focus on the role of technology in David H. Koch Professor in Engineering
policy analysis and formulation. The Technology and Policy Program Professor of Materials Science and Engineering
(TPP) curriculum provides a solid grounding in technology and policy Associate Dean for Innovation, School of Engineering
by combining advanced subjects in the student's chosen technical Thomas W. Eagar, ScD
eld with courses in economics, politics, and law. Many students Professor of Materials Science and Engineering
combine TPP's curriculum with complementary subjects to obtain
dual degrees in and either a specialized branch of engineering or an Yoel Fink, PhD
applied social science such as political science or urban studies and Professor of Materials Science and Engineering
planning. For additional information, see the program description (On leave)
(p. 380) under Interdisciplinary Programs or visit the program
website (http://tpp.mit.edu). Eugene A. Fitzgerald, PhD
Merton C. Flemings (1951) SMA Professor
Financial Support Professor of Materials Science and Engineering
The Department of Materials Science and Engineering oers (On leave)
assistantships and fellowships for graduate study. Research and Lorna Gibson, PhD
teaching assistantships are available in the elds in which the Matoula S. Salapatas Professor in Materials Science and Engineering
department is active. Professor of Mechanical Engineering
Inquiries Silvija Gradečak, PhD

Additional information regarding graduate programs, admissions, Professor of Materials Science and Engineering
and nancial aid may be obtained by contacting the Academic Oce (On leave)
([email protected]), Room 6-107.
Jerey C. Grossman, PhD
Morton and Claire Goulder and Family Professor in Environmental
Systems
Christopher A. Schuh, PhD
Danae and Vasilis (1961) Salapatas Professor in Metallurgy Dorothy Hosler, PhD
Head, Department of Materials Science and Engineering Professor of Archaeology and Ancient Technology
Caroline A. Ross, PhD Darrell J. Irvine, PhD

Toyota Professor of Materials Science and Engineering Professor of Biological Engineering
Associate Head, Department of Materials Science and Engineering Professor of Materials Science
Klavs F. Jensen, PhD

Professors
Warren K. Lewis Professor of Chemical Engineering
Georey Stephen Beach, PhD
Lionel C. Kimerling, PhD
Angela M. Belcher, PhD
Thomas Lord Professor of Materials Science and Engineering
James Mason Cras Professor
Professor of Biological Engineering Heather Nan Lechtman, MA
Professor of Materials Science and Engineering Professor of Archaeology and Ancient Technology
Head, Department of Biological Engineering
Ju Li, PhD
W. Craig Carter, PhD Battelle Energy Alliance Professor of Nuclear Science and
POSCO Professor Engineering
Professor of Materials Science and Engineering Professor of Materials Science and Engineering
Christine Ortiz, PhD

Morris Cohen Professor of Materials Science and Engineering
212 | 2019–2020 MIT Bulletin

Frances M. Ross, PhD Jennifer L. M. Rupp, PhD

Ellen Swallow Richards Professor in Materials Science and Thomas Lord Associate Professor of Materials Science and
Engineering Engineering
Donald Robert Sadoway, PhD C. Cem Taşan, PhD

John F. Elliott Professor of Materials Chemistry Associate Professor of Materials Science and Engineering
Yang Shao-Horn, PhD Assistant Professors

W. M. Keck Professor of Energy Rafael Gómez-Bombarelli, PhD
Professor of Mechanical Engineering Toyota Career Development Professor in Materials Processing
Professor of Materials Science and Engineering Assistant Professor of Materials Science and Engineering
Carl V. Thompson, PhD Rafael Jaramillo, PhD
Stavros Salapatas Professor of Materials Science and Engineering Assistant Professor of Materials Science and Engineering
Harry L. Tuller, PhD Robert Macfarlane, PhD
R.P. Simmons Professor of Ceramics and Electronic Materials Paul M. Cook Career Development Professor
Krystyn J. Van Vliet, PhD Assistant Professor of Materials Science and Engineering
Michael (1949) and Sonja Koerner Professor of Materials Science and Julia H. Ortony, PhD
Engineering Finmeccanica Career Development Professor
Professor of Biological Engineering Assistant Professor of Materials Science and Engineering
Associate Provost
Bilge Yildiz, PhD Senior Lecturers

Professor of Nuclear Science and Engineering Geetha P. Berera, PhD
Professor of Materials Science and Engineering Senior Lecturer in Materials Science and Engineering
David I. Paul, PhD

Associate Professors Senior Lecturer in Materials Science and Engineering
Alfredo Alexander-Katz, PhD
Associate Professor of Materials Science and Engineering Michael J. Tarkanian, SM
Senior Lecturer in Materials Science and Engineering
Antoine Allanore, PhD
Associate Professor of Materials Science and Engineering Meri Treska, PhD
Senior Lecturer in Materials Science and Engineering
Polina Olegovna Anikeeva, PhD
Associate Professor of Materials Science and Engineering Lecturers
Niels Holten-Andersen, PhD Tara J. Fadenrecht, MFA
Associate Professor of Materials Science and Engineering Lecturer in Materials Science and Engineering
Juejun Hu, PhD Kyle Keane, PhD

Associate Professor of Materials Science and Engineering Lecturer in Materials Science and Engineering
Jeehwan Kim, PhD Jennifer Meanwell, PhD

Associate Professor of Mechanical Engineering Lecturer in Materials Science and Engineering
Associate Professor of Materials Science and Engineering Joseph Parse, PhD
James M. LeBeau, PhD Lecturer of Materials Science and Engineering
John Chipman Associate Professor of Materials Science and Max D. Price, PhD
Engineering Lecturer in Materials Science and Engineering
Elsa A. Olivetti, PhD Jessica G. Sandland, PhD
Atlantic Richeld Associate Professor of Energy Studies Lecturer in Materials Science and Engineering
Associate Professor of Materials Science and Engineering
2019–2020 MIT Bulletin | 213

Ronald G. Ballinger, ScD

Instructors Professor Emeritus of Nuclear Science and Engineering
Peter B. Houk, MA Professor Emeritus of Materials Science and Engineering
Instructor in Materials Science and Engineering
Robert W. Ballu, ScD
Technical Instructors Professor Emeritus of Materials Science and Engineering
Whitney Cornforth, PhD Joel P. Clark, ScD
Technical Instructor in Materials Science and Engineering Professor Emeritus of Materials Science and Engineering
Christopher J. Di Perna, MS Merton C. Flemings, PhD
Technical Instructor in Materials Science and Engineering Toyota Professor Emeritus of Materials Science and Engineering
Shaymus W. Hudson, PhD Linn W. Hobbs, DPhil
Technical Instructor in Materials Science and Engineering Professor Emeritus of Materials Science and Engineering
James Hunter, PhD Professor Emeritus of Nuclear Science and Engineering
Technical Instructor in Materials Science and Engineering Ronald M. Latanision, PhD
Brian Neltner, PhD Professor Emeritus of Materials Science and Engineering
Technical Instructor in Materials Science and Engineering Professor Emeritus of Nuclear Science and Engineering
Robert Michael Rose, ScD

Visiting Lecturers Professor Emeritus of Materials Science and Engineering
Simon C. Bellemare, PhD
Visiting Lecturer in Materials Science and Engineering David Roylance, PhD
Professor Emeritus of Materials Science and Engineering
Arne Hessenbruch, PhD
Visiting Lecturer in Materials Science and Engineering Michael F. Rubner, PhD
TDK Professor Emeritus of Materials Science and Engineering
Andreas Wankerl, PhD
Visiting Lecturer in Materials Science and Engineering Kenneth C. Russell, PhD
Professor Emeritus of Metallurgy
Research Sta
Subra Suresh, ScD
Principal Research Scientists Vannevar Bush Professor Emeritus of Engineering
Ming Dao, PhD
Principal Research Scientist of Materials Science and Engineering Edwin L. Thomas, PhD
Professor Emeritus of Materials Science
Research Scientists
David C. Bono, PhD John B. Vander Sande, PhD
Research Scientist of Materials Science and Engineering Professor Emeritus of Materials Science
Anna Jagielska, PhD Bernhardt Wuensch, PhD

Research Scientist of Materials Science and Engineering Professor Emeritus of Ceramics
Alan F. Schwartzman, MS Sidney Yip, PhD

Research Scientist of Materials Science and Engineering Professor Emeritus of Nuclear Science and Engineering
Kazumi Wada, PhD
Research Scientist of Materials Science and Engineering
Professors Emeriti
Samuel Miller Allen, PhD
214 | 2019–2020 MIT Bulletin

DEPARTMENT OF MECHANICAL ENGINEERING
• Mechanics of solid materials

• Nonlinear dynamics
The fundamental engineering principles embodied in these topics
Mechanical engineering is concerned with the responsible
can be applied over a vast range of force, time, and length scales,
development of products, processes, and power, at scales ranging
and applications of interest in the MMEC area span the spectrum
from molecules to large and complex systems. Mechanical
from the nano/micro world to the geophysical domain. A Course 2-A
engineering principles and skills are involved at some stage during
track is oered in this area.
the conception, design, development, and manufacture of every
human-made object with moving parts. Many innovations crucial to Area 2: Design, Manufacturing, and Product Development. Design,
our future will have their roots in the world of mass, motion, forces, manufacturing, and product development is the complete set of
and energy—the world of mechanical engineers. activities needed to bring new devices and technologies to the
marketplace. These activities span the entire product life-cycle,
Mechanical engineering is one of the broadest and most versatile
from the identication of a market opportunity or need, through
of the engineering professions. This is reflected in the portfolio
design, testing, manufacture and distribution, and end of useful
of current activities in the Department of Mechanical Engineering
life. Our work includes everything from understanding the voice
(MechE), one that has widened rapidly in the past decade. Today,
of the customer to nding new ways of processing materials to
our faculty are involved in a wide range of projects, including
improving product performance and tracking product flow through
designing tough hydrogels, using nanostructured surfaces
a distribution network. A central component of this area is the
for clean water and thermal management of microelectronics,
design and construction of novel equipment, either for consumer
developing ecient methods for robust design, the building of
products or for industrial uses. This spans scales from meters to
robotics for land and underwater exploration, creating optimization
microns, and involves mechanical, electronic and electromechanical
methods that autonomously generate decision-making strategies,
devices. Many MechE students apply design, manufacturing, and
developing driverless cars, inventing cost-eective photovoltaic
product development skills and techniques to extracurricular design
cells, developing thermal and electrical energy storage systems,
work for organizations and student activities such as Design that
using acoustics to explore the ocean of one of Jupiter's moons,
Matters, Formula SAE, Satellite Engineering Team, and the Solar
studying the biomimetics of swimming sh for underwater sensing
Electric Vehicle Team. Some projects lead to flagship products for
applications, developing physiological models for metastatic
new companies. A Course 2-A track in product development is oered
cancers, inventing novel medical devices, exploring 3D printing of
along with a unique Master of Engineering degree in manufacturing.
nanostructures and macrostructures, and developing coatings to
create nonstick surfaces. Area 3: Controls, Instrumentation, and Robotics. The mission in
this area is to promote research and education for automating,
The department carries out its mission with a focus on the seven
monitoring, and manipulating systems. The focus is on system-
areas of excellence described below. Our education and research
level behavior that emerges primarily from interactions and cannot
agendas are informed by these areas, and these are the areas in
be explained from individual component behavior alone. We seek
which we seek to impassion the best undergraduate and graduate
to identify fundamental principles and methodologies that enable
students.
systems to exhibit intelligent, goal-oriented behavior, and develop
Area 1: Mechanics: Modeling, Experimentation, and Computation innovative instruments to monitor, manipulate, and control systems.
(MMEC). At the heart of mechanical engineering lies the ability to The core competencies in which we seek to excel are:
measure, describe, and model the physical world of materials and
• Methodologies for understanding system behavior through
mechanisms. The MMEC area focuses on teaching the fundamental
physical modeling, identication, and estimation.
principles, essential skills, and scientic tools necessary for
predicting thermo-mechanical phenomena and using such • Technologies for sensors and sensor networks; actuators and
knowledge in rational engineering design. We provide students with energy transducers; and systems for monitoring, processing, and
the foundations in experimental, modeling, and computational skills communicating information.
needed to understand, exploit, and enhance the thermo-physical • Fundamental theories and methodologies for analyzing,
behavior of advanced engineering devices and systems, and to make synthesizing, and controlling systems; learning and adapting to
lifelong creative contributions at the forefront of the mechanical unknown environments; and eectively achieving task goals.
sciences and beyond. Research in the MMEC area focuses on four key
We seek to apply our core competencies to diverse areas of social,
thrusts:
national, and global needs. These include health care, security,
• Computational mechanics education, medical and security related imaging, space and ocean
• Fluid dynamics and transport exploration, and autonomous systems in air, land, and underwater
environments. We also oer a Course 2-A track in this area.
2019–2020 MIT Bulletin | 215

Area 4: Energy Science and Engineering. Energy is one of the most essential role in governing the function of cells, tissues, and organs.
signicant challenges facing humanity and is a central focus of Our research emphasizes integration of molecular-to-systems–level
mechanical engineering's contribution to society. Our research approaches to probe the behavior of natural biological systems,
focuses on ecient and environmentally friendly energy conversion and to design and build new systems, ranging from analysis of gene
and utilization from fossil and renewable resources. Programs in regulatory networks to microfluidic assays for drug screening or
the department cover many of the fundamental and technological new technologies for quantitative, high-throughput biomedical
aspects of energy, with applications to high performance imaging. Emphasis is also placed on creating new physiological or
combustion engines, batteries and fuel cells, thermoelectricity disease models, including multicellular engineered living systems,
and photovoltaics, wind turbines, and ecient buildings. Work in using nano- and micro-fabrication as well as new biomaterials.
very-low-temperature thermodynamics includes novel sub-Kelvin Applications include understanding, diagnosing, and treating
refrigeration. Eorts in high-temperature thermodynamics and its diseases such as atherosclerosis, osteoarthritis, spinal cord injury or
coupling with transport and chemistry include internal combustion liver failure; new tools for drug discovery and drug development; and
engine analysis, design, and technology; control of combustion tissue-engineered scaolds and devices for in vivo regeneration of
dynamics and emissions; thermoelectric energy conversion; low- and tissues and organs. Work also includes design and fabrication of new
high-temperature fuel cells; and novel materials for rechargeable devices and tools for rehabilitation of stroke victims and for robotic
batteries and thermal energy storage. Work in heat and mass surgery. We oer many elective subjects at the undergraduate and
transport covers thermal control of electronics from manufacturing graduate levels, as well as a bioengineering track in Course 2-A.
to end use; microscale and nanoscale transport phenomena;
desalination and water purication; high heat flux engineering; Area 7: Nano/Micro Science and Technology. The miniaturization
and energy-ecient building technology. Work in renewable energy of devices and systems of ever-increasing complexity has been a
encompasses the design of oshore and floating wind turbines and fascinating and productive engineering endeavor during the past
tidal wave machines; and analysis and manufacturing of photovoltaic few decades. Near and long term, this trend will be amplied as
and thermophotovoltaic devices. Energy storage, hybrid systems, physical understanding of the nano world expands, and widespread
fuel synthesis, and integration of energy systems are active research commercial demand drives the application of manufacturing to
areas in the department. We also oer a Course 2-A track in energy. micro- and nanosystems. Micro- and nanotechnology can have
tremendous impact on a wide range of mechanical systems.
Area 5: Ocean Science and Engineering. The oceans cover over 70 Examples include microelectromechanical system (MEMS) devices
percent of the planet's surface and constitute a critical element in and products that are already deployed as automobile airbag
our quality of life, including the climate and the resources and food sensors, smart phone parts, and for drug delivery; stronger
that we obtain from the sea. This area's objectives are to support and lighter nanostructured materials now used in airplanes and
the undergraduate and graduate programs in ocean engineering, automobiles; and nanostructured energy conversion devices that
including the naval construction program, the MIT/Woods Hole signicantly improve the eciency of renewable energy systems.
Oceanographic Institution Joint Program in Applied Oceanography Research in this area cuts across mechanical engineering and other
and the Course 2-OE degree in mechanical and ocean engineering. disciplines. Examples include sensors and actuators; micro-fluidics,
It also serves as the focus point of ocean-related research and heat transfer, and energy conversion at the micro- and nanoscales;
education at MIT. Major current research activities include marine optical and biological micro- and nano-electromechanical systems
robotics and navigation of underwater vehicles and smart sensors (MEMS and NEMS); engineered nanomaterials; atomic scale
for ocean mapping and exploration; biomimetics to extract new precision engineering; and the nano-phoptonics in measurement,
understanding for the development of novel ocean systems studying sensing, and systems design. Students interested in micro/
marine animals; the study of the mechanics and fluid mechanics of nano technology are encouraged to explore the Course 2-A
systems for ultradeep ocean gas and oil extraction; ocean wave and nanoengineering track.
oshore wind energy extraction; the free surface hydrodynamics
of ocean-going vehicles; the development of advanced naval and In order to prepare the mechanical engineers of the future, the
commercial ships and submersibles, including the all-electric ship; department has developed undergraduate and graduate educational
the mechanics and crashworthiness of ocean ships and structures; programs of the depth and breadth necessary to address the diverse
ocean transportation systems; ocean acoustics for communication, and rapidly changing technological challenges that society faces.
detection, and mapping in the ocean; and adaptive sampling and Our educational programs combine the rigor of academic study with
multidisciplinary forecasting of the ocean behavior. The design of the excitement and creativity inherent to innovation and research.
complex ocean systems permeates all these areas and provides the
cohesive link for our research and teaching activities.
Area 6: Bioengineering. Engineering analysis, design, and synthesis

are needed to understand biological processes and to harness them
successfully for human use. Mechanical forces and structures play an
216 | 2019–2020 MIT Bulletin

electives and the 48 units of unrestricted electives available in the

Course 2 degree program.
Undergraduate Study
The Department of Mechanical Engineering (MechE) oers three This program is accredited by the Engineering Accreditation
programs of undergraduate study. The rst of these, the traditional Commission of ABET (http://www.abet.org) as a mechanical
program that leads to the bachelor's degree in mechanical engineering degree.
engineering, is a more structured program that prepares students
for a broad range of career choices in the eld of mechanical Bachelor of Science in Engineering (Course 2-A)
engineering. The second program leads to a bachelor's degree in Course 2-A is designed for students whose academic and career
engineering and is intended for students whose career objectives goals demand greater breadth and flexibility than are allowed under
require greater flexibility. It allows them to combine the essential the mechanical engineering program, Course 2. To a large extent, the
elements of the traditional mechanical engineering program with 2-A program allows students an opportunity to tailor a curriculum to
study in another, complementary eld. The third program, in their own needs, starting from a solid mechanical engineering base.
mechanical and ocean engineering, is also a structured program for The program combines a rigorous grounding in core mechanical
students interested in mechanical engineering as it applies to the engineering topics with an individualized course of study focused on
engineering aspects of ocean science, exploration, and utilization, a second area that the student designs with the help and approval of
and of marine transportation. the 2-A faculty advisor. The program leads to the degree Bachelor of
Science in Engineering.
All of the educational programs in the department prepare students
for professional practice in an era of rapidly advancing technology. This program is accredited by the Engineering Accreditation
They combine a strong base in the engineering sciences (mechanics, Commission of ABET (http://www.abet.org) as an engineering degree.
materials, fluid and thermal sciences, systems and control) with
The educational objectives of the program leading to the degree of
project-based laboratory and design experiences. All strive to
Bachelor of Science in Engineering (p. 413) are that:
develop independence, creative talent, and leadership, as well as the
capability for continuing professional growth. Within a few years of graduation, a majority of our graduates will
have completed or be progressing through top graduate programs;
Bachelor of Science in Mechanical Engineering (Course 2) advancing in leadership tracks in industry, non-prot organizations,
The program in mechanical engineering provides a broad intellectual or the public sector; or pursuing entrepreneurial ventures. In these
foundation in the eld of mechanical engineering. The program roles they will: (1) apply a deep working knowledge or technical
develops the relevant engineering fundamentals, includes various fundamentals in areas related to mechanical, electromechanical,
experiences in their application, and introduces the important and thermal systems to address needs of the customer and
methods and techniques of engineering practice. society; (2) develop innovative technologies and nd solutions to
engineering problems; (3) communicate eectively as members of
The educational objectives of the program leading to the degree
multidisciplinary teams; (4) be sensitive to professional and societal
Bachelor of Science in Mechanical Engineering (p. 421) are that:
contexts and committed to ethical action; (5) lead in the conception,
Within a few years of graduation, a majority of our graduates will design, and implementation of new products, processes, services,
have completed or be progressing through top graduate programs; and systems.
advancing in leadership tracks in industry, non-prot organizations,
A signicant part of the 2-A curriculum consists of electives chosen
or the public sector; or pursuing entrepreneurial ventures. In these
by the student to provide in-depth study of a eld of the student's
roles they will: (1) apply a deep working knowledge or technical
choosing. A wide variety of popular concentrations are possible in
fundamentals in areas related to mechanical, electromechanical,
which well-selected academic subjects complement a foundation in
and thermal systems to address needs of the customer and
mechanical engineering and general Institute requirements. Some
society; (2) develop innovative technologies and nd solutions to
examples of potential concentrations include robotics, engineering
engineering problems; (3) communicate eectively as members of
management, product development, biomedical engineering
multidisciplinary teams; (4) be sensitive to professional and societal
and pre-medicine, energy conversion engineering, sustainable
contexts and committed to ethical action; (5) lead in the conception,
development, architecture and building technology, and any of the
design, and implementation of new products, processes, services,
seven departmental focus areas mentioned above. The MechE faculty
and systems.
have developed specic recommendations in some of these areas;
Students are urged to contact the MechE Undergraduate Oce as details are available from the MechE Undergraduate Oce and on
soon as they have decided to enter mechanical engineering so that the departmental website.
a faculty advisor may be assigned. Students, together with their
faculty advisors, plan a program that best utilizes the departmental
2019–2020 MIT Bulletin | 217

Concentrations are not limited to those listed above. Students Graduates have exciting opportunities in oshore industries, naval
are encouraged to design and propose technically oriented architecture, the oceanographic industry, the Navy or government, or
concentrations that reflect their own needs and those of society. for further study in graduate school.
The student's overall program must contain a total of at least one Minor in Mechanical Engineering
and one-half years of engineering content (150 units) appropriate Students pursuing a minor in the department must complete a total
to the student's eld of study. The required core and second-level of six 12-unit subjects in the Mechanical Engineering Department
subjects include approximately 78 units of engineering topics. program. At least three of the subjects must be selected from among
The self-designed concentration must include at least 72 more the required subjects for the Course 2 and Course 2-OE degree
units of engineering topics. While engineering topics are usually programs, which are listed below. In addition, two subjects may be
covered through engineering subjects, subjects outside the School selected from restricted electives in those programs.
of Engineering may provide material essential to the engineering
program of some concentrations. For example, management subjects 1
usually form an essential part of an engineering management Select three of the following: 36
concentration. In all cases, the relationship of concentration subjects
2.001 Mechanics and Materials I
to the particular theme of the concentration must be obvious.
2.002 Mechanics and Materials II
To pursue the 2-A degree, students must submit the online 2-A 2.003[J] Dynamics and Control I
enrollment form no later than Add Date of their second term in the 2.004 Dynamics and Control II
program.
2.005 Thermal-Fluids Engineering I
2.006 Thermal-Fluids Engineering II
Bachelor of Science in Mechanical and Ocean Engineering
(Course 2-OE) 2.007 Design and Manufacturing I
This program is intended for students who are interested in 2.008 Design and Manufacturing II
combining a rm foundation in mechanical engineering with 2.009 The Product Engineering Process
a specialization in ocean engineering. The program includes 2.017[J] Design of Electromechanical Robotic
engineering aspects of the ocean sciences, ocean exploration, and Systems
utilization of the oceans for transportation, defense, and extracting
2.019 Design of Ocean Systems
resources. Theory, experiment, and computation of ocean systems
2.612 Marine Power and Propulsion
and flows are covered in a number of subjects, complementing a
rigorous mechanical engineering program; a hands-on capstone 2.086 Numerical Computation for
design class allows students to master the design of advanced Mechanical Engineers
marine systems, including autonomous underwater vehicles and 2.671 Measurement and Instrumentation
smart sensors. Select two additional subjects from the required 24
subjects or restricted electives for either Course 2 or
This program is accredited by the Engineering Accreditation 2
Course 2-OE
Commission of ABET (http://www.abet.org) in both mechanical
engineering and ocean engineering. Total Units 72
1
The educational objectives of the program leading to the degree 18.032 Dierential Equations is also an acceptable option. Consult
Bachelor of Science in Mechanical and Ocean Engineering (p. 420) department for other alternatives.
2
are that within a few years of graduation, a majority of our graduates For information about restricted electives in these programs, please
will have completed or be progressing through top graduate refer to the department's website (http://meche.mit.edu/academic/
undergraduate/mecheminor).
programs; advancing in leadership tracks in industry, non-prot
organizations, or the public sector; or pursuing entrepreneurial
Inquiries
ventures. In these roles they will: (1) apply a deep working
knowledge or technical fundamentals in areas related to mechanical, Further information on undergraduate programs may
electromechanical, and thermal systems to address needs of the be obtained from the MechE Undergraduate Oce (me-
customer and society; (2) develop innovative technologies and nd undergrado[email protected]), Room 1-110, 617-253-230.
solutions to engineering problems; (3) communicate eectively as
members of multidisciplinary teams; (4) be sensitive to professional
and societal contexts and committed to ethical action; (5) lead in the Graduate Study
conception, design, and implementation of new products, processes,
The Department of Mechanical Engineering (MechE) provides
services, and systems.
opportunities for graduate work leading to the following degrees:
218 | 2019–2020 MIT Bulletin

Master of Science in Mechanical Engineering, Master of Science early admission to the graduate program. Students who are admitted
in Ocean Engineering, Master of Science in Naval Architecture will then be able to enroll in core graduate subjects during the senior
and Marine Engineering, Master of Science in Oceanographic year and to nd a faculty advisor who is willing to start and supervise
Engineering, Master of Engineering in Manufacturing, degree of research for the master's thesis while the student is still in the senior
Mechanical Engineer, degree of Naval Engineer, and the Doctor of year. With the consent of the faculty advisor, the student may also
Philosophy (PhD) or Doctor of Science (ScD), which dier in name use a portion of the work conducted towards the master's thesis
only. in the senior undergraduate year to satisfy the requirements of the
bachelor's thesis.
The Master of Engineering in Manufacturing degree is a 12-month
professional degree intended to prepare students for technical Writing Ability Requirement
leadership in the manufacturing industries. The Mechanical Engineering Department requires that all incoming
The Mechanical Engineer's and Naval Engineer's degrees oer graduate students demonstrate satisfactory English writing ability,
preparation for a career in advanced engineering practice through a or successfully complete appropriate training in writing. This
program of advanced coursework that goes well beyond the master's requirement reflects the faculty's conviction that writing is an
level. These degrees are not a stepping stone to the PhD. essential skill for all engineers. All incoming graduate students,
native as well as international, must take the departmental writing
The Doctor of Philosophy (or Science), the highest academic degree ability test, which is administered online in June. Depending on
oered, is awarded upon the completion of a program of advanced the results, a student will either pass or be required to take a short
study and signicant original research, design, or development. course during the Independent Activities Period (p. 44) in January.
Admission Requirements for Graduate Study Master of Science in Mechanical Engineering

Applications to the mechanical engineering graduate program are To qualify for the Master of Science in Mechanical Engineering,
accepted from persons who have completed, or will have completed a student must complete at least 72 credits of coursework, not
by the time they arrive, a bachelor's degree if they are applying including thesis. Of these, at least 48 must be graduate subjects
for a master's degree, or a master's degree if they are applying (refer to the Guide to Graduate Study (http://meche.mit.edu/
for a PhD. Most incoming students have a degree in mechanical documents/MechE_Grad_Guide.pdf) on the MechE website). The
engineering or ocean engineering, or some related branch of remainder of the 72 units may include advanced undergraduate
engineering. The department's admission criteria are not specic, subjects that are not requirements in the undergraduate mechanical
however, and capable students with backgrounds in dierent engineering curriculum.
branches of engineering or in science may gain entry. Nevertheless,
to qualify for a graduate degree, the candidate is expected to have At least three of the graduate subjects must be taken in mechanical
had at least an undergraduate-level exposure to the core subject engineering sciences (refer to the Guide to Graduate Study (http://
areas in mechanical engineering (applied mechanics, dynamics, meche.mit.edu/documents/MechE_Grad_Guide.pdf) on the MechE
fluid mechanics, thermodynamics, materials, control systems, website). Students must take at least one graduate mathematics
and design) and to be familiar with basic electrical circuits and subject (12 units) oered by the MIT Mathematics Department.
electromagnetic eld theory. For the Master of Science in Oceanographic Engineering, see also
the requirements listed in the Joint Program with Woods Hole
Applications for September entry are due on December 15 of the Oceanographic Institution.
previous year and decisions are reported in March. International
students applying from abroad may be admitted, but they will be Finally, a thesis is required. The thesis is an original work of
allowed to register only if they have full nancial support for the rst research, development, or design, performed under the supervision
year. of a faculty or research sta member, and is a major part of any
graduate program in the Mechanical Engineering Department. A
All applicants to the graduate program in mechanical engineering master's student usually spends as much time on thesis work as on
must submit the GRE test results. International students whose coursework. A master's degree usually takes about one and one-half
native language is not English are required to take either the to two years to complete.
International English Language Testing System (IELTS) exam and
receive a minimum score of 7 or the TOEFL exam with a minimum Master of Science in Ocean Engineering/Master of Science in
acceptable score of 577 (PBT), 233 (CBT) or 100 (iBT). Naval Architecture and Marine Engineering/Master of Science in
Oceanographic Engineering
Early Admission to Master's Degree Programs in Mechanical The requirements for each of these three degrees are that the
Engineering student takes 72 credit units of graduate subjects and complete a
At the end of the junior year, extraordinarily qualied students in the thesis.
Department of Mechanical Engineering will be invited to apply for
2019–2020 MIT Bulletin | 219

At least three of the subjects must be chosen from a prescribed examination and an applications-oriented thesis, which may be
list of ocean engineering subjects (refer to the Guide to Graduate an extension of a suitable master's thesis. An engineer's degree
Study (http://meche.mit.edu/documents/MechE_Grad_Guide.pdf) on typically requires at least one year of study beyond the master's
the MechE website). Students must also take at least one graduate degree.
mathematics subject (12 units) oered by MIT's Mathematics
Department. For the Master of Science in Oceanographic Naval Engineer's Degree—Program in Naval Construction and
Engineering, see also the requirements listed under the Joint Engineering
Program with Woods Hole Oceanographic Institution. The Naval Construction and Engineering (NVE) program provides US
Navy and US Coast Guard ocers, foreign naval ocers, and civilian
The required thesis is an original work of research, development, students interested in ships and ship design a broad graduate-level
or design, conducted under the supervision of a faculty or senior education for a career as a naval engineer.
research sta member. The thesis usually takes between one and
two years to complete. The program leads to the Naval Engineer's degree, which requires
a higher level of professional competence and broader range of
Master of Engineering in Advanced Manufacturing and Design knowledge than is required for the degree of Master of Science in
The Master of Engineering in Advanced Manufacturing and Naval Architecture and Marine Engineering or Ocean Engineering.
Design (http://web.mit.edu/meng-manufacturing) is a 12-month Subjects in the areas of economics, industrial management, and
professional degree in mechanical engineering that is intended public policy and law, and at least 12 units of comprehensive design
to prepare the student to assume a role of technical leadership in are required, in addition to an in-depth curriculum that includes
the manufacturing industries. The degree is aimed at practitioners naval architecture, hydrodynamics, ship structures, materials
who will use this knowledge to become leaders in existing, as well science, and power and propulsion. The program is appropriate for
emerging, manufacturing companies. To qualify for this degree, naval ocers and civilians who plan to participate in the design
a student must complete a highly integrated set of subjects and and construction of naval ships, as well as those interested in
projects that cover the process, product, system, and business commercial ship design.
aspects of manufacturing, totaling 90 units, plus complete a group-
based thesis project with a manufacturing industry. While centered For students working toward a simultaneous Naval Engineer's degree
in engineering and rmly grounded in the engineering sciences, this and a master's degree, a single thesis is generally acceptable,
degree program considers the entire enterprise of manufacturing. provided it is appropriate to the specications of both degrees,
Students will gain both a broad understanding of the many facets of demonstrating an educational maturity expected of the Naval
manufacturing and a knowledge of manufacturing fundamentals from Engineer's degree.
which to build new technologies and businesses. The admission
process is identical to that of the Master of Science degree, with the Doctor of Philosophy and Doctor of Science
exception that two additional essay questions are required. The highest academic degree is the Doctor of Science, or Doctor
of Philosophy (the two dier only in name). This degree is
Learners who earn an MITx Principles of Manufacturing MicroMasters awarded upon the completion of a program of advanced study,
Credential (https://www.edx.org/micromasters/principles- and the performance of signicant original research, design, or
manufacturing) may apply to the Advanced Manufacturing and development. Doctoral degrees are oered in all areas represented
Design program and, upon acceptance, would be credited 48 units of by the department's faculty.
advanced standing credit (equivalent to approximately one-third of
the full degree program and one semester on campus). Students become candidates for the doctorate by passing the
doctoral qualifying examinations. The doctoral program includes a
Mechanical Engineer's Degree major program of advanced study in the student's principal area of
The Mechanical Engineer's degree provides an opportunity for interest, and a minor program of study in a dierent eld. The MechE
further study beyond the master's level for those who wish to enter Graduate Oce should be consulted about the deadline for passing
engineering practice rather than research. This degree emphasizes the qualifying exam.
breadth of knowledge in mechanical engineering and its economic The principal component of the program is the thesis. The thesis is a
and social implications, and is quite distinct from the PhD, which major, original work that makes a signicant research, development,
emphasizes depth and originality of research. or design contribution in its eld. The thesis and the program of
The engineer's degree requires a broad program of advanced study are done under a faculty supervisor and a doctoral committee
coursework in mechanical engineering totaling at least 162 credit selected by the student and his or her supervisor, and perhaps
units (typically about 14 subjects), including those taken during the other interested faculty members. The committee makes an
master's degree program. The engineer's degree program is centered annual examination of the candidate's progress and makes a nal
around the application of engineering principles to advanced recommendation for a public defense of the work. The doctoral
engineering problems and includes a Mechanical Engineering program typically requires three years of work beyond the master's
220 | 2019–2020 MIT Bulletin

degree, although this time is strongly topic dependent. In concert students follow a program similar to that of other students in their
with the Center for Computational Engineering (CCE), the department home department. The program is described in more detail under
also oers a doctoral program in Computational Science and Interdisciplinary Graduate Programs (p. 375).
Engineering (ME-CSE). The program enables students to specialize
at the doctoral level in a computation-related eld of their choice Leaders for Global Operations
through focused coursework and a doctoral thesis which makes The 24-month Leaders for Global Operations (LGO) (http://
extensive use of sophisticated computation or develops new lgo.mit.edu) program combines graduate degrees in engineering and
computational methods. The ME-CSE PhD degree highlights this management for those with previous postgraduate work experience
specialization by using the thesis eld “Mechanical Engineering and and strong undergraduate degrees in a technical eld. During the
Computation.” More information can be found at the CEE website two-year program, students complete a six-month internship at one
(http://cce.mit.edu). of LGO's partner companies, where they conduct research that forms
the basis of a dual-degree thesis. Students nish the program with
Interdisciplinary Programs two MIT degrees: an MBA (or SM in management) and an SM from
Graduate students registered in the Department of Mechanical one of seven engineering programs, some of which have optional
Engineering may elect to participate in interdisciplinary programs of or required LGO tracks. Aer graduation, alumni take on leadership
study. roles at top global manufacturing and operations companies.
Computation for Design and Optimization Polymers and So Matter

The Computation for Design and Optimization (CDO) (https:// The Program in Polymers and So Matter (PPSM) (http://
computationalengineering.mit.edu/programs/master-of-science- polymerscience.mit.edu) oers students from participating
program-in-computation-for-design-and-optimization) program departments an interdisciplinary core curriculum in polymer science
oers a master's degree to students interested in the analysis and and engineering, exposure to the broader polymer community
application of computational approaches to designing and operating through seminars, contact with visitors from industry and academia,
engineered systems. The curriculum is designed with a common and interdepartmental collaboration while working towards a PhD or
core serving all engineering disciplines and an elective component ScD degree.
focusing on specic applications. Current MIT graduate students may
pursue a CDO master's degree in conjunction with a department- Research opportunities include functional polymers, controlled
based master's or PhD program. For more information, see the full drug delivery, nanostructured polymers, polymers at interfaces,
program description (p. 370) under Interdisciplinary Graduate biomaterials, molecular modeling, polymer synthesis, biomimetic
Programs. materials, polymer mechanics and rheology, self-assembly, and
polymers in energy. The program is described in more detail under
Computational Science and Engineering Interdisciplinary Graduate Programs (p. 378).
The Computational Science and Engineering (CSE) (https://
computationalengineering.mit.edu/programs/mit-doctoral-program- Technology and Policy
in-computational-science-and-engineering-cse) program allows The Master of Science in Technology and Policy is an engineering
students to specialize at the doctoral level in a computation-related research degree with a strong focus on the role of technology in
eld of their choice through focused coursework and a doctoral policy analysis and formulation. The Technology and Policy Program
thesis through a number of participating host departments. The (TPP) (http://tpp.mit.edu) curriculum provides a solid grounding
CSE program is administered jointly by the Center for Computational in technology and policy by combining advanced subjects in the
Engineering (CCE) and the host departments, with the emphasis student's chosen technical eld with courses in economics, politics,
of thesis research activities being the development of new quantitative methods, and social science. Many students combine
computational methods and/or the innovative application of TPP's curriculum with complementary subjects to obtain dual
computational techniques to important problems in engineering degrees in TPP and either a specialized branch of engineering or an
and science. For more information, see the full program description applied social science such as political science or urban studies and
(p. 373) under Interdisciplinary Graduate Programs. planning. For additional information, see the program description
under the Institute for Data, Systems, and Society (p. 183).
The Joint Program with the Woods Hole Oceanographic Institution Financial Support
(WHOI) (http://mit.whoi.edu) is intended for students whose primary The Department of Mechanical Engineering oers three types of
career objective is oceanography or oceanographic engineering. nancial assistance to graduate students: research assistantships,
Students divide their academic and research eorts between the teaching assistantships, and fellowships.
campuses of MIT and WHOI. Joint Program students are assigned The majority of students in the department are supported by
an MIT faculty member as academic advisor; thesis research may research assistantships (RAs), which are appointments to work
be supervised by MIT or WHOI faculty. While in residence at MIT,
2019–2020 MIT Bulletin | 221

on particular research projects with particular faculty members. the mechanical engineering graduate program, contact Leslie
Faculty members procure research grants for various projects and Regan. All can be reached in the MechE Graduate Oce (me-
hire graduate students to carry out the research. The research is grado[email protected]), Room 1-112, 617-253-2291.
almost invariably structured so that it becomes the student's thesis.
An RA appointment provides a full-tuition scholarship (i.e., covers
all tuition) plus a salary that is adequate for a single person. The Research Laboratories and Programs
nancial details are outlined in a separate handout available from
The Mechanical Engineering Department is organized into seven
the MechE Graduate Oce. An RA may register for a maximum of 24
areas that collectively capture the broad range of interests and
units (about two subjects) of classroom subjects per regular term
activities within it. These areas are:
and 12 units in the summer term, and must do at least the equivalent
of 24 units of thesis (i.e., research on the project) per term. (Please • Mechanics: Modeling, Experimentation, and Computation
note that Master of Engineering in Manufacturing students are not (MMEC)
eligible for RA or TA positions since their subject credits exceed
• Design, Manufacturing, and Product Development
these limits.)
• Controls, Instrumentation, and Robotics
Teaching assistants (TAs) are appointed to work on specic subjects • Energy Science and Engineering
of instruction. As the name implies, they usually assist a faculty • Ocean Science and Engineering
member in teaching, oen grading homework problems and tutoring
• Bioengineering
students. In the Mechanical Engineering Department, TAs are very
• Nano/Micro Science and Technology
seldom used for regular full-time classroom teaching. Full-time TAs
are limited to 24 units of credit per regular term, including both The educational opportunities oered to students in mechanical
classroom subjects and thesis. The TA appointment does not usually engineering are enhanced by the availability of a wide variety of
extend through the summer. research laboratories and programs, and well-equipped shops and
computer facilities.
A fellowship provides the student with a direct grant, and leaves
the student open to select his or her own research project and The department provides many opportunities for undergraduates
supervisor. A limited number of awards and scholarships are to establish a close relationship with faculty members and their
available to graduate students directly through the department. A research groups. Students interested in project work are encouraged
number of students are also supported by fellowships from outside to consult their faculty advisor or approach other members of the
agencies, such as the National Science Foundation, Oce of Naval faculty.
Research, and Department of Defense. Scholarships are awarded
each year by the Society of Naval Architects and Marine Engineers. Many members of the Department of Mechanical Engineering
These awards are normally granted to applicants whose interest is participate in interdepartmental or school-wide research activities.
focused on naval architecture and marine engineering or on ocean These include the Center for Biomedical Engineering, Center
engineering. Applications are made directly to the granting agency, for Computational Engineering, Center for Materials Science
and inquiries for the fall term should be made in the preceding fall and Engineering, Computation for Design and Optimization
term. Program, Computational and Systems Biology Program, Computer
Science and Articial Intelligence Laboratory, Institute for Soldier
Prospective students are invited to communicate with the Nanotechnologies, Laboratory for Manufacturing and Productivity,
Department regarding any of these educational and nancial MIT Energy Initiative, Operations Research Center, Program in
opportunities. Polymers and So Matter, and Sea Grant College Program. Detailed
information about many of these can be found under Research and
Experience has shown that the optimum graduate program consists
Study and Interdisciplinary Graduate Programs. The department
of about equal measures of coursework and research, consistent
also hosts a number of industrial consortia, which support some
with an RA appointment. The main advantage of a fellowship is a
laboratories and research projects. Research in the department is
greater freedom in choosing a research project and supervisor. A
supported, in addition, by a broad range of federal agencies and
teaching assistantship gives the student teaching experience and
foundations.
can also be extremely valuable for reviewing basic subject material—
for example, in preparation for the doctoral qualifying exams. It does A partial list of departmental laboratories, listed according to the
not, however, leave much time for thesis research and may extend seven core areas of research, follows.
the time that the student needs to complete his or her degree.
Inquiries
For additional information on mechanical engineering graduate
admissions, contact Una Sheehan. For general inquiries on
222 | 2019–2020 MIT Bulletin

Mechanics: Modeling, Experimentation, and Computation Martin Center for Engineering Design
Design methodology, design of integrated electrical-mechanical
AMP Mechanical Behavior of Materials Laboratory systems, prototype development, advanced computer-aided design
Mechanisms of deformation and fracture processes in engineering techniques.
materials.
Park Center for Complex Systems
Center for Nonlinear Science Research to understand complexity, educating students and
Interdisciplinary research into nonlinear phenomena. Incorporates scholars on complexity, designing complex systems for the benet
the Nonlinear Dynamical Systems Lab (modeling, simulation, of humankind, and disseminating knowledge on complexity to the
analysis), Nonlinear Dynamics Lab (experiments), and Nonlinear world at large.
Systems Lab.
Precision Engineering Laboratory
Composite Materials and Nondestructive Evaluation Laboratory Fundamental and applied research on all aspects of the design,
Development of quantitative nondestructive evaluation manufacture, and control of high precision machines ranging from
characterizations which are directly correlatable with the mechanical manufacturing machines to precision consumer products.
properties of materials and structures.
Precision Systems Design and Manufacturing Laboratory
Finite Element Research Group Modeling, design, and manufacturing methods for nanopositioning
Computational procedures for the solution of problems in structural, equipment, carbon nanotube-based mechanisms and machines, and
solid, and fluid mechanics. compliant mechanisms.
Hatsopoulos Microfluids Laboratory Controls, Instrumentation, and Robotics

Fundamental research on the behavior of complex fluid systems at
microscopic scales, and associated engineering applications. d'Arbelo Laboratory for Information Systems and Technology
Research on mechatronics, home and health automation, interface
Design, Manufacturing, and Product Development between hardware and soware, and development of sensing
technologies.
Auto-ID Laboratory
Creation of the "Internet of Things" using radio frequency Field and Space Robotics Laboratory
identication and wireless sensor networks, and of a global system Fundamental physics of robotic systems for unstructured
for tracking goods using a single numbering system called the environments. Development, design, and prototyping of control
Electronic Product Code. and planning algorithms for robotic applications, including space
exploration, rough terrains, sea systems, and medical devices and
Computer-Aided Design Laboratory systems.
Advancing the state of the art in design methodology and computer-
aided design methods. Nonlinear Systems Laboratory
Analysis and control of nonlinear physical systems with emphasis on
Laboratory for Manufacturing and Productivity adaptation and learning in robots.
An interdepartmental laboratory in the School of Engineering.
Polymer microfabrication for microfluidic devices, chemical Energy Science and Engineering
mechanical planarization for the semiconductor industry, precision
macro- and micro-scale devices, and novel metrology methods for Center for Energy and Propulsion Research
micro-scale devices. Small-scale fuel cells design, photovoltaic Innovative science and technology for a sustainable energy future
material and process research, and manufacture of photovoltaic in a carbon-constrained world. Fundamental and applied research
panels. Identication technologies such as RFID, wireless sensors, in energy conversion and transportation, with applications to low-
and complex systems. Methods to integrate data and models across carbon ecient energy and propulsion systems. Includes several
global networks. Factory-level manufacturing systems design and research groups:
control, and supply chain design and management. Environmentally
benign manufacturing. • Electrochemical Energy Laboratory. Engineering of advanced
materials for lithium batteries, proton exchange membrane and
solid oxide fuel cells, and air battery and fuel cell hybrids.
• Reacting Gas Dynamics Laboratory. Fluid flow, chemical reaction,
and combustion phenomena associated with energy conversion
2019–2020 MIT Bulletin | 223

in propulsion systems, power generation, industrial processes, of their resistance and seakeeping in deep and shallow waters.
and res. Analytical and computational techniques.
• Sloan Automotive Laboratory. Processes and technology that • Laboratory for Undersea Remote Sensing. Ocean exploration,
control the performance, eciency, and environmental impact undersea remote sensing of marine life and geophysical
of internal combustion engines, their lubrication, and fuel phenomena, wave propagation and scattering theory in remote
requirements. sensing, statistical estimation and information theory, acoustics
and seismics, Europa exploration.
Cryogenic Engineering Laboratory • Marine Hydrodynamics Laboratory (Propeller Tunnel). A variable-
Application of thermodynamics, heat transfer, and mechanical pressure recirculating water tunnel capable of speeds up to
design to cryogenic processes and instrumentation and the 10 m/s. Experiments are performed using state-of-the-art
operation of a liquid helium facility. measurement techniques and instrumentation.
• Multidisciplinary Ocean Dynamics and Engineering Laboratory.
Rohsenow Kendall Heat Transfer Laboratory Complex physical and interdisciplinary oceanic dynamics and
Fundamental research in microscale/nanoscale transport, processes. Mathematical model and computation methods
convection, laser/material interaction, and high heat fluxes; applied for ocean predictions, dynamical diagnostics, and for data
research in water purication, thermoelectric devices, energy- assimilation and data-model comparisons.
ecient buildings, and thermal management of electronics. • Ocean Engineering Testing Tank. The tank is 108 feet long, 8.5
feet wide, with an average depth of 4.5 feet. The wave generator
Ocean Science and Engineering can generate harmonic or random waves. The tank also houses
several laser flow visualization systems.
Center for Ocean Engineering
• Vortical Flow Research Laboratory. Advanced capabilities
Provides an enduring ocean engineering identity, giving visibility
for simulation of complex vertical flows. Powerful computer
to the outside world of MIT's commitment to the oceans, and
workstations and LINUX clusters, computer-video image
serves as the focus point of ocean-related research at the Institute.
conversion, and state-of-the-art flow simulation animation
Supports the research activities of the MIT-WHOI Joint Program
technologies.
in Oceanographic Engineering and the Naval Construction and
Engineering Program. Encompasses the activities of the following • MIT Sea Grant AUV Lab. Dedicated to autonomous underwater
research groups and laboratories: vehicles (AUVs), the lab is a leading developer of advanced
unmanned marine robots, with applications in oceanography,
• Autonomous Marine Sensing Lab. Distributed ocean sensing environmental monitoring, and underwater resource studies.
concepts for oceanographic science, national defense, and It engages in instrumentation and algorithm development for
coastal management and protection. Oceanographic sensing and underwater vehicles performing navigation- and information-
modeling, sonar system technology, computational underwater intensive tasks. Various vehicle platforms, and fabrication tools
acoustics, and marine robotics and communication networking. and materials are available.
• Design Lab. Ship design, oshore structure design,
marine robotics, geometric and solid modeling, advanced Bioengineering
manufacturing, and shipbuilding. Includes the Center for
Environmental Sensing and Modeling. Bioinstrumentation Laboratory
• Experimental Hydrodynamics Lab. Advanced surface ship, Utilization of biology, optics, mechanics, mathematics, electronics,
oshore platform, and underwater vehicle design. Development and chemistry to develop innovative instruments for the analysis
of non-invasive flow measurement and visualization methods. of biological processes and new devices for the treatment and
• Impact and Crashworthiness Laboratory. Industry-oriented diagnosis of disease.
fracture testing and prediction technology of advanced
high-strength steel sheets for automotive and shipbuilding Human and Machine Haptics
applications. Includes both quasi-static and high strain rate Interdisciplinary studies aimed at understanding human haptics,
response and eect of loading history on fracture. developing machine haptics, and enhancing human-machine
interactions in virtual reality and teleoperator systems.
• Experimental and Nonlinear Dynamics Lab. Laboratory
experiments to obtain insight into all manner of dynamical
Laboratory for Biomechanics of Cells and Biomolecules
phenomena, from micro-scale diusive processes to global-scale
Development of new instruments for the measurement of mechanical
oceanic wave elds. Field studies for ocean-related problems.
properties on the scale of a single cell or single molecule to better
• Laboratory for Ship and Platform Flows. Modeling of free surface understand the interactions between biology and mechanics.
flows past conventional and high-speed vessels and estimation
224 | 2019–2020 MIT Bulletin

Gang Chen, PhD

Newman Laboratory for Biomechanics and Human Rehabilitation Carl Richard Soderberg Professor in Power Engineering
Research on bioinstrumentation, neuromuscular control, and Professor of Mechanical Engineering
technology for diagnosis and remediation of disabilities.
Wai K. Cheng, PhD
Nano/Micro Science and Technology Professor of Mechanical Engineering
Chryssostomos Chryssostomidis, PhD

Pappalardo Laboratory for Micro/Nano Engineering Henry L. Doherty Professor in Ocean Science and Engineering
Creation of new engineering knowledge and products on the nano Professor Post-Tenure of Mechanical and Ocean Engineering
and micro scale through multidomain, multidisciplinary, and
multiscale research. Jung-Hoon Chun, PhD
Martin L. Culpepper, PhD

Evelyn N. Wang, PhD
Gail E. Kendall (1978) Chair Domitilla Del Vecchio, PhD
Professor of Mechanical Engineering Professor of Mechanical Engineering
Head, Department of Mechanical Engineering
Nicholas Xuanlai Fang, PhD
Pierre F. J. Lermusiaux, PhD Professor of Mechanical Engineering
Professor of Mechanical and Ocean Engineering
Daniel Frey, PhD
Associate Department Head for Operations
Rohit N. Karnik, PhD
Ahmed F. Ghoniem, PhD
Ronald C. Crane (1972) Professor
Associate Department Head for Education
Professors Lorna Gibson, PhD

Rohan Abeyaratne, PhD Matoula S. Salapatas Professor in Materials Science and Engineering
Quentin Berg (1937) Professor of Mechanical Engineering Professor of Mechanical Engineering
Leon R. Glicksman, PhD
Triantaphyllos R. Akylas, PhD Professor Post-Tenure of Building Technology
Professor of Mechanical Engineering Professor Post-Tenure of Mechanical Engineering
Lallit Anand, PhD Stephen C. Graves, PhD

Warren and Townley Rohsenow Professor Abraham J. Siegel Professor of Management
Professor of Mechanical Engineering Professor of Operations Management and Leaders for Global
Operations
H. Harry Asada, PhD
Ford Foundation Professor of Engineering
Graduate Ocer, Institute for Data, Systems, and Society
Linda G. Grith, PhD
George Barbastathis, PhD
School of Engineering Professor of Teaching Innovation
Klaus-Jürgen Bathe, ScD, PhD Professor of Mechanical Engineering
Professor Post-Tenure of Mechanical Engineering
John G. Brisson II, PhD Professor of Biological Engineering
Professor of Mechanical Engineering Professor of Electrical Engineering
Tonio Buonassisi, PhD
Professor of Mechanical Engineering and Manufacturing Timothy G. Gutowski, PhD
(On sabbatical, spring)
2019–2020 MIT Bulletin | 225

Nicolas Hadjiconstantinou, PhD Seth Lloyd, PhD

Professor of Mechanical Engineering Nam Pyo Suh Professor
David E. Hardt, PhD Professor of Physics
Ralph E. and Eloise F. Cross Professor in Manufacturing
Professor of Mechanical Engineering Nicholas Makris, PhD
William I. Koch Professor
Douglas Hart, PhD Professor of Mechanical and Ocean Engineering
(On sabbatical) Scott R. Manalis, PhD
Andrew (1956) and Erna Viterbi Professor
John B. Heywood, ScD, PhD Professor of Biological Engineering
Sun Jae Professor Emeritus of Mechanical Engineering Professor of Mechanical Engineering
Professor of Mechanical Engineering Associate Head, Department of Biological Engineering
Neville Hogan, PhD Gareth H. McKinley, PhD
Sun Jae Professor in Mechanical Engineering School of Engineering Professor of Teaching Innovation
Professor of Brain and Cognitive Sciences Professor of Mechanical Engineering
(On sabbatical)
David M. Parks, PhD
Anette E. Hosoi, PhD Professor of Mechanical Engineering
Neil and Jane Pappalardo Professor (On sabbatical, spring)
Professor of Mathematics Anthony T. Patera, PhD
Associate Dean, School of Engineering Ford Foundation Professor of Engineering
Member, Institute for Data, Systems, and Society Professor of Mechanical Engineering
Ian Hunter, PhD Nicholas M. Patrikalakis, PhD

George N. Hatsopoulos Professor in Thermodynamics Kawasaki Professor of Engineering
Professor of Mechanical Engineering Professor of Mechanical and Ocean Engineering
Roger Dale Kamm, PhD Thomas Peacock, PhD

Cecil H. Green Distinguished Professor Professor of Mechanical Engineering
Professor Post-Tenure of Mechanical Engineering
Professor Post-Tenure of Biological Engineering Emanuel Michael Sachs, PhD
Sang-Gook Kim, PhD
Professor of Mechanical Engineering Sanjay E. Sarma, PhD
Fred Fort Flowers (1941) and Daniel Fort Flowers (1941) Professor
Robert Langer, ScD Professor of Mechanical Engineering
David H. Koch (1962) Institute Professor Vice President for Open Learning
Professor of Mechanical Engineering Henrik Schmidt, PhD
Professor of Biological Engineering Professor Post-Tenure of Mechanical and Ocean Engineering
Aliate Faculty, Institute for Medical Engineering and Science Paul D. Sclavounos, PhD
Steven B. Leeb, PhD Professor of Mechanical Engineering and Naval Architecture
Professor of Electrical Engineering Warren Seering, PhD
Professor of Mechanical Engineering Weber-Shaughness Professor
John J. Leonard, PhD Professor of Mechanical Engineering
Samuel C. Collins Professor Yang Shao-Horn, PhD
Professor of Mechanical and Ocean Engineering W. M. Keck Professor of Energy
John H. Lienhard, PhD Professor of Mechanical Engineering
Abdul Latif Jameel Professor of Water and Food Professor of Materials Science and Engineering
226 | 2019–2020 MIT Bulletin

Alexander H. Slocum, PhD

Walter M. May and A. Hazel May Professor of Mechanical Engineering Associate Professors
Mark Bathe, PhD
Jean-Jacques E. Slotine, PhD Associate Professor of Biological Engineering
Professor of Mechanical Engineering Associate Professor of Mechanical Engineering
Professor of Information Sciences
Lydia Bourouiba, PhD
Peter T. C. So, PhD Associate Professor of Civil and Environmental Engineering
Professor of Biological Engineering Associate Professor of Mechanical Engineering
Professor of Mechanical Engineering Aliate Faculty, Institute for Medical Engineering and Science
Alexandra H. Techet, PhD Cullen R. Buie, PhD
Professor of Mechanical and Ocean Engineering Associate Professor of Mechanical Engineering
Russell L. Tedrake, PhD (On leave)
Toyota Professor A. John Hart, PhD
Professor of Computer Science and Engineering Associate Professor of Mechanical Engineering
Professor of Mechanical Engineering Asegun Henry, PhD
Robert N. Noyce Career Development Professor
Michael S. Triantafyllou, ScD Associate Professor of Mechanical Engineering
Henry L. Doherty Professor in Ocean Science and Engineering
Professor of Mechanical and Ocean Engineering Kenneth N. Kamrin, PhD
David L. Trumper, PhD (On sabbatical, spring)
Jeehwan Kim, PhD
J. Kim Vandiver, PhD Associate Professor of Mechanical Engineering
Professor of Mechanical and Ocean Engineering Associate Professor of Materials Science and Engineering
Kripa K. Varanasi, PhD Sangbae Kim, PhD
David Robert Wallace, PhD Mathias Kolle, PhD
Tomasz Wierzbicki, PhD Alberto Rodriguez, PhD
Professor Post-Tenure of Mechanical Engineering Associate Professor of Mechanical Engineering
Professor Post-Tenure of Applied Mechanics (On leave, fall)
James H. Williams Jr, PhD Themistoklis Sapsis, PhD
Professor Post-Tenure of Teaching Excellence Associate Professor of Mechanical Engineering
Professor Post-Tenure of Mechanical Engineering (On sabbatical, fall)
Maria Yang, PhD Amos Winter, PhD
Professor of Mechanical Engineering Tata Career Development Professor
Ioannis V. Yannas, PhD Associate Professor of Mechanical Engineering
Professor of Polymer Science and Engineering (On sabbatical, fall)
Member, Health Sciences and Technology Faculty Xuanhe Zhao, PhD
Kamal Youcef-Toumi, ScD Associate Professor of Mechanical Engineering
Professor of Mechanical Engineering Associate Professor of Civil and Environmental Engineering
Dick K. P. Yue, PhD Assistant Professors

Philip J. Solondz (1948) Professor of Engineering Irmgard Bischoerger, PhD
Professor of Mechanical Engineering Esther and Harold E. Edgerton Career Development Professor
2019–2020 MIT Bulletin | 227

Tal Cohen, PhD Stanley B. Gershwin, PhD

Assistant Professor of Civil and Environmental Engineering Senior Lecturer in Mechanical Engineering
Franz Hover, PhD
Sili Deng, PhD Senior Lecturer in Mechanical Engineering
Brit (1961) ad Alex (1949) d'Arbelo Career Development Professor
Assistant Professor of Mechanical Engineering Barbara Hughey, PhD
Senior Lecturer in Mechanical Engineering
Betar Gallant, PhD
Assistant Professor of Mechanical Engineering Raymond S. McCord, MS, Eng
Ashwin Gopinath, PhD
Assistant Professor of Mechanical Engineering Alice Nasto, PhD
Ming Guo, PhD
Brit (1961) and Alex (1949) d'Arbelo Career Development Professor William Plummer, PhD
Assistant Professor of Mechanical Engineering Senior Lecturer in Mechanical Engineering
Stefanie Mueller, PhD Amy Smith, MS, MEng

X-Window Consortium Career Development Professor Senior Lecturer in Mechanical Engineering
Assistant Professor of Electrical Engineering and Computer Science Abbott Weiss, PhD
Assistant Professor of Mechanical Engineering Senior Lecturer in Mechanical Engineering
(On leave, fall)
Dawn Wendell, PhD
Ellen Roche, PhD Senior Lecturer in Mechanical Engineering
W.M. Keck Career Development Professor
Assistant Professor of Mechanical Engineering Daniel Whitney, PhD
Core Faculty, Institute for Medical Engineering and Science Senior Lecturer in Mechanical Engineering
Gio Traverso, PhD Lecturers

Assistant Professor of Mechanical Engineering Kevin Cedrone, PhD
Wim van Rees, PhD Lecturer in Mechanical Engineering
American Bureau of Shipping Career Development Professor Christina Chase, BA
Assistant Professor of Mechanical Engineering Lecturer in Mechanical Engineering
Robert E. Bebermeyer, NE Julio Guerrero, PhD
Professor of the Practice of Naval Construction and Engineering Lecturer in Mechanical Engineering
Richard M. Wiesman, PhD Rajiv Gupta, PhD

Professor of the Practice of Mechanical Engineering Lecturer in Mechanical Engineering
Associate Professors of the Practice Brian D. Hemond, PhD

Andrew J. Gillespy, PhD Lecturer in Mechanical Engineering
Associate Professor of the Practice of Naval Construction and James Douglass Penn, PhD
Engineering Lecturer in Mechanical Engineering
Senior Lecturers Joshua Ramos, PhD

Daniel Braunstein, PhD Lecturer in Mechanical Engineering
Mark L. Schattenburg, PhD
Ronald B. Campbell, PhD Lecturer of Mechanical Engineering
Stephen Fantone, PhD

228 | 2019–2020 MIT Bulletin

H. Igo Krebs, PhD

Instructors Principal Research Scientist of Mechanical Engineering
Harrison Chin, PhD
Instructor of Mechanical Engineering Victor W. Wong, PhD
Principal Research Scientist of Mechanical Engineering
Victor Hung, BS
Instructor of Mechanical Engineering Research Engineers
Kelli Hendrickson, ScD
Technical Instructors Research Engineer of Mechanical Engineering
Stephen G. Banzaert, MS
Technical Instructor of Mechanical Engineering William Johnson, PhD
Research Engineer of Mechanical Engineering
Paul Carson, BS
Technical Instructor of Mechanical Engineering Ulrich P. Muecke, PhD
Research Engineer of Mechanical Engineering
Benita Comeau, PhD
Technical Instructor of Mechanical Engineering Research Scientists
Moises Alencastre Miranda, PhD
Daniel Gilbert, BA Research Scientist of Mechanical Engineering
Technical Instructor of Mechanical Engineering
Susan Elizabeth Amrose, PhD
Pierce Hayward, MS Research Scientist of Mechanical Engineering
Jing Bai, PhD
Tasker Smith, BA Research Scientist of Mechanical Engineering
Bikram Bhatia, PhD
Wade Warman, MFA Research Scientist of Mechanical Engineering
Rahul Bhattacharyya, PhD
Joseph Wight, BFA Research Scientist of Mechanical Engineering
Svetlana V. Boriskina, PhD
Research Scientist of Mechanical Engineering
Research Sta
Micha Feigin-Almon, PhD
Senior Research Scientists Research Scientist of Mechanical Engineering
Anuradha M. Annaswamy, PhD
Senior Research Scientist of Data, Systems, and Society Patrick Haley, PhD
Lynette A. Jones, PhD
Senior Research Scientist of Mechanical Engineering Nevan Clancy Hanumara, PhD
Yuming Liu, PhD
Senior Research Scientist of Mechanical Engineering Stephen Ho, PhD
Principal Research Engineers
Tian Tian, PhD Nora C. Hogan, PhD
Principal Research Engineer of Mechanical Engineering Research Scientist of Mechanical Engineering
Hsin-Ho Huang, PhD

Principal Research Scientists Research Scientist of Mechanical Engineering
Brian Anthony, PhD
Principal Research Scientist of Mechanical Engineering George E. Karniadakis, PhD
Michael Richard Benjamin, PhD
Principal Research Scientist of Mechanical Engineering Emmanuel Kasseris, MS
2019–2020 MIT Bulletin | 229

Min-Cheol Kim, PhD Ernest G. Cravalho, PhD

Research Scientist of Mechanical Engineering Professor Emeritus of Mechanical Engineering
Professor Emeritus of the Practice of Health Sciences and Technology
Chris Mirabito, PhD
Research Scientist of Mechanical Engineering C. Forbes Dewey Jr, PhD
Michael Novitzky, PhD Professor Emeritus of Biological Engineering
Steven Dubowsky, PhD
Ian Marius Peters, PhD Professor Emeritus of Mechanical Engineering
Research Scientist of Mechanical Engineering Professor Emeritus of Aeronautics and Astronautics
Mehdi Pishahang, PhD Woodie Flowers, PhD
Research Scientist of Mechanical Engineering Pappalardo Professor Emeritus of Mechanical Engineering
Ali Ramazani, PhD David C. Gossard, PhD
Themistocles L. Resvanis, PhD Peter Grith, PhD
Zhenhua Rui, PhD Justin E. Kerwin, PhD
Research Scientist of Mechanical Engineering Professor Emeritus of Mechanical Engineering and Naval Architecture
Elham Sahraei Esfahani, PhD Henry S. Marcus, DBA
Research Scientist of Mechanical Engineering Professor Emeritus of Marine Systems
Aaron Schmidt, PhD Chiang C. Mei, PhD
Research Scientist of Mechanical Engineering Ford Professor Emeritus of Engineering
Santosh Shanbhogue, PhD Professor Emeritus of Civil and Environmental Engineering
Vijay Raj Singh, PhD Borivoje Mikić, ScD

Brian Subirana, PhD Jerome H. Milgram, PhD

Research Scientist of Mechanical Engineering William I. Koch Professor Emeritus of Marine Technology
Professor Emeritus of Mechanical and Ocean Engineering
Shijing Sun, PhD
Research Scientist of Mechanical Engineering John Nicholas Newman, ScD
Professor Emeritus of Mechanical Engineering and Naval Architecture
Qingzi Zhu, PhD
Research Scientist of Mechanical Engineering Carl R. Peterson, ScD
Professors Emeriti Ronald F. Probstein, PhD

Ali S. Argon, ScD
Quentin Berg Professor Emeritus Derek Rowell, PhD
Professor Emeritus of Mechanical Engineering Professor Emeritus of Mechanical Engineering
Arthur B. Baggeroer, ScD Thomas B. Sheridan, ScD

Professor Emeritus of Mechanical and Ocean Engineering Professor Emeritus of Engineering and Applied Psychology
Professor Emeritus of Electrical Engineering Professor Emeritus of Aeronautics and Astronautics
Mary C. Boyce, PhD Nam P. Suh, PhD

Ford Foundation Professor Emerita of Engineering Ralph E. and Eloise F. Cross Professor Emeritus
Professor Emerita of Mechanical Engineering Professor Emeritus of Mechanical Engineering
230 | 2019–2020 MIT Bulletin

Neil E. Todreas, PhD

Gerald L. Wilson, PhD

Vannevar Bush Professor Emeritus
2019–2020 MIT Bulletin | 231

DEPARTMENT OF NUCLEAR SCIENCE AND ENGINEERING
nuclear power today, and more than 40 others have recently

expressed an interest in developing new nuclear energy programs.
DEPARTMENT OF NUCLEAR SCIENCE AND ENGINEERING Nuclear power is the only low-carbon energy source that is both
The Department of Nuclear Science and Engineering (NSE) provides inherently scalable and already generating a signicant share of the
undergraduate and graduate education for students interested in world's electricity supplies. Fission technology is entering a new era
developing new nuclear technologies for the benet of society and in which upgraded existing plants, next-generation reactors, and
the environment. new fuel cycle technologies and strategies will contribute to meeting
the rapidly growing global demand for safe and cost-competitive low-
This is an exciting time to study nuclear science and engineering. carbon electricity supplies.
There is an upsurge of innovative activity in the eld, including a
drastic increase in nuclear start-up companies, as energy resource Fission energy research in the Nuclear Science and Engineering
constraints, security concerns, and the risks of climate change are department is focused on developing advanced nuclear reactor
creating new demands for safe, secure, cost-competitive nuclear designs for electricity, process heat, and fluid fuels production
energy systems. At the same time, powerful new tools for exploring, that include passive safety features; developing innovative
measuring, modeling, and controlling complex nuclear and radiation proliferation-resistant fuel cycles; extending the life of nuclear
processes are laying the foundations for major advances in the fuels and structures; and reducing the capital and operating costs
application of nuclear technologies in medicine and industry as well of nuclear energy systems. These research goals are pursued via
as in fundamental science. targeted technology options, based on advanced modeling and
simulation techniques and state-of-the-art experimental facilities.
In response to these developments, the department has created Progress toward these goals also entails advances in the thermal,
programs of study that prepare students for scientic and materials, nuclear, and computational sciences. The overall objective
engineering leadership roles in energy and non-energy applications is to advance the role of nuclear energy as an economical, safe,
of nuclear science and technology. Applications include nuclear environmentally benign, and flexible energy source, thereby
ssion energy systems, fusion energy systems, and systems contributing to energy security, economic growth, and a sustainable
for securing nuclear materials against the threats of nuclear global climate.
proliferation and terrorism. Underlying these applications are core
elds of education and research, including low-energy nuclear Plasma Physics and Fusion Technology. A dierent source of nuclear
physics; plasma physics; thermal sciences; radiation sources, energy results from the controlled fusion of light elements, notably
detection, and control; the study of materials in harsh chemo- hydrogen isotopes. Since the basic source of fuel for fusion can
mechanical, radiation, and thermal environments; and advanced be easily and inexpensively extracted from the ocean or from very
computation and simulation. abundant lithium, the supply is virtually inexhaustible. Fusion
reactions can only readily occur in a fully ionized plasma heated to
Students in nuclear science and engineering study the scientic ultra high temperatures (150 million K). Such hot plasmas cannot
fundamentals of the eld, engineering methods for integrating these be contained by material walls and are usually conned instead
fundamentals into practical systems, and the interactions of nuclear by strong magnetic elds. An alternative approach entails inertial
systems with society and the environment. Undergraduate and connement, usually achieved with very high-power lasers. Recent
graduate students take core subjects in the eld and can then select progress within the international fusion community increases the
from a wide variety of application areas through more specialized likelihood that controlled fusion will become a practical source of
subjects. energy within the next half-century. Attainment of a fusion power
plant involves the solution of many intellectually challenging physics
Principal areas of research and education in the department are
and engineering problems. Included among these challenges are a
described below.
mastery of the sophisticated eld of plasma physics; the discovery of
Nuclear Fission Energy. Nuclear reactors, utilizing the ssion of improved magnetic geometries to enhance plasma connement; the
heavy elements such as uranium, supply approximately 13% of the development of materials capable of withstanding high stresses and
world's electricity, powering grids, ships and submarines. They exposure to intense radiation; and the need for great engineering
produce radioisotopes for medical, biological, and industrial uses, ingenuity in integrating fusion power components into a practical,
and for long-lived on-board power sources for spacecra. They can safe, and economical system. The department has strong programs
also provide energy for chemical and industrial processing and in plasma fundamentals, materials for intense radiation elds, and
portable fuel production (e.g., synthetic fuels or hydrogen). engineering of fusion systems.
Electricity generation is the most familiar application. In some Plasma processes are key to many naturally occurring phenomena,
countries, the fraction of electricity obtained from nuclear power and to many practical applications. Solar physics, space
exceeds 50%. In the United States, 100 nuclear power plants supply weather, and dusty plasma physics, are basic plasma research
almost 20% of the nation's electricity. Thirty countries generate areas of departmental expertise. Treatment of toxic gases,
magnetohydrodynamic energy conversion, ion propulsion, radiation
232 | 2019–2020 MIT Bulletin

generation, materials processing, and various other industrial new scientic tools, including advanced compact radiation sources,
applications use the knowledge students gain in applied plasma material probes and characterization at the nanoscale, and advanced
physics. The Department of Nuclear Science and Engineering leads computational simulations.
MIT's interdepartmental graduate instruction in plasma physics and
many of its research applications. Interdisciplinary Research. Students and faculty in the department
work closely with colleagues in several other departments,
Nuclear Security. The eld of nuclear security concerns itself including Physics, Materials Science and Engineering, Mechanical
with the challenges and dangers of nuclear weapons and nuclear Engineering, Electrical Engineering and Computer Science, and
materials. Various areas of nuclear security include nuclear Political Science, and with the Sloan School of Management. The
nonproliferation, arms control treaty verication, cargo security, department is an active participant in the MIT Energy Initiative and
as well as nuclear safeguards. In order for nuclear ssion power in MIT's interdisciplinary programs of instruction and research in the
to retain its societal relevance, it is important for the nuclear management of complex technological systems and technology and
community to develop a culture of security just as it has developed public policy.
a culture of safety. Thus, nuclear security in its broadest sense
becomes of paramount importance to the nuclear engineering
community. MIT in particular is perfectly positioned to perform long- Undergraduate Study
term research in the eld of nuclear security, to make the use of
The department's undergraduate programs oer a strong foundation
nuclear energy less risky for global security. Part of this eort of
in science-based engineering, providing the skills and knowledge
necessity contains a component of policy, as well as a component
for a broad range of careers, with an emphasis on hands-on
of technological research necessary to stop proliferation, improve
exploration of the subject matter. The programs develop scientic
nuclear safeguards, and intercept any attempts at nuclear terrorism:
and engineering fundamentals in the production, interactions,
a successful program cannot be either purely technology driven
measurement, and control of radiation arising from nuclear
or purely policy driven but rather a careful integration of these two
processes. In addition, the program introduces students to thermal-
areas. MIT is actively pursuing an integration of both technology and
fluid engineering and computational methods. Building upon these
policy development.
fundamentals, students understand the principles, design, and
Quantum Physics. An exciting new frontier in nuclear science appropriate application of nuclear-based or nuclear-related systems
and engineering is to precisely control the quantum mechanical that have broad societal impacts in energy, human health, and
wave function of atomic and subatomic systems. Thus far, this has security—for example, reactors, imaging systems, detectors, and
been achieved only in low-energy processes, particularly nuclear plasma connement. In addition, they develop professional skills
magnetic resonance, a form of nuclear spectroscopy which has in quantitative research, written and oral technical communication,
allowed the basic techniques needed for quantum control to be team building, and leadership. The program provides excellent
explored in unprecedented detail. The department has initiated preparation for subsequent graduate education and research in a
an ambitious program in this area, which promises to be widely broad range of elds. In the nuclear eld, there is high demand for
applicable in nanotechnology. The ultimate achievement would nuclear engineers around the world as the nuclear energy industry
be the construction of a "quantum computer," which would be continues to expand. Other nuclear and radiation applications are
capable of solving problems that are far beyond the capacities of increasingly important in medicine, industry, and government.
classical computers. Other signicant applications are quantum-
A characteristic of the curriculum is the development of practical
enabled sensors and actuators, secure communication, and the
skills through hands-on education. This is accomplished through
direct simulation of quantum physics.
various required and elective subjects, such as a laboratory subject
Materials for Extreme Environments. An important area of research on radiation physics, measurement, and protection (22.09 Principles
in the department which unites many of the primary applications of of Nuclear Radiation Measurement and Protection), and through
nuclear science and technology involves the study of materials in the laboratory components and exercises of the electronics (22.071
extreme environments. To achieve the full potential of nuclear energy Electronics, Signals, and Measurement), ionizing radiation, and
from both ssion and fusion reactors, it is necessary to develop computational subjects. Even foundational courses in nuclear unit
special materials capable of withstanding intense radiation for processes (22.01 Introduction to Nuclear Engineering and Ionizing
long periods of time as well as high temperatures and mechanical Radiation) and neutronics (22.05 Neutron Science and Reactor
stresses. It is also crucial to understand the phenomenon of Physics) include hands-on activities and analyses of real objects/
corrosion in radiation environments. To develop a fundamental systems. Examples include burning 1,000 bananas to measure their
understanding of these phenomena, chemical and physical radioactivity, predicting and measuring the criticality of a six-foot
processes must be followed at multiple scales, from the atomic to graphite/uranium pile, and analyzing trace impurities in various
the macroscopic, over timescales from less than a nanosecond to foods, minerals, or even toenails in our nuclear reactor. The concept
many decades, and even, in the case of nuclear waste, thousands of of hands-on learning is continued with a 15-unit design subject
years. Materials research in the department draws on a wide array of focusing on nuclear-centric design and prototyping and/or a 12-
2019–2020 MIT Bulletin | 233

unit undergraduate thesis that is normally organized between the are designed for students who decide relatively early in their
student and a faculty member of the department. Thesis subjects undergraduate career that they wish to pursue a graduate degree
can touch on any area of nuclear science and engineering, including in nuclear science and engineering. Students must submit their
nuclear energy applications (ssion and fusion) and nuclear science application for this program during the second term of their junior
and technology (medical, physical, chemical, security, and materials year and be judged to satisfy the graduate admission requirements
applications). of the department. The normal expectations of MIT undergraduates
for admission to the ve-year program are an overall MIT grade point
Bachelor of Science in Nuclear Science and Engineering (Course average of at least 4.3, and a strong mathematics, science, and
22) engineering background with GPA of at least 4.0.
The Bachelor of Science in Nuclear Science and Engineering (Course
22) (p. 423) prepares students for a broad range of careers, from The nuclear science and engineering thesis requirements of the two
practical engineering work in the nuclear and other energy industries degrees may be satised either by completing both an SB thesis
to graduate study in a wide range of technical elds, as well as and an SM thesis, or by completing an SM thesis and any 12 units of
entrepreneurship, law, medicine, and business. The degree program undergraduate credit.
includes foundational subjects in physics, mathematics, and For further information, interested students should contact either
programming, leading to core subjects in the areas of nuclear energy their undergraduate department or the Department of Nuclear
(ssion and fusion), as well as nuclear energy policy, quantum Science and Engineering.
engineering, radiation physics, and product design.
The Course 22 degree program is accredited by the Engineering Minor in Nuclear Science and Engineering
Accreditation Commission of ABET (http://www.abet.org). This minor allows students from any major outside of Course 22
to delve deeper into advanced topics within the department or to
support interdisciplinary areas of interest in nuclear science and
Bachelor of Science in Engineering (Course 22-ENG) engineering.
The 22-ENG degree program (p. 414) is designed to oer flexibility
within the context of nuclear science and engineering applications. Required subjects
This program is designed to enable students to pursue a deeper level 18.03 Dierential Equations 12
of understanding in a specic nuclear application or interdisciplinary 22.01 Introduction to Nuclear Engineering 12
eld related to the nuclear science and engineering core discipline. and Ionizing Radiation
The degree requirements include core subjects relevant to a broad NSE Electives
array of nuclear and related interdisciplinary areas, a specialization
subject in energy systems, and a senior project, as well as a focus
22.02 Introduction to Applied Nuclear
area consisting of 72 units of additional coursework.
Physics
A signicant part of the 22-ENG degree program consists of focus 22.033 Nuclear Systems Design Project
area electives chosen by the student to provide in-depth study in a 22.05 Neutron Science and Reactor Physics
eld of the student’s choosing. Focus areas should complement a
22.06 Engineering of Nuclear Systems
foundation in nuclear science and engineering and General Institute
22.09 Principles of Nuclear Radiation
Requirements. Some examples of potential focus areas include
Measurement and Protection
nuclear medicine, energy or nuclear policy, fusion energy or plasma
science, clean energy technologies, nuclear materials, modeling and Foundation and Specialized Subjects
simulation of complex systems, and quantum engineering, or an area Select one of the following options: 24
of study within one of the departmental focus areas. Focus areas are Option 1
not limited to these examples. Advising on students' development 2.005 Thermal-Fluids Engineering I
1
of focus areas is available from the undergraduate ocer or the
or 8.03 Physics III
Academic Oce. Students enrolled in the flexible major must submit 2
12 units of Course 22 coursework
a proposal to the Academic Oce no later than Add Date of the
second term in the program, to be reviewed by the Undergraduate Option 2
2
Committee. 24 units of Course 22 coursework
Total Units 72
Combined Bachelor's and Master's Programs
1
The ve-year programs leading to a joint Bachelor of Science in Subject has prerequisites that are outside the program.
2
Chemical Engineering, Civil Engineering, Electrical Engineering, Selected subjects must be letter-graded. Research/UROP subjects cannot
Mechanical Engineering, Nuclear Science and Engineering, or be used.
Physics and a Master of Science in Nuclear Science and Engineering
234 | 2019–2020 MIT Bulletin

Radiation Interactions, Control, and Measurement are required for all

Inquiries master of science degree candidates.
Further information on undergraduate programs, admissions, and
nancial aid may be obtained from the department's Academic Oce Other subjects may be selected in accordance with the student's
([email protected]), Room 24-102, 617-258-5682. particular eld of interest. Master of science candidates may
specialize in one of several elds: including nuclear ssion
technology, applied plasma physics, nuclear materials, nuclear
security, and nuclear science and technology. Some students pursue
Graduate Study
a master of science degree in technology and policy in parallel with
The nuclear science and engineering eld is broad and many the Course 22 master of science program.
undergraduate disciplines provide suitable preparation for graduate
study. Students with adequate undergraduate preparation take
approximately 18 months to complete the requirements for the
An undergraduate degree in physics, engineering physics, chemistry, master of science. Actual completion time ranges from one to two
mathematics, materials science, or chemical, civil, electrical, years. Additional information concerning the requirements for the
mechanical, or nuclear science and engineering can provide a Master of Science in Nuclear Science and Engineering, including lists
good foundation for graduate study in the department. Optimal of recommended subjects, may be obtained from the department's
undergraduate preparation would include the following: Academic Oce, Room 24-102.
• Physics: At least three introductory subjects covering classical

Nuclear Engineer
mechanics, electricity and magnetism, and wave phenomena.
The program of study leading to the nuclear engineer's degree
An introduction to quantum mechanics is quite helpful, and
provides deeper knowledge of nuclear science and engineering
an advanced subject in electricity and magnetism (including a
than is possible in the master's program and is intended to train
description of time-dependent elds via Maxwell's equations) is
students for creative professional careers in engineering application
recommended for those wishing to specialize in fusion.
or design.
• Mathematics: It is essential that incoming students have a
solid understanding of mathematics, including the study and The general requirements for this degree, as described under
application of ordinary dierential equations. It is also highly Graduate Education, include 162 units of subject credit plus a thesis.
recommended that students will have studied partial dierential Each student must plan an individually selected program of study,
equations and linear algebra. approved in advance by the faculty advisor, and must complete, and
• Chemistry: At least one term of general, inorganic, and physical orally defend, a substantial project of signicant value.
chemistry.
The objectives of the program are to provide the candidate with
• Engineering fundamentals: The graduate curriculum builds on broad knowledge of the profession and to develop competence in
a variety of engineering fundamentals, and incoming students engineering applications or design. The emphasis in the program is
are expected to have had an introduction to thermodynamics, more applied and less research-oriented than the doctoral program.
fluid mechanics, heat transfer, electronics and measurement,
and computation. A subject covering the mechanics of materials The engineering project required of all candidates for the nuclear
is recommended, particularly for students wishing to specialize engineer's degree is generally the subject of an engineer's thesis.
in ssion. A student with full undergraduate preparation normally needs two
• Laboratory experience: This component is essential. It may have years to complete the program. Additional information may be
been achieved through an organized subject, and ideally was obtained from the department.
supplemented with an independent undergraduate research
activity or a design project. Doctor of Philosophy and Doctor of Science
The program of study leading to either the doctor of philosophy or
Applicants for admissions are required to take the Graduate Record the doctor of science degree aims to give comprehensive knowledge
Examination (GRE). of nuclear science and engineering, to develop competence
in advanced engineering research, and to develop a sense of
Master of Science in Nuclear Science and Engineering perspective in assessing the role of nuclear science and technology
The object of the master of science program is to give the student a in our society.
good general knowledge of nuclear science and engineering and to
provide a foundation either for productive work in the nuclear eld General requirements for the doctorate are described under
or for more advanced graduate study. The general requirements for Graduate Education and in the Graduate School Policy and
the SM degree are listed under Graduate Education. In addition to Procedures Manual. The specic requirements of the Department
the general requirements, 22.11 Applied Nuclear Physics and 22.12 of Nuclear Science and Engineering are the math and physics
competency requirement, the engineering requirement, the core
2019–2020 MIT Bulletin | 235

requirement, the eld of specialization requirement, the oral Candidates for the doctoral degree must satisfactorily complete
examination, the advanced subject and minor requirements, and the (with an average grade of B or better) an approved program of
doctoral thesis. two advanced subjects (24 units) that are closely related to the
student’s doctoral thesis topic. Neither of these subjects may
Upon satisfactory completion of the requirements, the student be from the list of three subjects selected to satisfy the eld-of-
ordinarily receives a PhD unless he or she requests an ScD. The specialization requirement. The advanced subjects should be
requirements for both degrees are the same. arranged in consultation with the student’s thesis advisor and
Students admitted for the master of science or nuclear engineer's the student’s registration ocer, and should have the approval of
degree must apply to the Department of Nuclear Science and the registration ocer. In addition, students must satisfactorily
Engineering's Admissions Committee for admission to the doctoral complete at least 24 units of coordinated subjects outside the eld
program. of specialization and the area of thesis research (the minor). The
minor should be chosen in consultation with and have the approval
Students admitted for a doctoral degree must complete the math and of the registration ocer.
physics competency requirement and the engineering requirement
prior to entering the doctoral program. Doctoral research may be undertaken either in the Department of
Nuclear Science and Engineering or in a nuclear-related eld in
Candidates for the doctoral degree must demonstrate competence another department. Appropriate areas of research are described
at the graduate level in the core areas of nuclear science and generally in the introduction to the department, and a detailed
engineering. The NSE core consists of the following six modules: list may be obtained from the Department of Nuclear Science and
Engineering.
22.11 Applied Nuclear Physics 6
22.12 Radiation Interactions, Control, and 6 Interdisciplinary Programs
Measurement
22.13 Nuclear Energy Systems 6 Computational Science and Engineering
22.14 Materials in Nuclear Engineering 6 The Computational Science and Engineering (CSE) (https://
computationalengineering.mit.edu/programs/mit-doctoral-program-
22.15 Essential Numerical Methods 6
in-computational-science-and-engineering-cse) program allows
22.16 Nuclear Technology and Society 6
students to specialize at the doctoral level in a computation-related
The core requirement must be completed by the end of the fourth eld of their choice through focused coursework and a doctoral
graduate term. thesis through a number of participating host departments. The
CSE program is administered jointly by the Center for Computational
Candidates for the doctoral degree are also required to complete Engineering (CCE) and the host departments, with the emphasis
three 12-unit (or greater than 12-unit) graduate subjects in their of thesis research activities being the development of new
eld of specialization with a grade of B or better. All three subjects computational methods and/or the innovative application of
must be completed by the end of the fourth regular graduate term. computational techniques to important problems in engineering
The eld-of-specialization subjects should together provide a and science. For more information, see the full program description
combination of depth and breadth of knowledge. The eld-of- (p. 373) under Interdisciplinary Graduate Programs.
specialization plan must be submitted by the beginning of the
second graduate term. Technology and Policy
Candidates for a doctoral degree are required to demonstrate research degree with a strong focus on the role of technology in
their readiness to undertake doctoral research by passing an oral policy analysis and formulation. The Technology and Policy Program
examination by the end of their fourth graduate term. Oral exams (TPP) (http://tpp.mit.edu) curriculum provides a solid grounding
are held twice a year, at the beginning of February and at the end of in technology and policy by combining advanced subjects in the
May. Students will generally take the oral exam for the rst time in student's chosen technical eld with courses in economics, politics,
February of their second year. Two attempts are allowed at the oral quantitative methods, and social science. Many students combine
exam. An overall GPA in graduate subjects of 4.0 is required to take TPP's curriculum with complementary subjects to obtain dual
the oral. degrees in TPP and either a specialized branch of engineering or an
Students will be permitted to embark on doctoral research only if, applied social science such as political science or urban studies and
by the end of their fourth graduate term, they have demonstrated planning. For additional information, see the program description
satisfactory performance in the core requirement, the eld of under the Institute for Data, Systems, and Society (p. 183).
specialization, and the oral examination.
236 | 2019–2020 MIT Bulletin

The thermal hydraulics laboratory is equipped with state-of-the-

Financial Support art instrumentation for measurement of fluid thermo-physical
Financial aid for graduate students is available in the form of properties, fabrication facilities to engineer surfaces at the micro
research and teaching assistantships, department-administered and nano scale, and flow loops for characterizing convective heat
fellowships, and supplemental subsidies from the College Work- transfer and fluid dynamics behavior. A particularly novel facility
Study Program. Assistantships are awarded to students with high uses high-speed infrared thermography to study fundamental
quality academic records. The duty of a teaching assistant is to phenomena of boiling, such as bubble nucleation, growth, and
assist a faculty member in the preparation of subject materials and departure from a heated surface over a broad range of operating
the conduct of classes, while that of a research assistant is to work pressures, flow rates, and heat fluxes.
on a research project under the supervision of one or more faculty
members. The study of nuclear materials plays a central role in the department.
Research in the Laboratory for Electrochemical Interfaces centers
Most fellowships are awarded in April for the following academic on understanding the response of surface structure and physical
year. Assistantships are awarded on a semester basis. The chemistry when driven by dynamic environments of chemical
assignment of teaching assistants is made before the start of each reactivity and mechanical stress. This laboratory is equipped with
semester, while research assistants can be assigned at any time. surface science tools including scanning tunneling microscopy
Essentially all students admitted to the doctoral program receive and X-ray photoelectron spectroscopy as well as electrochemical
nancial aid for the duration of their education. and electronic characterization tools. The H. H. Uhlig Corrosion
Laboratory investigates the causes of failure in materials, with an
Application for nancial aid should be made to Professor Jacopo emphasis on nuclear materials. The Mesoscale Nuclear Materials
Buongiorno, Room 24-206, 617-253-7316. group studies reasons for material property changes due to radiation
and rapid ways of measuring them.
Inquiries
Additional information on graduate admissions and academic and The Cappellaro lab is located in the Research Laboratory of
research programs may be obtained from the department's Academic Electronics and consists of a 1,200 sq--space dedicated to
Oce ([email protected]), Room 24-102, 617-253-3814. magnetic resonance and spin physics. One laboratory houses
a 7 Tesla superconducting magnet with a wide bore and in-
house-made probes, equipped with a spectrometer providing RF
Research Facilities modulation and detection for the manipulation and detection of
nuclear spins. Two other laboratories are dedicated to NV-based
The department's programs are supported by a number of
research. The laboratories house three state-of-the art confocal
outstanding experimental facilities for advanced research in nuclear
photoluminescence setups with all of the necessary microwave
science and engineering.
electronics, RF electronics, and control hardware for manipulating NV
The MIT Research Reactor in the Nuclear Reactor Laboratory operates quantum spins and one confocal microscope for imaging only.
at a power of 6 MW and is fueled with U-235 in a compact light-water
In addition to the above facilities, the department has a nuclear
cooled core surrounded by a heavy-water reflector. This reactor
instrumentation laboratory and a 14 MeV neutron source. Laboratory
provides a wide range of radiation-related research and teaching
space and shop facilities are available for research in all areas of
opportunities for the students and faculty of the department. Major
nuclear science and engineering. A state-of-the-art scanning electron
programs to study corrosion in a nuclear environment are currently in
microscope with an integrated focused ion beam that can be used
place. Details of the laboratory's research programs and facilities are
to study irradiated specimens is available. A number of computer
given in the section on Research and Study (p. 91).
workstations and Beowulf clusters dedicated to simulation,
The department utilizes extensive experimental plasma facilities for modeling, and visualization, as well as MIT's extensive computer
the production and connement of large volumes of highly ionized facilities, are used in research and graduate instruction.
plasmas and for studies of plasma turbulence, particle motions, and
other phenomena.
Most of the departmental research on plasmas and controlled
fusion is carried out in the Plasma Science and Fusion Center. The Anne E. White, PhD
department has played a major role in the design and development Professor of Nuclear Science and Engineering
of high magnetic-eld fusion devices. Through its activities in the Head, Department of Nuclear Science and Engineering
center, the department is also the national leader in the design of Benoit Forget, PhD
both copper and superconducting magnets. Professor of Nuclear Science and Engineering
Associate Head, Department of Nuclear Science and Engineering
2019–2020 MIT Bulletin | 237

Professors Assistant Professors

Jacopo Buongiorno, PhD Matteo Bucci, PhD
TEPCO Professor of Nuclear Science and Engineering Assistant Professor of Nuclear Science and Engineering
(On sabbatical, spring)
Areg Danagoulian, PhD
Jerey P. Freidberg, PhD Assistant Professor of Nuclear Science and Engineering
Professor Post-Tenure of Nuclear Science and Engineering
Zachary Hartwig, PhD
Michael W. Golay, PhD John C. Hardwick Assistant Professor of Nuclear Science and
Professor Post-Tenure of Nuclear Science and Engineering Engineering
Ian H. Hutchinson, PhD Mingda Li, PhD

Professor of Nuclear Science and Engineering Assistant Professor of Nuclear Science and Engineering
Alan P. Jasano, PhD Koroush Shirvan, PhD

Professor of Biological Engineering Assistant Professor of Nuclear Science and Engineering
Professor of Nuclear Science and Engineering
Professor of Brain and Cognitive Sciences Professors of the Practice
Kord Smith, PhD
Richard K. Lester, PhD Korea Electric Power Company (KEPCO) Professor of the Practice of
Japan Steel Industry Professor Nuclear Science and Engineering
Associate Provost
Ju Li, PhD Research Sta

Battelle Energy Alliance Professor of Nuclear Science and
Engineering Senior Research Scientists
Professor of Materials Science and Engineering Peter J. Catto, PhD
Senior Research Scientist of Nuclear Science and Engineering
Dennis G. Whyte, PhD
Hitachi America Professor of Engineering Richard C. Lanza, PhD
Professor of Nuclear Science and Engineering Senior Research Scientist of Nuclear Science and Engineering
Bilge Yildiz, PhD Principal Research Scientists

Professor of Nuclear Science and Engineering Charles W. Forsberg, ScD
Professor of Materials Science and Engineering Principal Research Scientist of Nuclear Science and Engineering
Associate Professors Research Engineers

Emilio Baglietto, PhD Peter W. Stahle, BS
Associate Professor of Nuclear Science and Engineering Research Engineer of Nuclear Science and Engineering
Paola Cappellaro, PhD
Esther and Harold E. Edgerton Career Development Professor Research Scientists
Associate Professor of Nuclear Science and Engineering Fei Han, PhD
Research Scientist of Nuclear Science and Engineering
R. Scott Kemp, PhD
Associate Professor of Nuclear Science and Engineering Bren Phillips, PhD
(On sabbatical, spring) Research Scientist of Nuclear Science and Engineering
Nuno F. Loureiro, PhD

Professors Emeriti
Associate Professor of Nuclear Science and Engineering
Associate Professor of Physics George Apostolakis, PhD
Michael P. Short, PhD
Associate Professor of Nuclear Science and Engineering Ronald G. Ballinger, ScD
238 | 2019–2020 MIT Bulletin

Sow-Hsin Chen, PhD

Michael J. Driscoll, ScD

Thomas H. Dupree, PhD

Kent F. Hansen, PhD

Linn W. Hobbs, DPhil

David D. Lanning, PhD

Ronald M. Latanision, PhD

Kim Molvig, PhD

Associate Professor Emeritus of Nuclear Science and Engineering
Ronald R. Parker, PhD

Kenneth C. Russell, PhD

Professor Emeritus of Metallurgy
Neil E. Todreas, PhD

Sidney Yip, PhD

2019–2020 MIT Bulletin | 239

SCHOOL OF HUMANITIES, ARTS, AND SOCIAL SCIENCES
SCHOOL OF HUMANITIES, ARTS, AND SOCIAL course 21S combines humanities and science. These unique
degree programs allow students to explore emerging elds at the
SCIENCES intersection of humanities and STEM. Some of the many SHASS
programs and projects that combine humanities with the sciences
MIT’s mission of meeting the world’s great challenges requires include the Abdul Latif Jameel Poverty Action Laboratory, the
not only superb technical and scientic creativity, but also a deep Center for International Studies, the Hyperstudio, the Knight
understanding of the human complexities—cultural, political, and Science Journalism Program, and the MIT International Science and
economic—in which the world's challenges are embedded. Technology Initiatives (MISTI), the School's flagship international
education program. See the Research and Study (p. 91) section for
The disciplines taught in MIT’s School of Humanities, Arts, and
further information.
Social Sciences (SHASS) empower young students, thinkers,
and citizens with historical and cultural perspectives, as well as
language, critical thinking, and communication skills—capacities Global Citizens
that enable projects rich in meaning and wisdom.
The School has a central role in international education at MIT, and
The School is made up of 11 units: Anthropology; Comparative Media in preparing students to be leaders and good global citizens. MISTI,
Studies/Writing; Economics; Global Studies and Languages; History; located in the Center for International Studies, supports student
Linguistics and Philosophy; Literature; Music and Theater Arts; internship, research, and teaching opportunities in Australia,
Political Science; Science, Technology, and Society; and Women’s Belgium, Brazil, Chile, China, Denmark, France, Germany, India,
and Gender Studies. Israel, Italy, Japan, Jordan, Korea, Mexico, Morocco, Netherlands,
New Zealand, Portugal, Russia, Singapore, Spain, Switzerland, the
Each year hundreds of MIT students graduate with majors and United Kingdom, and various African countries. Through MISTI,
minors in over 20 SHASS elds. In addition, the School provides the MIT students develop practical intercultural skills via hands-on
majority of subjects used to fulll the Institute's Humanities, Arts, experience working beside international colleagues.
and Social Sciences Requirement. The object of the requirement,
broadly stated, is to ensure that every undergraduate at MIT is More locally, the Global Studies and Languages Section oers
exposed to a wide range of interpretive and analytic approaches in language and culture programs in Chinese, English Language
the humanities, arts, and social sciences. Studies, French, German, Japanese, Korean, Portuguese, Russian,
and Spanish. Global Studies also oers subjects taught in English
on cultural globalization, transnational media, arts, and literature,
Research and Innovation global migration, global ecology and social justice, and other
SHASS is home to research that has a global impact. The School contemporary and historical global phenomena. These subjects help
oers ve doctoral programs: Economics; History, Anthropology, and prepare students to be engaged global citizens and leaders.
Science, Technology and Society (HASTS); Linguistics; Philosophy;
and Political Science. These are among the leading graduate A Brief History of SHASS
programs of their kind in the world. They prepare students for
teaching and research careers in universities and colleges, but also The School was founded in 1950 as a response to the challenges
for government service, industry, and nance. The School oers that followed the Second World War. The 1960s was a period of rapid
master's degrees in Comparative Media Studies, Economics, Political growth, in which the School was reorganized into most of its current
Science, and Science Writing. departments and sections, and began to grant full-scale degrees.
In the 1970s and 1980s, the School continued to dene separate
programs and rearrange sections. In 1990 the School replaced the
Interdisciplinary Programs generic SB degree in Humanities with SB degrees in specied areas
Providing opportunities for interdisciplinary study is a priority of humanistic study: Anthropology, History, Literature, Foreign
at SHASS. Students can choose from among a number of Languages and Literatures, Music, and Writing.
interdisciplinary elds, including: Ancient and Medieval Studies,
Applied International Studies, Public Policy, and ve Regional
Studies areas (African and African Diaspora Studies; Asian and Degrees Oered in the School of Humanities, Arts, and
Asian Diaspora Studies; Latin American and Latino/a Studies; Social Sciences
Middle Eastern Studies; Russian and Eurasian Studies). In
addition to more traditional departments, the School houses the Anthropology (Course 21A)
multifaceted programs in Comparative Media Studies/Writing; SB Anthropology
Science, Technology and Society; and Women’s and Gender
Studies. The School oers two additional interdisciplinary degree
programs: course 21E combines humanities and engineering;
240 | 2019–2020 MIT Bulletin

Comparative Media Studies/Writing (Course CMS and Course Science, Technology, and Society (STS)
21W) SB Science, Technology, and Society
SB Comparative Media Studies PhD History, Anthropology, and Science, Technology, and
SB Writing Society
SM Comparative Media Studies
Notes
SM Science Writing
Many departments make it possible for a graduate student to pursue
Computer Science, Economics, and Data Science (Course 6-14) a simultaneous master’s degree.
1
SB Computer Science, Economics, and Data Science 1
Economics (Course 14) 2

Students majoring in one of the designated interdisciplinary major elds
SB Economics within SHASS receive the generic SB degree in Course 21, Humanities.
SB Mathematical Economics
SM Economics
MASc Data, Economics, and Development Policy Admissions
PhD Economics The selection process at MIT is holistic and student centered: each
1
PhD Economics and Statistics application is evaluated within its unique context. Selection is based
on outstanding academic achievement as well as a strong match
Global Studies and Languages (Course 21G) between the applicant and the Institute.
SB Global Studies and Languages
Undergraduate applicants do not apply to a particular school,
department or program and, although the application asks about
History (Course 21H)
a preferred eld of study, most admitted undergraduates do
SB History
not declare a major until the second semester of their rst year.
2 Admissions information for regular, transfer, and non-degree
Humanities (Course 21)
SB Humanities
(p. 31).
SB Humanities and Engineering
SB Humanities and Science Applicants for graduate study apply directly to the particular
Linguistics and Philosophy (Course 24) and program descriptions for specic requirements.
SB Linguistics and Philosophy
SB Philosophy
Oce of the Dean
PhD Linguistics
PhD Philosophy Melissa Nobles, PhD
Kenan Sahin Dean, School of Humanities, Arts, and Social Sciences
Literature (Course 21L) Professor of Political Science
SB Literature
Agustín Rayo, PhD
Associate Dean, School of Humanities, Arts, and Social Sciences
Music and Theater Arts (Course 21M) Professor of Philosophy
SB Music
SB Theater Arts Marc B. Jones, BA
Assistant Dean for Finance and Administration
Political Science (Course 17) Anne Marie Michel, MA
SB Political Science Assistant Dean for Development
SM Political Science
PhD Political Science Erminia Piccinonno
1 Director of Human Resources
PhD Political Science and Statistics
Emily Hiestand, MA
2019–2020 MIT Bulletin | 241

Communications Director
School Professor
Bruno Perreau, PhD
Cynthia L. Reed Professor of French Studies and Language
(On leave)
242 | 2019–2020 MIT Bulletin

ANTHROPOLOGY
For additional information, visit the anthropology website (http://

web.mit.edu/anthropology/undergraduate/subjects.html).
ANTHROPOLOGY
Students taking a concentration in anthropology should enroll in
Anthropology studies humankind from a comparative perspective
either 21A.00 Introduction to Anthropology: Comparing Human
that emphasizes the diversity of human behavior and the importance
Cultures or 21A.01 How Culture Works, and two other subjects.
of culture in both describing and explaining that variety. While the
Anthropology subjects qualify for several interdisciplinary
discipline encompasses the biological nature of our species and
concentrations, including those in Women's and Gender Studies,
the material aspects of human adaptation, it takes as fundamental
Latin American and Latino/a Studies, and Science, Technology, and
the idea that humans respond to nature and natural forces in large
Society.
part through culture—that is, the system of practices and signs
through which people interact and communicate. Anthropology,
Bachelor of Science in Anthropology (Course 21A)
then, is the study of human beings as cultural animals. Sociocultural
The undergraduate program leading to the degree of Bachelor of
anthropology, the focus of the MIT program, draws its data from
Science in Anthropology (Course 21A) (p. 426) provides a thorough
the direct study of contemporary peoples living in a wide variety of
grounding in cultural anthropology.
circumstances, from peasant villagers to tropical forest hunters and
gatherers to professionals working in technological organizations to Majors learn about the concept of culture and the processes
urban populations in modern societies. by which humans make meaningful transactions, the nature of
ethnographic eldwork, and the connections between anthropology
Anthropology at MIT oers students a broad exposure to scholarship
and the other social sciences. Majors study the theories explaining
on human culture. The eld is more generally distinguished from
human behavior as well as the range of methods anthropologists
other humanities and social science disciplines by its insistence
use to analyze empirical data. Students can focus on particular
that understanding people's ways of life is oen best accomplished
geographical areas, such as Latin America, Europe, North America,
by living and working among them—that is, by doing eldwork.
Africa, or Asia, and on issues like neocolonialism, ethnic conflict,
This immersive work—oen described as ethnography—reveals the
human rights, environmental movements, globalization, or
multiple positions and perspectives that constitute social worlds.
expressive, medical, or scientic cultures.
Ethnographic representations in texts and lms can provide excellent
contextual resources for work in engineering, science, and other The anthropology student comes to understand that the hallmark of
elds in the humanities, social sciences, and management. the discipline is the comparative study of human societies. Emphasis
is on understanding diversity and the importance of the concept of
culture in explaining that variety, as well as on learning about the
Undergraduate Study universals of behavior that may underlie diversity.
MIT’s Anthropology Program provides introductions to intensive

Joint Degree Programs
studies in such areas as environmentalism; agriculture and food
Joint degree programs are oered in anthropology in combination
production; the organization and cultures of science, medicine, and
with a eld in engineering or science (21E, 21S). See the joint degree
technology; gender, sex, race, and class; and nationalism and ethnic
programs listed under Humanities (p. 262).
identity.
Either 21A.00 Introduction to Anthropology: Comparing Human
Excluding Independent Study, Thesis, and Special Subjects, the
Cultures or 21A.01 How Culture Works is strongly recommended as a
Anthropology curriculum is divided into six topic clusters that
preliminary subject for all anthropology degree programs.
provide depth on related topics:
• 21A.00 and 21A.01 are core subjects. Minor in Anthropology

• 21A.100 to 21A.199 address general issues related to culture and The Minor in Anthropology consists of six subjects arranged into
identity. two tiers as shown below. Students create individual programs with
the help of the minor advisor to ensure that they gain a coherent
• 21A.300 to 21A.399 examine health, disease, medicine, and
understanding of the methods, approaches, and some of the results
biology in global and local settings.
of the discipline.
• 21A.400 to 21A.499 investigate issues and conflicts related to
the environment. Tier I
• 21A.500 to 21A.599 focus on science, technology, and media in 21A.00 Introduction to Anthropology: 12
various institutional, economic, and political contexts. Comparing Human Cultures
• 21A.800 to 21A.899 are methods and theory subjects. or 21A.01 How Culture Works
Tier II
2019–2020 MIT Bulletin | 243

ANTHROPOLOGY
With approval of the minor advisor, select ve subjects 54-60

with a unifying theme (not to include 21A.00 or 21A.01) Associate Professors
1 Manduhai Buyandelger, PhD
Total Units 66-72
1 Erica C. James, PhD
Examples of ve subjects with a unifying theme are: Global Health (four
Associate Professor of Medical Anthropology and Urban Studies
subjects from 21A.300[J] - 21A.311 and 21A.331[J]); Gender (21A.103[J],
21A.111[J], 21A.141[J], 21A.143[J] and 21A.504[J]); or Culture and Identity Associate Professor of Anthropology
(21A.104, 21A.111[J], 21A.130[J], 21A.150 and 21A.155).
Graham M. Jones, PhD
Graduate Study Amy Moran-Thomas, PhD

Alfred Henry and Jean Morrison Hayes Career Development Professor
HASTS Graduate Program Associate Professor of Anthropology
The Anthropology Program, the History faculty, and the Program
in Science, Technology, and Society collaborate in the graduate Bettina Stoetzer, PhD
program History, Anthropology, and Science, Technology, and Associate Professor of German Studies
Society (HASTS) leading to a PhD; see the description under the
Program in Science, Technology, and Society (p. 281). Assistant Professors
M. Amah Edoh, PhD
Assistant Professor of African Studies
Inquiries (On leave, spring)
Further information on subjects and programs may be obtained from
the Anthropology Oce, Room E53-335, 617-452-2837. Professors Emeriti
James Howe, PhD
Faculty and Teaching Sta Professor Emeritus of Anthropology
Stefan Helmreich, PhD Jean E. Jackson, PhD

Elting E. Morison Professor in Humanities Professor Emerita of Anthropology
Professor of Anthropology
Arthur Steinberg, PhD
Head, Anthropology Program
Professor Emeritus of Anthropology
Professors
Ian Condry, PhD
Professor of Comparative Media Studies/Writing
Michael M. J. Fischer, PhD

Andrew W. Mellon Professor in the Humanities
Professor of Science and Technology Studies
Heather Anne Paxson, PhD

William R. Kenan, Jr. Professor
Susan S. Silbey, PhD

Leon and Anne Goldberg Professor of Humanities
Professor of Sociology and Anthropology
Professor of Behavioral and Policy Studies
Christine Walley, PhD

244 | 2019–2020 MIT Bulletin

COMPARATIVE MEDIA STUDIES/WRITING
Society; Media Arts and Sciences; Political Science; and Urban

Studies and Planning.
The SB in Comparative Media Studies requires 10 subjects. Majors
Comparative Media Studies/Writing combines the study of
are required to take CMS.100 Introduction to Media Studies, a Media
contemporary media (lm, television, social media, and digital
Practice and Production subject, CMS.701 Current Debates in Media
interactive forms) with the study of creative and journalistic practices
(CI-M), a second CI-M subject, and six electives. A pre-thesis tutorial
of producing these and other forms of modern ction, poetry, lm,
(CMS.THT) and thesis (CMS.THU) may be substituted for one elective.
and non-ction prose. The section oers two undergraduate majors,
one in Comparative Media Studies and another in Writing, as well as
Bachelor of Science in Writing (Course 21W)
two graduate SM degrees in Comparative Media Studies and Science
The writing major oers students the opportunity to study the cra,
Writing. The curriculum seeks to encourage students to think across
forms, and traditions of contemporary writing, journalism, and
various forms of media and to learn about contemporary forms of
digital media. Some students explore writing as a means of artistic
media through the practices of creating and producing them.
expression. Some learn how to write for a variety of media or to
The program in Comparative Media Studies/Writing is home to communicate the results of their science and technical work to
two centers that serve as key resources to the MIT community. broad audiences and members of their professions. Others work
The MIT Writing and Communication Center oers free individual collaboratively within the evolving framework of digital media to
consultation on communication on an appointment or drop-in basis become skillful in interactive and nonlinear forms of communication.
to all members of the MIT community, as well as other services. For All subjects in the major emphasize the development of the
more information about the WCC and other academic resources for foundational skills, creative initiative, and critical sensibility
students, see Academic Resources (p. 27). necessary to become a good writer.
The Writing, Rhetoric, and Professional Communication (WRAP) Subjects in the program's three areas of emphasis—creative
sta helps provide the integration of instruction and feedback in writing, science writing, and nonction writing—are taught at both
writing and speaking in subjects in all undergraduate departments introductory and advanced levels. All subjects require extensive
and programs. For information about all of WRAP's services, visit the writing and revision. Student work is typically discussed in
WRAP website (http://cmsw.mit.edu/education/writing-across-the- workshops and receives the written commentary of the instructor.
curriculum).
Joint Degree Programs in Comparative Media Studies
The joint undergraduate degree program in CMS (21E or 21S) requires
Undergraduate Study eight CMS subjects, plus six subjects in an engineering or science
major. Students are required to take CMS.100 Introduction to Media
Bachelor of Science in Comparative Media Studies (CMS) Studies, a Media Practice and Production subject, CMS.701 Current
The program leading to the Bachelor of Science in Comparative Debates in Media, and ve CMS electives. A pre-thesis tutorial
Media Studies (p. 427) degree is designed to integrate the study of (CMS.THT) and thesis (CMS.THU) may be substituted for one CMS
contemporary media (lm, television, digital systems) with a broad elective. Students must obtain approval for their CMS subject
historical understanding of older forms of human expression. The selection from their CMS faculty advisor, and approval for their
program embraces theoretical and interpretive principles drawn engineering or science subjects from a faculty advisor in the relevant
from the central humanistic disciplines of literary study, history, eld. See joint degree programs under the Department of Humanities
anthropology, art history, and lm studies, but aims as well for a section (p. 262).
comparative synthesis that is responsive to the distinctive emerging
media culture of the 21st century. Students explore the complexity Joint Degree Programs in Writing
of the media environment by learning to think across media, to The joint undergraduate degree program in 21W (21E or 21S) requires
see beyond the boundaries imposed by older medium-specic seven subjects in writing, a writing pre-thesis (21W.THT) and thesis
approaches to the study of audio-visual and literary forms. The (21W.THU), plus six subjects in an engineering or science major.
undergraduate program serves as preparation for advanced study in Students must obtain approval for their writing subject selection
a range of scholarly and professional disciplines and also for careers from their writing faculty advisor, and approval for their engineering
in media or industry. or science subjects from a faculty advisor in the relevant eld. See
joint degree programs under the Department of Humanities section
The comparative and cross-disciplinary nature of both the (p. 262).
undergraduate and graduate programs is reflected by the
extensive participation of faculty drawn from Art and Architecture;
Anthropology; Global Studies and Languages; History; Literature;
Music and Theater Arts; Philosophy; Science, Technology, and
2019–2020 MIT Bulletin | 245

21W.022 Writing and Experience: Reading and

Minor in Comparative Media Studies Writing Autobiography
The minor requires six subjects that reflect the comparative study of 21W.031 Science Writing and New Media:
media. It is organized into three tiers, and each student designs his Explorations in Communicating about
or her own plan of study in consultation with an advisor in the eld. Science and Technology
21W.034 Science Writing and New Media:
Introductory
Perspectives on Medicine and Public
CMS.100 Introduction to Media Studies 12
Health
Intermediate
21W.035 Science Writing and New Media:
Select one of the following: 12 Elements of Science Writing for the
CMS.335[J] Short Attention Span Documentary Public
CMS.362 Civic Media Collaborative Design 21W.036 Science Writing and New Media:
Studio Writing and the Environment
CMS.400 Media Systems and Texts 21W.041[J] Writing About Literature
CMS.405 Visual Design 21W.042[J] Writing with Shakespeare
CMS.590[J] Design and Development of Games 21W.755 Writing and Reading Short Stories
for Learning 21W.756 Writing and Reading Poems
CMS.609[J] The Word Made Digital Tier II
CMS.614[J] Network Cultures Select ve subjects within Writing
1
60
CMS.622 Applying Media Technologies in the
Total Units 72
Arts and Humanities
1
CMS.633 Digital Humanities: Topics, See the department's website (http://cmsw.mit.edu/education/subject-
Techniques, and Technologies lists/writing) for information about available subjects.
21W.752 Making Documentary: Audio, Video,
and More Graduate Study
Advanced
Master of Science in Comparative Media Studies
CMS.701 Current Debates in Media 12
The graduate program is a two-year course of study leading to a
Electives 36 Master of Science in Comparative Media Studies. The program
Select three elective subjects aims to prepare students for careers in elds such as journalism,
Total Units 72 teaching and research, government or public service, museum work,
information science, corporate consulting, media industry marketing
and management, and educational technology.
Minor in Writing
The minor consists of six subjects arranged in two tiers of study as The graduate degree program in Comparative Media Studies places
follows. extensive emphasis on student participation in collaborative
sponsored research of one or more of its research groups, including
Tier I
the Center for Civic Media; the Open Documentary Lab; the
Education Arcade; the MIT Game Lab; the Imagination, Computation,
21W.011 Writing and Rhetoric: Rhetoric and and Expression Laboratory; HyperStudio; the Trope Tank; the
Contemporary Issues Creative Communities Initiative; and the Mobile Experience
21W.012 Writing and Rhetoric: Food for Laboratory. Typically graduate students spend 20 hours per week on
Thought funded group-project work during their two-year program, for which
21W.013 Writing and Rhetoric: Introduction to they receive funding that supports their graduate study at MIT. For
Contemporary Rhetoric further information on research, visit the CMS/W website (http://
21W.014 Writing and Rhetoric: Exploring cmsw.mit.edu/research-groups).
Visual Media
CMS graduate students usually take three 12-unit subjects per
21W.015 Writing and Rhetoric: Writing about term, plus a 3-unit colloquium. All students take three introductory
Sports seminars (Media Theories and Methods I and II, and Major Media
21W.021 Writing and Experience: MIT Inside, Texts) during their rst year, as well as Workshop, and another
Live subject that oers hands-on experience in media. In their nal
246 | 2019–2020 MIT Bulletin

year, they are required to take Media in Transition and a 24-unit semester, write a substantial thesis, observe in a lab, and complete
subject devoted to completing the master's thesis, plus the 3-unit an internship. Complete information is available on the program's
Colloquium in Comparative Media. website (http://sciwrite.mit.edu). The graduate program maintains
links to MIT's Program in Science, Technology, and Society; and to
Students may enter the program with a degree from a wide range of the Knight Science Journalism Program. For more information, see
undergraduate majors, including the liberal arts, the social sciences, the descriptions of the Science, Technology, and Society Program
journalism, computer science, and management. (p. 280) and Research and Study (p. 91) for more information about
the Knight Science Journalism Program.
Required Subjects
CMS.790 Media Theories and Methods I 12 Inquiries
CMS.791 Media Theories and Methods II 12 Further information on subjects and programs may be obtained from
CMS.796 Major Media Texts 12 the Comparative Media Studies/Writing oce ([email protected]),
CMS.801 Media in Transition 12 Room 14N-338, 617-253-3599.
CMS.950 Workshop I 12
CMS.990 Colloquium in Comparative Media 3 Professors
CMS.THG Master's Thesis (One subject from Ian Condry, PhD
the following list:) Professor of Comparative Media Studies/Writing
Select one of the following: 9-18 Professor of Anthropology
CMS.935 Documentary Photography and Junot Díaz, MFA

Photojournalism: Still Images of a Rudge (1948) and Nancy Allen Professor
World in Motion Professor of Writing
CMS.864 Game Design
D. Fox Harrell Jr, PhD
CMS.863[J] Design and Development of Games
Professor of Digital Media
for Learning
(On leave, fall)
CMS.862 Civic Media Collaborative Design
Studio Heather Hendershot, PhD
CMS.834[J] Designing Interactions Professor of Comparative Media Studies
CMS.828 Advanced Identity Representation (On leave)
21W.890 Short Attention Span Documentary Eric Klopfer, PhD

21W.824 Making Documentary: Audio, Video, Professor of Comparative Media Studies
and More Professor of Education
MAS.532 Mathematical Methods in Imaging
Helen Elaine Lee, JD
MAS.863[J] How to Make (Almost) Anything
Professor of Fiction Writing
4.369 Studio Seminar in Art and the Public
Sphere Thomas Levenson, BA
4.353 Advanced Video and Related Media Professor of Science Writing
(On leave, spring)
Master of Science in Science Writing Kenneth R. Manning, PhD
The one-year graduate program in Science Writing leads to a Master Thomas Meloy Professor of Rhetoric
of Science in Science Writing, and it is aimed at students who Professor of Science, Technology, and Society
wish to write about science and technology for general readers, in
ordinary newsstand magazines and newspapers, in popular and Seth Mnookin, BA
semi-popular books, on the walls of museums, or on television Professor of Science Writing
or radio programs. Students may be graduates of undergraduate (On leave)
science, engineering, journalism, or writing programs; experienced
Nick Montfort, PhD
journalists and freelance writers; working scientists or engineers;
Professor of Digital Media
historians of science and technology; or other scholars, including
(On leave, spring)
those already holding advanced degrees.
James G. Paradis, PhD
The program is built around an intensive year-long advanced science
Robert M. Metcalfe Professor of Writing
writing seminar. In addition, students choose one elective each
2019–2020 MIT Bulletin | 247

Lisa Parks, PhD Kurt E. Fendt, PhD

Professor of Comparative Media Studies Senior Lecturer in Comparative Media Studies/Writing
(On leave, spring)
Suzanne T. Lane, PhD
Edward Schiappa, PhD Senior Lecturer in Rhetoric and Communication
John E. Burchard Professor
Professor of Comparative Media Studies/Writing Lecturers
(On leave, spring) Jane Abbott, MA
Lecturer in Comparative Media Studies/Writing
T. L. Taylor, PhD
Professor of Comparative Media Studies Atissa Banuazizi, MA
William C. Uricchio, PhD
Professor of Comparative Media Studies Jared Berezin, MA
Jing Wang, PhD
S. C. Fang Professor in Chinese Language and Culture Karen Boiko, PhD
Professor of Comparative Media Studies/Writing Lecturer in Comparative Media Studies/Writing
Associate Professors Harlan Breindel, MA

Vivek Bald, PhD Lecturer in Comparative Media Studies/Writing
Associate Professor of Writing and Digital Media Stephen Brophy, BA
Eugenie Alexandra Brinkema, PhD Lecturer in Comparative Media Studies/Writing
Associate Professor of Contemporary Literature and Media Amy Carleton, PhD
Associate Professor of Comparative Media Studies/Writing Lecturer in Comparative Media Studies/Writing
Sasha Costanza-Chock, PhD Susan E. Carlisle, MFA
Associate Professor of Civic Media Lecturer in Comparative Media Studies/Writing
Paul Roquet, PhD Mary Cauleld, MA
Associate Professor of Media Studies and Japan Studies Lecturer in Comparative Media Studies/Writing
(On leave, spring)
David Custer, BA
Assistant Professors Lecturer in Comparative Media Studies/Writing
Paloma Duong, PhD
Assistant Professor of Media Studies and Latin American Studies Malcah Eron, PhD
Justin Blair Reich, PhD
Assistant Professor of Comparative Media Studies/Writing Elizabeth Fox, PhD
(On leave, spring) Lecturer in Comparative Media Studies/Writing
Erica Funkhouser, MA
Professors of the Practice Lecturer in Comparative Media Studies/Writing
Alan Paige Lightman, PhD
Professor of the Practice of the Humanities Andrew Haydn Grant, BS, BEng
Associate Professors of the Practice
Ethan Zuckerman, BA JoAnn Graziano, MLA
Associate Professor of the Practice in Media Arts and Sciences Lecturer in Comparative Media Studies/Writing
Associate Professor of the Practice in Comparative Media Studies Louise Harrison Lepera, MA
Senior Lecturers
Edward C. Barrett, PhD Robert A. Irwin, PhD
Senior Lecturer in Writing Lecturer in Comparative Media Studies/Writing
248 | 2019–2020 MIT Bulletin

Nora A. L. Jackson, MA Rebecca Thorndike-Breeze, PhD

Lecturer in Comparative Media Studies/Writing Lecturer in Comparative Media Studies/Writing
Andreas Karatsolis, PhD Michael Trice, MA

Jane Kokernak, MA Kimberly J. Vaeth, MA

Marilyn Levine, MA Andrea Walsh, PhD

Shariann Lewitt, MFA Jeanne Wildman, JD

Janis Melvold, PhD

Lecturer in Comparative Media Studies/Writing Research Sta
Micah Nathan, MFA Research Scientists

Lecturer in Comparative Media Studies/Writing Allan Adams III, PhD
Research Scientist of Comparative Media Studies/Writing
Marilee Ogren-Balkema, PhD
Lecturer in Comparative Media Studies/Writing Mikael Jakobsson, PhD
Karen Pepper, PhD
Lecturer in Comparative Media Studies/Writing Scot Osterweil, BA
John Picker, PhD
Lecturer in Comparative Media Studies/Writing Philip Tan, MS
Leslie Ann Sulit Roldan, PhD
Lecturer in Comparative Media Studies/Writing Sarah Wolozin, BA
Thalia Rubio, MEd
Professors Emeriti
Susan Ru, BA
Anita Desai, BA
John E. Burchard Professor Emerita of Humanities
Juergen Schoenstein, MA
Joe Haldeman, MFA
Adjunct Professor Emeritus of Fiction
Pamela Siska, MA
Robert Kanigel, BS
Professor Emeritus of Science Writing
Amanda Sobel, MA
Cynthia Grin Wol, PhD
Class of 1922 Professor Emerita of Literature
Susan Spilecki, MA
Jessie M. Stickgold-Sarah, PhD

Linda L. Sutli, MA, MBA

Cynthia Ta, PhD

2019–2020 MIT Bulletin | 249

DEPARTMENT OF ECONOMICS
The successful completion of the degree program prepares

students for further study in economics or for careers in business
DEPARTMENT OF ECONOMICS administration and nance, consulting, law and related elds, and
Economics is the study of all those aspects of individual and public policy.
social activities related to the choice, production, distribution,
Although there are several satisfactory alternative subject
and consumption of goods and services. In relation to these
sequences, students who by the end of their second year have
decisions, economics is concerned with the behavior and
taken 14.01 Principles of Microeconomics and 14.02 Principles of
interaction of individuals, private rms, and other institutions and
Macroeconomics can follow a program that permits considerable
government agencies. Economics contributes to the understanding
depth in electives in their third and fourth years. With that
of many important social problems: changes in eciency and
preparation, students can complete an intermediate micro
productivity, fluctuations in the overall levels of economic activity
subject, 14.05 Intermediate Macroeconomics or 14.18 Mathematical
and employment, inflation, the eects of government decits, the
Economic Modeling, 14.30 Introduction to Statistical Methods in
growth and decline of industries, changes in foreign exchange rates,
Economics, and 14.32 Econometric Data Science in the third year.
increases in international indebtedness, and the behavior of the
This program satises the prerequisites for all subjects (including
centrally planned and less developed countries.
14.33 Research and Communication in Economics: Topics, Methods,
Subjects are oered in the major areas of economics: theoretical and and Implementation) and prepares students for research on their
applied analysis at the levels of the individual consumer, the rm, thesis and in other elective subjects. The department strongly
and the industry, as well as aggregate economic activity, industrial recommends that students take additional subjects in mathematics
organization and health economics, econometrics, public nance, if professionally interested in economics.
energy economics, labor economics, game theory, international
trade and nance, economic history, economic development, and Bachelor of Science in Mathematical Economics (Course 14-2)
political economy. The SB in Mathematical Economics (p. 444) is designed for
students who desire a deeper mathematical foundation than that
provided by the SB in Economics, and allows them to concentrate in
Undergraduate Study a subset of economics subjects, typically those more oriented toward
microeconomics or technical subjects. Course 14-2 majors will gain
Bachelor of Science in Economics (Course 14-1) the strong mathematical and theoretical preparation needed for
Course 14-1, leading to the Bachelor of Science in Economics subsequent graduate study in economics. This program is well suited
(p. 428), combines training in technical economics with to students interested in game theory, other types of microeconomic
opportunities for a broad and balanced undergraduate education. theory, and econometrics.
Students may choose from a diversied group of undergraduate
Students majoring in Mathematical Economics are required to
subjects and are encouraged to engage in independent research.
successfully complete the most important introductory courses in
The aims of the SB in Economics degree program are threefold: to economics before undertaking more technical and mathematical
give students a rm grounding in modern economic theory and a studies in economics. Substantial coursework in mathematics is
basic understanding of economic processes; to provide a descriptive required, including 18.100x Real Analysis, a choice between 18.06
knowledge of the US and world economies; and to develop in Linear Algebra or 18.03 Dierential Equations, and at least one
students the capabilities for quantitative analysis and independent elective in mathematics.
thought. These aims correspond roughly to the requirements
in the Course 14-1 program of theory, electives, statistics and Bachelor of Science in Computer Science, Economics, and Data
econometrics, and research. Science (Course 6-14)
Contemporary electronically mediated platforms for market-level
The requirements allow substantial freedom for students in and individual exchange combine complex human decisions with
designing individual programs within economics and balancing intensive computation and data processing, all interacting within
the programs with subjects in other disciplines. The large amount an engineered economic environment. Examples include: online
of unrestricted elective time encourages students to shape markets, crowdsourcing platforms, spectrum auctions, nancial
programs close to their own needs and interests. Students may platforms, crypto currencies, and large scale matching/allocation
select programs that concentrate on economics and other social systems such as kidney exchange and public school choice systems.
sciences or may combine economics with other elds. They may These platforms encompass a growing slice of economic activity
emphasize the relation of economics and technology by choosing and are shiing the scope and eciency of market and non-market
their free electives in engineering and science, or they may combine exchanges. Some forms of exchange that were simply infeasible
their studies in economics with subjects in history and the other due to coordination or information frictions (centralized kidney
humanities. exchange, vehicle sharing) are suddenly available and important.
250 | 2019–2020 MIT Bulletin

Other market activities that were previously thought to require mathematics and an appreciable number of professional subjects
centralization and oversight, can now be decentralized and self- in economics for those qualied students who have majored in
regulated (crypto-currency being the leading example). Moreover, elds other than economics. Applicants for admission who have
the technology enabling that decentralization (so-called blockchain) deciencies in entrance requirements should consult with the
is likely to have many further applications. department about programs to remedy such decits.
The Bachelor of Science in Computer Science, Economics and Data Master of Science in Economics
Science (Course 6-14) (p. 484) is aimed at educating students Under special circumstances, admission may be granted to current
at this intellectual nexus and equipping them with a foundational MIT students seeking the Master of Science degree. The general
knowledge of economic analysis, computing, optimization and data requirements for the SM are given in the section on Graduate
science, as well as hands-on experience with empirical analysis of Education (p. 61).
economic data, to identify, analyze and solve real-world challenges
in real and virtual settings. Master of Applied Science in Data, Economics, and Development
Policy
Minor in Economics The blended Master of Applied Science in Data, Economics, and
The objective of the minor is to extend the understanding of Development Policy (p. 454) is an intensive program consisting
economic issues beyond the level of the concentration. This is done of a series of nine subjects and three seminars plus a capstone
through specialized analytical subjects and elective subjects that experience (a summer internship and a corresponding project
provide an extensive treatment of economic issues in particular report). Students will gain a strong foundation in microeconomics,
areas. development economics, probability, and statistics; engage with
The Minor in Economics consists of six subjects arranged into three cutting-edge research; and develop practical skills in data analysis
levels of study: and the evaluation of social programs. Only students who have
successfully completed the MITx MicroMasters credential in Data,
Tier I Economics and Development are eligible to apply to the on-campus
14.01 Principles of Microeconomics
1
12 Master’s program.
1
14.02 Principles of Macroeconomics 12 For more information, please visit the website (https://
14.30 Introduction to Statistical Methods in 12 micromasters.mit.edu/dedp/blended-masters-program) or contact
Economics [email protected].
or 18.05 Introduction to Probability and Statistics
Tier II Doctor of Philosophy
A candidate for the doctorate must demonstrate a mastery
of economic theory, including both microeconomics and
14.03 Microeconomic Theory and Public
macroeconomics, and four elds of study; achieve a specied
Policy
level of competence in econometrics; submit and defend a
14.04 Intermediate Microeconomic Theory dissertation that represents a contribution to knowledge; and be
14.05 Intermediate Macroeconomics in residence for a minimum of two years. Two of the four elds
Tier III are covered by the written General Examination. Two minor elds
Select two elective subjects in applied economics.
2
24 may each be satised by one year of coursework. The four major
and minor elective elds may be chosen from advanced economic
Total Units 72
theory, econometrics, economic development, nance, industrial
1
Under no circumstances may a student complete a minor with fewer than
organization, international economics, labor economics, monetary
six subjects. Any student who receives permission from the Economics economics, organizational economics, political economy, and public
Department to skip 14.01 and/or 14.02 in order to take a higher-level economics.
subject must take a replacement subject for each subject that is skipped.
2 There is no required minimum number of graduate subjects in the
See the department's website (http://economics.mit.edu/under/minors)
department. However, candidates ordinarily need two full academic
for a list of available subjects.
years of study to prepare adequately for the General Examinations
and to meet the other pre-thesis requirements. The doctoral thesis
must be written in residence, which typically requires three years of
Graduate Study
research.
Admission Requirements for Graduate Study

The Department of Economics species the following prerequisites
for graduate study in economics: one full year of college
2019–2020 MIT Bulletin | 251

Joshua Angrist, PhD

Interdisciplinary Program Ford Professor
Economics and Statistics
The Interdisciplinary Doctoral Program in Statistics provides training David Atkin, PhD
in statistics, including classical statistics and probability as well as Professor of Economics
computation and data analysis, to students who wish to integrate David H. Autor, PhD
these valuable skills into their primary academic program. The Ford Professor
program is administered jointly by the departments of Aeronautics Professor of Economics
and Astronautics, Economics, Mathematics, and Political Science,
and the Statistics and Data Science Center within the Institute for Abhijit Banerjee, PhD
Data, Systems, and Society. It is open to current doctoral students in Ford International Professor
participating departments, who may apply to enroll in the program Professor of Economics
at any time aer the end of their rst year. For more information,
see the full program description (p. 379) under Interdisciplinary Ricardo J. Caballero, PhD
Graduate Programs. Ford International Professor
Financial Support Victor V. Chernozhukov, PhD
A limited number of students are supported by scholarship Ford International Professor
and fellowship grants, as well as by teaching and research Professor of Economics
assistantships. Member, Institute for Data, Systems, and Society
(On leave)
Inquiries
For more information regarding admissions or nancial aid, Arnaud Costinot, PhD
contact Julia Martyn-Shah ([email protected]), 617-253-8787. For Professor of Economics
undergraduate admissions and academic programs, contact Gary
King ([email protected]), 617-253-0951. For any other information, David J. Donaldson, PhD
contact Kelly Tyman ([email protected]), 617-253-3807. Professor of Economics
Esther Duflo, PhD

Abdul Latif Jameel Professor in Poverty Alleviation and Development
Faculty and Teaching Sta Economics
Nancy L. Rose, PhD Member, Institute for Data, Systems, and Society
Charles P. Kindleberger Professor of Applied Economics
Glenn Ellison, PhD
Gregory K. Palm (1970) Professor
Head, Department of Economics
Jonathan Gruber, PhD
Amy Finkelstein, PhD
Ford Professor
John and Jennie S. MacDonald Professor
Associate Head, Department of Economics
Drew Fudenberg, PhD
Professors Paul A. Samuelson Professor
Alberto Abadie, PhD Professor of Economics
Associate Director, Institute for Data, Systems, and Society Robert S. Gibbons, PhD
Sloan Distinguished Professor of Management
Daron Acemoglu, PhD Professor of Applied Economics
Institute Professor
Professor of Economics Jerey E. Harris, MD, PhD
Member, Institute for Data, Systems, and Society Professor of Economics
(On leave, fall)
George-Marios Angeletos, PhD
252 | 2019–2020 MIT Bulletin

Bengt Holmström, PhD

Paul A. Samuelson Professor Associate Professors
Professor of Economics Nikhil Agarwal, PhD
Professor of Applied Economics Associate Professor of Economics
Paul L. Joskow, PhD Anna Mikusheva, PhD

Elizabeth and James Killian Professor of Economics and Management Associate Professor of Economics
Professor Post-Tenure of Economics
Alp Simsek, PhD
Stephen Morris, PhD Rudiger Dornbusch Career Development Professor
Professor of Economics Associate Professor of Economics
Whitney K. Newey, PhD Alexander Greenberg Wolitzky, PhD

Ford Professor Associate Professor of Economics
Benjamin A. Olken, PhD Clare Balboni, PhD
Professor of Economics 3M Career Development Professor of Environmental Economics
Parag Pathak, PhD Assistant Professor of Economics
Jane Berkowitz Carlton and Dennis William Carlton Professor of Martin Beraja, PhD
Microeconomics Pentti Kouri Career Development Professor
Professor of Economics Assistant Professor of Economics
James M. Poterba, PhD Simon Jaeger, PhD
Mitsui Professor in Problems of Contemporary Technology Silverman (1968) Family Career Development Professor
Professor of Economics Assistant Professor of Economics
Drazen Prelec, PhD (On leave)
Digital Equipment Corp. Leaders for Global Operations Professor of Tobias Salz, PhD
Management Assistant Professor of Economics
Professor of Marketing and Management Science
Professor of Economics Frank Schilbach, PhD
Professor of Brain and Cognitive Sciences Gary Loveman Career Development Professor
Assistant Professor of Economics
Robert Townsend, PhD
Elizabeth and James Killian (1926) Professor Visiting Professors
Professor of Economics Elias Papaioannou, PhD
John Van Reenen, PhD Hal Varian Visiting Professor of Economics
Gordon Y Billard Professor in Management and Economics
Professor of Applied Economics Visiting Assistant Professors
Professor of Economics Leonardo Bursztyn, PhD
Visiting Assistant Professor of Economics
Ivan Werning, PhD
Robert M. Solow Professor Federico Esposito, PhD
Professor of Economics Visiting Assistant Professor of Economics
Michael Whinston, PhD Annie Liang, PhD

Society of Sloan Fellows Professor of Management Visiting Assistant Professor of Economics
Professor of Economics Natalia Zinovyeva, PhD
Professor of Applied Economics Yrjo Jahnsson Fellow
(On leave) Visiting Assistant Professor of Economics
Muhamet Yildiz, PhD
2019–2020 MIT Bulletin | 253

Senior Lecturers
Sara F. Ellison, PhD
Senior Lecturer in Economics
Professors Emeriti
Olivier Jean Blanchard, PhD
Robert M. Solow Professor Emeritus
Peter A Diamond, PhD

Institute Professor Emeritus
Richard S. Eckaus, PhD

Ford International Professor Emeritus
Stanley Fischer, PhD

Jerry A. Hausman, PhD

John and Jennie S. MacDonald Professor Emeritus
Michael J. Piore, PhD

David W. Skinner Professor Emeritus
Professor Emeritus of Political Economy
Professor Emeritus of Political Science
Richard Schmalensee, PhD

Howard W. Johnson Professor Emeritus
Professor Emeritus of Management
Robert M. Solow, PhD

Peter Temin, PhD

Elisha Gray II Professor Emeritus
William C. Wheaton, PhD

Professor Emeritus of Urban Studies and Planning
254 | 2019–2020 MIT Bulletin

GLOBAL STUDIES AND LANGUAGES
Undergraduate Study
The Global Studies and Languages Section oers a variety of Bachelor of Science in Global Studies and Languages
programs. There are subject sequences in Chinese, French, German, (Course 21G)
Japanese, Korean, Portuguese, Russian, and Spanish languages Program I in French Studies (p. 429), Program II in German Studies
and literatures taught in the original; a subject sequence on (p. 430), and Program III in Spanish Studies (p. 431) are designed
literature in English translation (SILC); studies in bilingualism; and a to provide competence in reading, writing, and speaking; general
comprehensive program in English Language Studies. knowledge of French, German, or Spanish culture and literature; and
advanced subjects in literature, lm, and cultural studies.
The Global Studies and Languages curriculum is arranged in three
tiers. Fundamental language subjects familiarize students with the For each option, the student designs a program in consultation with
principles of the language in both its spoken and written forms, and an advisor in order to meet individual interests, abilities, and goals.
introduce them to the culture of the country where the language However, all majors reflect a balance of historical, geographical,
is spoken. Levels III and IV language subjects provide review and cultural, and linguistic competence.
renement of grammar, study of more dicult reading matter
with cultural and literary content, and include compositions and Other Degree Programs
discussions in the target language. Joint degree programs are oered in French, German, and Spanish,
and include majors in combination with a eld in engineering or
Subjects in language, literature, and culture are conducted in the
science (21E, 21S). See the Department of Humanities section
target language. They introduce students to the form and content of
(p. 262) for further information.
world literatures and of global cultures and societies. These subjects
also oer the opportunity to develop more rened communication
Minor in Chinese
skills in the language. Advanced subjects, conducted in the target
The Minor in Chinese typically consists of six subjects arranged into
language, encourage students to explore the cultural history of the
three levels of study as follows:
particular country in which the language is spoken.
Tier I
Oerings in Studies in International Literatures and Cultures (SILC),
taught in English, give students both a specic and comparative Two language subjects at the intermediate level:
focus on global cultures. Select one of the following options: 24
Option 1:
Concentrations are available in a given language, literature, or
21G.103 Chinese III (Regular)
culture in the original language or in English. Concentrations should
be arranged on an individual basis in consultation with a designated 21G.104 Chinese IV (Regular)
advisor in each language group. Option 2:
21G.109 Chinese III (Streamlined)
The Minor Programs in Chinese, French, German, Japanese, and
21G.110 Chinese IV (Streamlined)
Spanish lead students who have already reached an intermediate
level of prociency into more advanced study of the language, Tier II
literature, and culture. Note that language levels I and II do not count Two language subjects at the advanced level:
toward the minor. Also note that, unlike other minor programs in Select one of the following options: 24
HASS, the minor advisor in each of these languages can, at his or her Option 1 (Regular):
discretion, approve a minor in which MIT subjects comprise at least 21G.105 Chinese V (Regular): Discovering
one-third of the subjects of the program. However, this exception Chinese Cultures and Societies
to the general HASS Minor Requirement is only allowed in those
21G.106 Chinese VI (Regular): Discovering
cases in which students have received transfer credits equal to four
Chinese Cultures and Societies
subjects through study abroad in a country where the language of 1
the minor is the dominant tongue. Option 2 (Streamlined):
21G.113 Chinese V (Streamlined)
21G.120 Business Chinese
Tier III
Select two of the following subjects in Chinese 25
literature, history, or culture, at least one of which
must be a Chinese Language Option subject:
2019–2020 MIT Bulletin | 255

21G.043[J] Introduction to Asian American 21G.312 Basic Themes in French Literature

Studies: Historical and Contemporary and Culture
Issues 21G.315 A Window onto Contemporary French
21G.045 Global Chinese Food Society
21H.151 Traditional China: Earliest Times to Tier III
1644 Select two or three of the following advanced subjects 24-36
21H.152 Modern China: 1644 to the Present in French literature and culture:
21H.351[J] Shanghai and China's Modernization 21G.049[J] French Photography
2
Chinese Language Option (CLO) Subjects: 21G.052 French Film Classics
21G.190 Advertising and Media: Comparative 21G.053 Understanding Contemporary French
Perspectives Politics
21G.192 Modern Chinese Fiction and Cinema 21G.054[J] France: Enlightenment and
21G.193 Introduction to East Asian Cultures: Revolution
From Zen to K-Pop 21G.068[J] The Invention of French Theory: A
21G.194 China in the News: The Untold History of Transatlantic Intellectual
Stories Life since 1945
21G.195 Classics of Chinese Literature in 21G.320 Introduction to French Literature
Translation 21G.321 Childhood and Youth in French and
21G.196 The Global Chinese: Chinese Francophone Cultures
Migration, 1567-Present 21G.322[J] Frenchness in an Era of Globalization
Capstone Subject 21G.325[J] New Culture of Gender: Queer France
21G.199 Chinese Youths and Web Culture 21G.326 Global Africa: Creative Cultures
Total Units 73 21G.328 African Migrations
1
21G.341 Contemporary French Film and Social
Students in the Streamlined track should consult with their minor advisor Issues
about the special options available to fulll the Tier II requirement.
2 21G.344[J] French Feminist Literature: Yesterday
The six 13-unit Chinese Language Option subjects—21G.138, 21G.190,
and Today
21G.192, 21G.193, 21G.194, 21G.195, and 21G.196—include some
assignments that require reading and writing in Chinese, and they meet 21G.346 Topics in Modern French Literature
with the following 12-unit subjects, respectively: 21G.909, 21G.036[J], and Culture
21G.046, 21G.030[J], 21G.038, 21G.044[J], and 21G.075[J]. The 12-unit 21G.347 Social and Literary Trends in
subjects may be substituted for the 13-unit subjects. Students taking Contemporary Short French Fiction
the Streamlined track may use 21G.199 instead of the regular Chinese
21G.348 Global Paris
Language Option subjects.
Total Units 72
Minor in French
The Minor in French consists of six subjects typically arranged into Minor in German
three levels of study as follows: The Minor in German consists of six subjects arranged into three
levels of study as follows:
Tier I
Two subjects or fewer depending on demonstrated 0-24 Tier I
level of entering competence: Two subjects or fewer depending on demonstrated 0-24
21G.303 French III level of entering competence:
21G.304 French IV 21G.403 German III
Tier II 21G.404 German IV
Select two or three of the following intermediate 24-36 Tier II

subjects in French language, literature, and culture: Select two or three of the following subjects in German 24-36
21G.308 Writing (Like the) French language, literature, and culture:
21G.310 French Conversation: Intensive 21G.405 Intermediate German: Intensive

Practice Study of Language and Culture
21G.311 Introduction to French Culture
256 | 2019–2020 MIT Bulletin

21G.409 Advanced German: Visual Arts, 21G.030[J] Introduction to East Asian Cultures:
Media, Creative Expression From Zen to K-Pop
21G.410 Advanced German: Communication 21H.154 Inventing the Samurai
for Professionals 21H.155 Modern Japan: 1600 to Present
21G.412 Advanced German: Literature and 21H.354 World War II in Asia
Culture Japanese Language Option subjects:
1
Tier III 21G.590 Visualizing Japan in the Modern

Select two or three of the following advanced subjects 24-36 World
in German literature and culture: 21G.591 Gender and Japanese Popular Culture
17.561 European Politics 21G.592 Introduction to Japanese Culture
21G.019 Communicating Across Cultures 21G.593 Japanese Literature and Cinema
21G.055[J] Media in Weimar and Nazi Germany 21G.594 Cinema in Japan and Korea
21G.057[J] Gender, Race, and Environmental 21G.596 Anime: Transnational Media and
Justice Culture
21G.058[J] Race and Migration in Europe 21G.597 Digital Media in Japan and Korea
21G.059 Paradigms of European Thought and
Total Units 73
Culture
1
21G.414 German Culture, Media, and Society The ve 13-unit Japanese Language Option subjects—21G.590, 21G.591,
21G.415 Germany and Its European Context 21G.592, 21G.593, 21G.594, 21G.596 and 21G.597—include some
assignments that require reading and writing in Japanese, and they
21G.416 20th- and 21st-Century German
meet with the following 12-unit subjects, respectively: 21G.027[J],
Literature
21G.039[J], 21G.064, 21G.065, 21G.094, 21G.063, and 21G.067. The 12-
21G.417 Cultural Geographies of Germany: unit subjects may be substituted for the 13-unit subjects.
Nature, Culture, and Politics
21G.418 Race and Migration in Europe Minor in Spanish
21G.420 Visual Histories: German Cinema The Minor in Spanish consists of six subjects arranged into three
1945 to Present levels of study as follows:
Total Units 72
Tier I
Two subjects or fewer depending on demonstrated 0-24
Minor in Japanese
level of entering competence:
The Minor in Japanese consists of six subjects arranged into three
21G.703 Spanish III
levels of study as follows:
21G.793 Spanish III in Madrid
Tier I 21G.704 Spanish IV
Two language subjects at the intermediate level: Tier II
21G.503 Japanese III 12 Select three of the following subjects or fewer 24-36
21G.504 Japanese IV 12 depending on demonstrated level of entering
Tier II competence from the Spanish Intermediate Subjects
Two language subjects at the advanced level: in Language, Literature, and Culture listing:
21G.505 Japanese V 12 21G.710 Advanced Communication in

Spanish: Topics in Language and
21G.506 Japanese VI 12
Culture
Tier III
21G.711 Advanced Spanish Conversation
Select two of the following subjects in Japanese 25 and Composition: Perspectives on
literature, history, or culture, at least one of which Technology and Culture
must be a Japanese Language Option subject:
21G.712 Spanish Conversation and
17.433 International Relations of East Asia Composition
17.53 The Rise of Asia 21G.713 Spanish through Film: Mexico, Chile,
17.537 Politics and Policy in Contemporary Argentina, and Spain
Japan 21G.714 Spanish for Heritage Learners
2019–2020 MIT Bulletin | 257

21G.715 Topics in Medicine and Public Health

in the Hispanic World Faculty and Teaching Sta
21G.795 Advanced Spanish Communication in
Emma J. Teng, PhD
Spain
T. T. and Wei Fong Chao Professor of Asian Civilizations
Tier III
Director of Global Languages
Select two of the following subjects or more 24-36
depending on demonstrated level of entering Senior Lecturers
competence from the Spanish Advanced Subjects in Takako Aikawa, PhD
Literature and Culture listing: Senior Lecturer in Japanese
21G.070 Latin America and the Global Sixties: (On leave, spring)
Counterculture and Revolution
Ellen W. Crocker, MA
21G.072 The New Latin American Novel
Senior Lecturer in German
21G.084[J] Introduction to Latin American
Studies Jane M. Dunphy, MA
21G.716[J] Introduction to Contemporary Senior Lecturer in English Language Studies
Hispanic Literature and Film
Margarita Ribas Groeger, MA
21G.717[J] Introduction to Hispanic Culture
Senior Lecturer in Spanish
21G.731[J] Creation of a Continent:
Representations of Hispanic America, Maria Khotimsky, PhD
1492-1898, in Literature and Film Senior Lecturer in Russian Studies
21G.732[J] The Making of the Latin American
Sabine Levet, MA
City: Culture, Gender, and Citizenship
Senior Lecturer in French
21G.735 Advanced Topics in Hispanic
Literature and Film Haohsiang Liao, PhD
21G.736 The Short Form: Literature and New Senior Lecturer in Chinese
Media Cultures in the Hispanic World (On leave, spring)
21G.738[J] Literature and Social Conflict:
Perspectives on the Hispanic World
Lecturers
Javier Barroso, PhD
21G.739[J] Globalization and its Discontents:
Lecturer in Spanish
Spanish-speaking Nations
21G.740[J] The New Spain: 1977-Present Helena Belío Apaolaza, PhD
Total Units 72 Lecturer in Spanish
Tong Chen, MA
Other Minors Lecturer in Chinese
Please also refer to the Minor in Applied International Studies
(p. 354) and the HASS Minors in Regional Studies, which include Cathy Culot, MA
African and African Diaspora Studies (p. 351), Asian and Asian Lecturer in French
Diaspora Studies (p. 354), Latin American and Latino/a Studies
Nilma Dominique, PhD
(p. 362), Middle Eastern Studies (p. 363), and Russian and
Lecturer in Portuguese
Eurasian Studies (p. 366).
Panpan Gao, MA
Inquiries Lecturer in Chinese
Further information on subjects and programs may be obtained
from the Global Studies and Languages Section Oce (http:// Eric C. Grunwald, MA
mitgsl.mit.edu), Room 14N-305, 617-253-4771, or via email Lecturer in English Language Studies
([email protected]).
Masami Ikeda, MA
Lecturer in Japanese
Dagmar Jaeger, PhD

Lecturer in German
258 | 2019–2020 MIT Bulletin

A. C. Kemp, MA
Lecturer in English Language Studies
Min-Min Liang, MA
Lecturer in Chinese
Wakana Maekawa, MA
Lecturer in Japanese
Anh Nguyen, PhD

Lecturer in German
Leanna Bridge Rezvani, PhD

Lecturer in French
Mariana San Martín, MA

Lecturer in Spanish
Ana Yáñez Rodríguez, MA

Lecturer in Spanish
Kang Zhou, MA
Lecturer in Chinese
Professors Emeriti
Isabelle de Courtivron, PhD
Professor Emerita of French Studies
Gilberte Furstenberg, Agrégation

Senior Lecturer Emerita of French Studies
Elizabeth J. Garrels, PhD

Professor Emerita of Spanish and Latin American Studies
James Wesley Harris, PhD

Professor Emeritus of Linguistics
Professor Emeritus of Spanish
Douglas Morgenstern, MA
Senior Lecturer Emeritus in Spanish
Edward Baron Turk, PhD

John E. Burchard Professor Emeritus
Professor Emeritus of French Studies and Film
Julian Wheatley, PhD

Senior Lecturer Emeritus in Chinese
2019–2020 MIT Bulletin | 259

HISTORY
HISTORY Minor in History

History is the study of the recorded past. Since interest in the The goal of this minor is to lead the student from basic survey
past is closely linked with a desire to understand the present, the subjects into more focused studies of individual countries or periods
history curriculum at MIT is tailored in part to put the modern world of time, and to encourage thinking about broader analytical and
in historical perspective. Subjects explore the social, cultural, comparative issues in historical study.
economic, and political transformations that shape the present; and
The Minor in History consists of six subjects, which must include:
eorts are made to suggest where traditional assumptions remain in
present-day politics, society, and culture. 21H.390 Theories and Methods in the Study of 12
History
The curriculum seeks to encourage both an understanding of the 1
human past and the development of skills necessary to express that Select ve subjects as follows: 51-60
knowledge eectively. Select at least one 21H seminar, excluding 21H.390
2
Select four introductory or intermediate subjects

Undergraduate Study from the history curriculum
Total Units 63-72
Bachelor of Science in History (Course 21H)
1
The program leading to the degree of Bachelor of Science in History At least two temporal periods—one pre-modern (before 1700) and one
(p. 432) is designed to encourage students to discover and modern—must be covered by these ve subjects. For a list of available
reconstruct the past, to confront and understand the complexity subjects, consult the History website (http://history.mit.edu/subjects).
2
of past human behavior for itself, and to inform their sense of Select from 21H subjects for which the rst digit aer the decimal is 3.
the historical present. The curriculum includes the selection of at
least one subject taken from the curriculum's 21H undergraduate Minor in Applied International Studies
seminars. Students are expected to take seven additional subjects A range of subjects in history can fulll requirements for the
of their own choice, selected in consultation with a major advisor. interdisciplinary Minor in Applied International Studies (p. 354).
These must include subjects drawn from at least two geographical For more information, see the program description under
areas, as well as one pre-modern (before 1700) and one modern Interdisciplinary Programs (p. 340).
subject.
Inquiries
During the junior year, the history major is required to take subject
Further information on subjects and programs may be obtained from
21H.390 Theories and Methods in the Study of History, which is
the History Oce, Room E51-255, 617-324-5134.
intended to develop skills for independent research and writing,
followed in the senior year by 21H.THT History Pre-Thesis Tutorial
and 21H.THU History Thesis. Subjects 21H.390 Theories and Methods
in the Study of History and 21H.THU History Thesis satisfy the CI-
M component of the Communication Requirement. Supplementing Jerey S. Ravel, PhD
these requirements within the history curriculum is the stipulation of Professor of History
three additional subjects in a second eld of humanities, arts, and Head, History Section
social sciences that provide the perspectives of another discipline
on the history of human thought and behavior. This program is Professors
intentionally flexible; the relatively large number of electives and Christopher Capozzola, PhD
unrestricted time allows for the design of a course of study that Professor of History
meets individual needs and interests.
Robert M. Fogelson, PhD
Professor of Urban Studies
Professor of History
Joint degree programs are oered in history in combination with
a eld in engineering or science (21E, 21S). See the joint degree Philip S. Khoury, PhD
programs listed under Humanities (p. 262). Ford International Professor of History
Associate Provost
260 | 2019–2020 MIT Bulletin

HISTORY
Anne E. C. McCants, PhD Tanalís Padilla, PhD

Professor of History Associate Professor of History
(On leave, fall)
Lecturers
Kenda Mutongi, PhD Pouya Alimagham, PhD
Professor of History Lecturer in History
Harriet Ritvo, PhD Andrew Pope, PhD
Arthur J. Connor Professor Lecturer in History
Professor of History
Valentina Pugliano, PhD
Merritt Roe Smith, PhD Lecturer in History
Leverett Howell Cutten '07 and William King Cutten '39 Professor of
the History of Technology Natalie Susmann, PhD
Professor of History Lecturer in History
Emma J. Teng, PhD

T. T. and Wei Fong Chao Professor of Asian Civilizations Professors Emeriti
Director of Global Languages John W. Dower, PhD
Ford International Professor of History Emeritus
Craig Steven Wilder, PhD
Barton L. Weller Professor Loren Graham, PhD
Professor of History Professor Emeritus of the History of Science
Elizabeth A. Wood, PhD Harold John Hanham, PhD

Professor of History Professor Emeritus of History and Political Science
Associate Professors Peter C. Perdue, PhD

Sana Aiyar, PhD Professor Emeritus of History
Class of 1948 Career Development Professor
William B. Watson, PhD
Associate Professor of History
Associate Professor Emeritus of History
William Broadhead, PhD
Catherine E. Clark, PhD

Associate Professor of French Studies and History
Lerna Ekmekcioglu, PhD

Genevieve McMillan and Reba Stewart Professor of the Study of
Women in the Developing World
(On leave, fall)
Malick Ghachem, JD, PhD

Eric J. Goldberg, PhD

Caley Horan, PhD

(On leave)
Hiromu Nagahara, PhD

(On leave)
2019–2020 MIT Bulletin | 261

DEPARTMENT OF HUMANITIES
This arrangement yields a humanities program of considerable depth

while allowing for continued serious commitment to a scientic or
DEPARTMENT OF HUMANITIES engineering interest. Available humanities elds include:
The Department of Humanities consists of six autonomous sections
• American Studies
and programs, each with its own headquarters: Anthropology,
• Ancient and Medieval Studies
Comparative Media Studies/Writing, Global Studies and Languages,
History, Literature, Music and Theater Arts. There are also two • Anthropology
programs aliated with the Department: Science, Technology, and • Asian and Asian Diaspora Studies
Society, and Women’s and Gender Studies. • Comparative Media Studies
• Global Studies and Languages (in French, German, or Spanish)
In addition to the degrees oered in the six sections, other
undergraduate degree programs are available, either in combination • History
with a eld in engineering or science (the 21E and 21S joint majors) • Latin American and Latino/a Studies
or as interdisciplinary options within the Bachelor of Science in • Literature
Humanities degree (Course 21). Students interested in any of these • Music
degree programs should consult an advisor in the eld, as well as
• Russian and Eurasian Studies
the section or program oce.
• Science, Technology, and Society
• Theater Arts
Undergraduate Study • Women's and Gender Studies
• Writing
Bachelor of Science in Humanities (Course 21)
The interdisciplinary Bachelor of Science in Humanities (p. 433) Faculty advisors in each discipline help students to arrange
degree provides an option for students who wish to pursue their programs suited to both their interests and professional objectives.
humanistic studies extensively and at an advanced level. All options Any one of these elds may be joined with any science or
in this major are by special arrangement, requiring approval by the engineering eld to form a major. Some combinations naturally lend
Dean of the School of Humanities, Arts, and Social Sciences. The themselves not only to an understanding of each eld but also to
available options are as follows: an integrative and comparative view of the relationship between
the two. The approval process requires students to design their
• American Studies curriculum in their two proposed programs of study and have their
• Ancient and Medieval Studies selections approved by a faculty member in each eld at the time
• Asian and Asian Diaspora Studies they submit their proposal for review.
• Latin American and Latino/a Studies Students may take Course 21E (p. 435) or Course 21S (p. 438)
• Russian and Eurasian Studies as part of the double major program outlined in the section on
• Women's and Gender Studies Undergraduate Education. However, because 21E and 21S are
composite degrees, a second major is not allowed in either eld of a
Humanities and Engineering / Science student's chosen program. For example, if a student pursues a 21S
degree with the Science portion in Course 8, the student would not
Bachelor of Science in Humanities and Engineering (Course be permitted to apply for a second major in Course 8. Similarly, if the
21E) / Bachelor of Science in Humanities and Science Humanities portion of the 21S degree were in Course 21L, the student
(Course 21S) could not apply for a second major in Course 21L.
These joint degree programs combine humanities with scientic/
engineering studies. Groups of subjects from the humanistic and
technical areas are conjoined to yield a basic command of each mode
of inquiry. One part is a selection from the undergraduate degree
curriculum of a science or engineering department approved by a
faculty member in the eld. The other part consists of subjects in
a humanities eld, chosen by the student in consultation with an
advisor from the appropriate humanities faculty. In most cases, a
senior thesis or sequence of advanced seminars is also required.
262 | 2019–2020 MIT Bulletin

DEPARTMENT OF LINGUISTICS AND PHILOSOPHY
Tier I
Select any introductory philosophy subject numbered 12
DEPARTMENT OF LINGUISTICS AND PHILOSOPHY 24.00 - 24.09
1
As its name suggests, the Department of Linguistics and Philosophy 2

Select one of the following logic subjects: 12
houses a linguistics section and a philosophy section. Though they 24.118 Paradox and Innity
share a number of intellectual interests and a joint undergraduate
24.241 Logic I
major, these two sections are administratively autonomous with
separate chairpersons, faculties, admissions procedures, curricular 24.242 Logic II
and degree requirements, and nancial aid programs. 24.243 Classical Set Theory
24.244 Modal Logic
24.245 Theory of Models
Undergraduate Study Tier II
Select three non-introductory philosophy subjects, 36
Bachelor of Science in Philosophy (Course 24-1)
approved by the minor advisor
This major (p. 446) is designed to provide familiarity with the
history and current status of the main problems in epistemology, Tier III
metaphysics, and ethics; mastery of some of the technical skills 24.260 Topics in Philosophy 12
requisite for advanced work in philosophy; facility at independent Total Units 72
philosophical study; and work at an advanced level in an allied eld.
1
A relatively large amount of unrestricted elective time is available so Students may substitute an appropriate philosophy concourse subject
that students can devise programs suited to individual needs and with the permission of the minor advisor.
2
interests. Students may take a logic subject oered by another department (e.g.,
Mathematics) with the permission of the minor advisor.
Bachelor of Science in Linguistics and Philosophy (Course 24-2)
This major, also known as the Program in Language and Mind, aims Minor in Linguistics
to provide students with a working knowledge of a variety of issues The Minor in Linguistics consists of six subjects arranged in three
that currently occupy the intersection of philosophy, linguistics, levels of study, intended to provide students with breadth in the eld
and cognitive science. Central among these topics are the nature of of theoretical linguistics as a whole. The three levels are as follows:
language, of those mental representations that we call "knowledge"
Tier I
and "belief," and of the innate basis for the acquisition of certain
1
types of knowledge (especially linguistic knowledge). Students 24.900 Introduction to Linguistics 12
have the option of pursuing either a philosophy track (p. 442) or a Tier II
linguistics track (p. 441). Both require a core set of subjects drawn 24.901 Language and Its Structure I: 12
from both elds and are designed to teach students the central Phonology
facts and issues in the study of language and the representation of 24.902 Language and Its Structure II: Syntax 12
knowledge. Each track requires, in addition, a set of subjects drawn
24.903 Language and Its Structure III: 12
primarily from its discipline and is designed to prepare students
Semantics and Pragmatics
for graduate study either in philosophy/cognitive science or in
Tier III
linguistics. A coherent program of three restricted electives (drawn
from one or two of the following three areas: linguistics, philosophy, Select two of the following: 24
or a related area) rounds out the major. 24.904 Language Acquisition
24.905[J] Laboratory in Psycholinguistics
Note that students are prohibited from majoring in both 24-1 and
24.906[J] The Linguistic Study of Bilingualism
24-2.
24.909 Field Methods in Linguistics
Minor in Philosophy 24.910 Advanced Topics in Linguistic
The goal of the Minor in Philosophy is to introduce students to the Analysis
methods of analytic philosophy and then to have them study a 24.914 Language Variation and Change
broad range of philosophers and philosophical issues at a more 24.915 Linguistic Phonetics
sophisticated level, culminating in an advanced seminar.
Total Units 72
The minor consists of six subjects arranged into three levels of study 1
as follows: 24.9000 How Language Works is also an acceptable option.
2019–2020 MIT Bulletin | 263

24.991 Workshop in Linguistics (two terms) 12

Graduate Study Two additional subjects, including:
An advanced subject with research paper
Master of Science in Linguistics requirement in syntax/semantics
The Department of Linguistics (http://linguistics.mit.edu) and An advanced subject with research paper
Philosophy (http://web.mit.edu/philosophy) has an Indigenous requirement in phonology/morphology
Language Initiative program leading to a Master of Science
in Linguistics. For more information about this experimental Before students begin their doctoral research, they are required
degree, visit the website or contact the program administrator to pass a comprehensive general examination that is composed
([email protected]). of two parts. The rst part is a written examination consisting
of two substantial papers on topics chosen in consultation with
Doctor of Philosophy in Linguistics members of the faculty. The two papers must present research on
The Linguistics Section oers a demanding program leading to the two distinct topics in two distinct subdisciplines of linguistics. The
degree of Doctor of Philosophy in Linguistics. The normal course subdisciplines include phonetics, phonology, syntax, semantics,
of study is ve years, including the writing of the dissertation. The pragmatics, language acquisition, language processing, or any other
orientation of the program is highly theoretical, its central aim area of linguistics, so long as there is a substantial theoretical-
being the development of a general theory that reveals the rules linguistic component to the papers. In conformity with Institute
and laws that govern the structure of a given language and the regulations, the second part of the examination is oral. It deals
general laws and principles that govern all natural languages. The with topics treated in the candidate's written examination, but is
topics that form the core of this program are the traditional ones of not limited to these and probes into the candidate's competence in
phonology, syntax, and semantics, but the program's interests also linguistics in general.
extend into questions of the interrelations between linguistics and
other disciplines such as philosophy and logic, speech science and For more information about the PhD program requirements, visit the
technology, computer science and articial intelligence, and study of website (http://web.mit.edu/philosophy/PhDprogram.html).
the brain and cognition.
Doctor of Philosophy in Philosophy
Approximately eight students enter the program each year in a highly The program of studies leading to the doctorate in philosophy
selective admissions process. The department does not require that provides subjects and seminars in such traditional areas as
applicants have taken any particular set of subjects or that they be logic, ethics, metaphysics, epistemology, philosophy of science,
trained in any particular discipline. Instead, applicants must present philosophy of language, philosophy of mind, aesthetics, social
evidence that they are able to engage in serious scholarly inquiry of and political philosophy, and history of philosophy. Interest
complex subject matter. in philosophical problems arising from other disciplines, such
as linguistics, psychology, mathematics, and physics, is also
All students in the linguistics program must complete a set of encouraged.
required subjects unless they have acquired adequate preparation
elsewhere. Before degree candidates begin their doctoral research, To enter the doctoral program, students must have done well in
they are required to pass a comprehensive general examination, in their previous academic work and must be formally accepted as
conformity with Institute requirements. candidates for the degree by the Department of Linguistics and
Philosophy. Although there are no formal course requirements for
The following subjects are normally required of all doctoral admission, applicants must satisfy the committee on admissions
candidates in linguistics: that their preparation in philosophy and allied disciplines is
sucient for undertaking the study of philosophy at the graduate
24.951 Introduction to Syntax 12
level.
24.961 Introduction to Phonology 12
24.970 Introduction to Semantics 12 Before beginning dissertation research, students are required to take
24.952 Advanced Syntax 12 two years of coursework, including a proseminar in contemporary
philosophy that all students must complete in their rst year
24.962 Advanced Phonology 12
of graduate study. Students are also required to demonstrate
24.973 Advanced Semantics 12
competence in the following areas: value theory, logic, and the
24.993 Tutorial in Linguistics and Related history of philosophy.
Fields
24.942 Topics in the Grammar of a Less 12 Interdisciplinary study is encouraged, and candidates for the
Familiar Language doctorate may take a minor in a eld other than philosophy. Options
for minors include linguistics, psychology, and logic. Students
24.949[J] Language Acquisition I 9
who elect one of these options are expected to complete three
264 | 2019–2020 MIT Bulletin

approved graduate subjects in their minor eld. There is no general Shigeru Miyagawa, PhD
language requirement for the doctorate, except in those cases in Kochi Prefecture-John Manjiro Professor in Japanese Language and
which competence in one or more foreign languages is needed to Culture
carry on research for the dissertation. Professor Post-Tenure of Linguistics
For more information about the PhD program requirements, visit the Wayne O'Neil, PhD
website (http://web.mit.edu/philosophy/PhDprogram.html). Professor of Linguistics
Inquiries David Pesetsky, PhD

Information regarding undergraduate or graduate academic Ferrari P. Ward Professor of Modern Languages and Linguistics
programs, research activities, admissions, nancial aid, and Agustín Rayo, PhD
assistantships may be obtained from the Department of Linguistics Professor of Philosophy
and Philosophy, Room 32-D808, 617-253-9372. Associate Dean, School of Humanities, Arts, and Social Sciences
(On leave)
Faculty and Teaching Sta Norvin W. Richards, PhD

Professor of Linguistics
Alex Byrne, PhD
Professor of Philosophy Roger Schwarzschild, PhD
Head, Department of Linguistics and Philosophy Professor of Linguistics
Professors Kieran Setiya, PhD

Adam Albright, PhD Professor of Philosophy
Bradford Skow, PhD
Noam Chomsky, PhD Laurance S. Rockefeller Professor
Institute Professor Professor of Philosophy
Donca Steriade, PhD
Michel DeGra, PhD Class of 1941 Professor
Professor of Linguistics Professor of Linguistics
Suzanne Flynn, PhD Kai von Fintel, PhD

Professor of Second Language Acquisition Andrew E. Mellon Professor in the Humanities
Daniel Fox, PhD
Anshen-Chomsky Professor in Language and Thought Roger White, PhD
Professor of Linguistics Professor of Philosophy
(On leave) (On leave, fall)
Caspar Hare, PhD Stephen Yablo, PhD

Professor of Philosophy David W. Skinner Professor
Professor of Philosophy
Sally Haslanger, PhD (On leave, spring)
Ford International Professor
Professor of Philosophy Associate Professors
Edward Flemming, PhD
Sabine Iatridou, PhD
Associate Professor of Linguistics
Martin Hackl, PhD
Michael John Kenstowicz, PhD
Associate Professor of Linguistics
Justin Khoo, PhD
Vann McGee, PhD
Associate Professor of Philosophy
Professor of Philosophy
Tamar Schapiro, PhD
2019–2020 MIT Bulletin | 265

Miriam Schoeneld, PhD

John Haven Spencer II, PhD

Athulya Aravind, PhD
Assistant Professor of Linguistics
Edwin Green, PhD

Assistant Professor of Philosophy
Professors Emeriti
James Wesley Harris, PhD
Professor Emeritus of Spanish
Irene R. Heim, PhD

Professor Emerita of Linguistics
Samuel Jay Keyser, PhD

Robert Stalnaker, PhD

Laurance S. Rockefeller Professor in Philosophy Emeritus
Judith Jarvis Thomson, PhD

Professor Emerita of Philosophy
Kenneth Wexler, PhD

Professor Emeritus of Psychology
266 | 2019–2020 MIT Bulletin

LITERATURE
academics/academic-requirements/hass-requirement) or contact
Literature Headquarters ([email protected]) for details.
LITERATURE • Intermediate subjects (21L.400 to 21L.639[J]) explore literary and
The Literature Section's mission is to maintain a level of excellence visual forms as well as critical analysis in greater depth. Some
and innovation consistent with the best universities while remaining subjects center on historical periods, literary themes, or genres;
responsive to MIT's distinctive intellectual environment. The others focus on media studies, comparative cultural studies, or
curriculum emphasizes interdisciplinary approaches to literary texts national literatures.
as well as theoretical, generic, and thematic subjects that range • Seminar subjects (21L.640 to 21L.715) are usually restricted
across geographical and historical boundaries. to students who have taken at least two previous subjects in
Literature and encourage a greater degree of independent work,
The Literature Section accommodates students with a wide variety
such as oral reports and other special projects. Enrollment in
of interests and diverse career choices. The major provides a solid
seminars is strictly limited to a maximum of 12 students.
grounding in the discipline but remains flexible enough to allow
students to explore the particular domains that most interest The Literature Section also oers a few subjects in languages other
them. Students graduating from the MIT Literature program have in than English (21L.607 to 21L.640[J]) for students with adequate
recent years been admitted into the best doctoral programs in the preparation. If appropriate, they may count toward the Literature
country and abroad. For those not pursuing literature as a career, major and minor requirements aer consultation with the major/
the program nonetheless develops transferable skills in writing, minor advisor.
comprehension, and analysis relevant to a variety of dierent
professional paths—from journalism, law, and medical school to In addition, the Literature Section oen oers 6-unit special subjects
work in the gourmet food industry or computer game design. for credit during IAP. Students may also choose to take special
subjects (21L.S88 to 21L.S97) and independent study or research
Depending on the depth of one's engagement, a student may major, supervised by a faculty member (21L.900 and 21L.901) during the fall
minor, or concentrate in Literature. Regardless of the individual and spring terms.
choice, our courses will introduce you to the pleasures of reading
and interpretation, expose you to dierent ways of thinking about Concentrations in Literature are available in particular genres
the world, and lead to a competence in writing and communication (e.g., poetry, drama, ction) and in historical periods (e.g., ancient
that will remain with you the rest of your life. studies, 19th-century literature, modern and contemporary
literature), as well as in media and lm studies, world literatures and
A supplement to this catalog (https://lit.mit.edu/subjects-by- cultures, popular culture, minority and ethnic studies, literary theory,
semester) is available before each semester, either online or and a range of national literatures.
from Literature Headquarters, Room 14N-407. It oers detailed
descriptions of all subjects being taught that term and includes Bachelor of Science in Literature (Course 21L)
specic information about subject content and required texts. The program in Literature leading to the Bachelor of Science in
Literature (p. 443) is equivalent to the curricula in English (or
literary studies) at major liberal arts institutions. The Literature
Undergraduate Study curriculum is notable also for its integration of materials drawn from
lm and media, popular culture, and minority and ethnic cultures.
The Literature curriculum is arranged in four graduated categories:
Majors are required to take a minimum of 10 subjects, three of
• Introductory subjects (21L.000[J] to 21L.024) focus on major
which must be seminars and no more than three of which may be
literary texts grouped in broad historical and generic sequences;
introductory subjects. Students develop an appropriate course of
all introductory subjects carry HASS and Communication-
study in consultation with a faculty advisor; majors choose from one
Intensive credit.
of two areas in organizing four of their restricted electives (three for
• Samplings (21L.310[J] to 21L.338, 21L.345 to 21L.355) are 6-unit joint majors): historical periods or thematic complexes.
subjects that provide both an alternative route into literary and
lmic study and a less intensive means for students to sustain Joint Degree Programs
a commitment to reading and textual interpretation. Their focus Joint degree programs are oered in Literature in combination with
is on critical exploration, comprehension, and group discussion, a eld in engineering or science (21E, 21S). See the joint degree
with less sustained attention to analytic writing skills. Students programs listed under Humanities (p. 262).
can combine most 6-unit Samplings subjects to count as a HASS
subject in the Humanities category and the equivalent of a Minor in Literature
subject in the Intermediate tier. However, no more than four 6- The minor aims to lay a foundation for advanced study and to
unit subjects may be combined in this manner. See the HASS enhance a student's appreciation of major narrative, poetic, and
Requirement website (https://registrar.mit.edu/registration- dramatic texts in relation to the cultures that produced them.
2019–2020 MIT Bulletin | 267

LITERATURE
Students may opt either to pursue a minor centered on literary texts 21L.434 Science Fiction and Fantasy
or one focused on lm. 21L.435 Literature and Film
21L.449 The Wilds of Literature
Literature Focus
21L.451 Literary Theory
A minor centered on literary texts consists of six subjects arranged
into three levels of study as described below; at least two subjects 21L.455 Ancient Authors
(chosen in consultation with the minor advisor) must focus primarily 21L.458 The Bible
on material prior to 1900. 21L.460 Arthurian Literature
21L.471 Major Novels
Tier I: Introductory Level
21L.473[J] Jane Austen
Select at least one and no more than two subjects from 9-24
21L.475 Enlightenment and Modernity
the following:
21L.485 Modern Fiction
21L.000[J] Writing About Literature
21L.486 Modern Drama
21L.001 Foundations of Western Literature:
Homer to Dante 21L.487 Modern Poetry
21L.002 Foundations of Western Literature: 21L.488 Contemporary Literature
From Shakespeare to the Present 21L.489[J] Interactive Narrative
21L.003 Reading Fiction 21L.490[J] Introduction to the Classics of
21L.004 Reading Poetry Russian Literature
21L.005 Introduction to Drama 21L.501 The American Novel
21L.006 American Literature 21L.504[J] Race and Identity in American
Literature
21L.007 World Literatures
21L.512 American Authors
21L.008[J] Black Matters: Introduction to Black
Studies 21L.590 The Spanish Incubator
21L.009 Shakespeare 21L.601[J] Old English and Beowulf
21L.010[J] Writing with Shakespeare 21L.638[J] Literature and Social Conflict:
21L.011 The Film Experience
21L.639[J] Globalization and its Discontents:
21L.012 Forms of Western Narrative
Spanish-speaking Nations
21L.013[J] The Supernatural in Music, Literature
Tier III: Seminar Level
and Culture
Select at least two of the following: 24
21L.014[J] Introduction to Ancient and Medieval
Studies 21L.640[J] The New Spain: 1977-Present
21L.015 Children's Literature 21L.701 Literary Methods
21L.017 The Art of the Probable 21L.702 Studies in Fiction
21L.018 Introduction to English Literature 21L.703 Studies in Drama
21L.019 Introduction to European and Latin 21L.704 Studies in Poetry
American Fiction 21L.705 Major Authors
21L.020[J] Globalization: The Good, the Bad and 21L.706 Studies in Film
the In-Between 21L.707 Problems in Cultural Interpretation
21L.021 Comedy 21L.709 Studies in Literary History
21L.022[J] Darwin and Design 21L.715 Media in Cultural Context
21L.023[J] Folk Music of the British Isles and Total Units 66-72
North America
1
Tier II: Intermediate Level In most cases, two 6-unit Samplings subjects (https://lit.mit.edu/
1 curriculum/samplings), or two 6-unit Literature subjects taught in Greek
Select two or three subjects from the following: 21-36
or Latin (https://lit.mit.edu/curriculum/subjects-taught-in-a-foreign-
21L.430 Popular Culture and Narrative language), may be combined to substitute for an intermediate-level
21L.431 Shakespeare on Film and Media subject. In addition, 6-unit Greek or Latin Reading subjects may be
21L.432 Understanding Television repeated once to substitute for an intermediate-level subject.
21L.433 Film Styles and Genres
268 | 2019–2020 MIT Bulletin

LITERATURE
Ruth Perry, PhD

Film Focus Ann F. Friedlaender Professor
A lm-centered minor in Literature consists of three required Professor of Literature
subjects arranged into three levels of study, and three restricted (On leave, spring)
electives.
Stephen James Tapscott, PhD
Tier I: Introductory Level Professor of Literature
21L.011 The Film Experience 12
David Thorburn, PhD
Tier II: Intermediate Level Professor of Literature
1
21L.431 Shakespeare on Film and Media Associate Professors
21L.433 Film Styles and Genres Sandy Alexandre, PhD
Associate Professor of Literature
21L.435 Literature and Film
Tier III: Seminar Level Arthur W. Bahr, PhD
21L.706 Studies in Film 12 Associate Professor of Literature
Restricted Electives
Eugenie Alexandra Brinkema, PhD
In consultation with the minor advisor, select three 27-36 Associate Professor of Contemporary Literature and Media
subjects from the Literature curriculum, including at Associate Professor of Comparative Media Studies/Writing
least one complementary subject that does not focus
on lm but ties into the student’s interests with regard Stephanie Ann Frampton, PhD
1 Associate Professor of Literature
to lm.
(On leave)
Total Units 63-72
1 Marah Gubar, PhD
At most, two subjects in which lm analysis is the primary focus may be
taken in a section outside of Literature or transferred in from a program
outside MIT.
Noel B. Jackson, PhD
Inquiries
Further information on subjects and programs may be obtained from Margery Resnick, PhD
Literature Headquarters ([email protected]), Room 14N-407, 617-253-3581. Associate Professor of Literature
Faculty and Teaching Sta Laura Finch, PhD
Assistant Professor of Literature
Shankar Raman, PhD
(On leave)
Professor of Literature
Head, Literature Section
Senior Lecturers
Wyn Kelley, PhD
Professors
Senior Lecturer in Literature
James Buzard, PhD
Lecturers
Peter S. Donaldson, PhD Randall Colaizzi, PhD
Ford International Professor in the Humanities Lecturer in Literature
William Donaldson, PhD
Mary C. Fuller, PhD Lecturer in Literature
Ina Lipkowitz, PhD
(On leave)
Lecturer in Literature
Diana Henderson, PhD
Joaquín Terrones, PhD
Lecturer in Literature
2019–2020 MIT Bulletin | 269

LITERATURE
Professors Emeriti
John Hildebidle, PhD
Professor Emeritus of Literature
Louis Kampf, BA
Alvin C. Kibel, PhD

Irene Tayler, PhD

Professor Emerita of Literature
270 | 2019–2020 MIT Bulletin

MUSIC AND THEATER ARTS
Undergraduate Study
Music and Theater Arts invites students to explore these Bachelor of Science in Music (Course 21M-1)
disciplines as artistic practices and as cultural, intellectual, The undergraduate program leading to the Bachelor of Science in
and personal avenues of inquiry and discovery. Students Music (p. 445) degree comprises a grounding in foundational
may pursue concentrations, minors, or majors in either Music or skills in music history and culture, performance, and music theory;
Theater Arts, as well as joint majors with Engineering or Science. a capstone Advanced Seminar; and a coherent program of electives
chosen in consultation with the advisor. Five required subjects (one
The Music program develops students’ creativity, talent, research
of which consists of two terms of performance, and two of which
ability and aesthetic sensibility through performance, composition,
satisfy the CI-M requirement) and ve restricted electives satisfy
history, culture, technology, and analysis. Understanding of the
these requirements, but should be supplemented by additional
various facets of music is cultivated through both the making and
electives. The program is analogous to those for music majors at
the study of music, in close contact with professors, performers,
leading liberal arts institutions and prepares a student for graduate
conductors, coaches, and scholars. The scope of musical
study in music. Students should demonstrate prociency in musical
investigation and experience incorporates classical, vernacular, and
fundamentals and have performance experience before declaring the
experimental traditions from a wide range eras and cultures, western
major and should consult the major advisor in music no later than
and non-western.
the rst term of their junior year.
Classes are tailored to the prior experiences of students who take
them, from introductory subjects for students with no previous Bachelor of Science in Theater Arts (Course 21M-2)
background to advanced seminars, private lessons, and performance The undergraduate program leading to the Bachelor of Science in
opportunities for musicians ready to work at near-professional Theater Arts (p. 451) degree comprises a broad foundation in
levels. The program integrates and deepens connections between theoretical and practical studies, and intensive performance and
music and technology, science, society, and other humanities design practica. To satisfy the requirements, students complete
disciplines, creating an experience that is intensely rich and a coherent set of restricted elective subjects (two of which satisfy
uniquely MIT. the CI-M requirement), and may complete a capstone thesis with
departmental approval. With an emphasis on artistic practice, this
Theater Arts is taught as a mode of inquiry into self and society course of study prepares students who plan either to enter the
with the intention that such an inquiry can become the vehicle for eld or to pursue graduate studies in theater arts. Students should
transformation of one or both. The Theater Arts program is process- demonstrate prociency in theater arts fundamentals, should have
oriented and committed to diversity of creative forms. The curriculum some performance experience before declaring the major, and
is designed to help students acquire the necessary artistic, technical should consult the major advisor in Theater Arts no later than the
and intellectual skills to create theater of quality and imagination. rst term of their junior year.
Performance is the testing ground for what is learned in the

classroom. Performance and design experiences range from student-
Joint degree programs are oered in both Music and Theater Arts in
generated workshops in the studio to fully-realized productions
combination with a eld in engineering or science (21E, 21S). See the
on the stage. These curricular activities are guided by professional
joint degree programs listed under Humanities (p. 262).
faculty and sta, oen with enriching participation of guest artists.
Music and Theater Arts is united in our pursuit of artistic, Minor in Music
intellectual, creative, and technical excellence. This requires The Minor in Music requires six subjects that will give students
intense focus and dedication by all members of our community. experience within the three main branches of music: history/culture,
We value diversity and practice inclusion with regard to identities, composition/theory, and performance.
backgrounds, opinions, and beliefs. Because we see our students
Tier I: Introduction
as whole people, we prioritize their mental, emotional, and physical
health above the quality of their work. This ethos extends to both Select up to two of the following: 0-24
our advisory and pedagogical relationships. Diversity, wellness, 21M.011 Introduction to Western Music
and inclusion are likewise central to our curriculum and hiring. We 21M.013[J] The Supernatural in Music, Literature
are therefore committed to recruiting a diverse faculty and sta to and Culture
enhance the educational experience of the students we serve. 21M.030 Introduction to World Music
21M.051 Fundamentals of Music
21M.053 Rhythms of the World
2019–2020 MIT Bulletin | 271

21M.065 Introduction to Musical Composition History/Culture

21M.080 Introduction to Music Technology 21M.215 Music of the Americas
Tier II: Breadth 21M.220 Medieval and Renaissance Music
Select three subjects, one from each of the following 36 21M.223[J] Folk Music of the British Isles and
categories: North America
History/Culture 21M.226 Jazz
21M.215 Music of the Americas 21M.235 Baroque and Classical Music
21M.220 Medieval and Renaissance Music 21M.250 Nineteenth-Century Music
21M.223[J] Folk Music of the British Isles and 21M.260 Music since 1900
North America 21M.269 Studies in Western Music History
21M.226 Jazz 21M.271 Symphony and Concerto
21M.235 Baroque and Classical Music 21M.273 Opera
21M.250 Nineteenth-Century Music 21M.283 Musicals
21M.260 Music since 1900 21M.284 Film Music
21M.269 Studies in Western Music History 21M.289 Studies in Western Classical Genres
21M.271 Symphony and Concerto 21M.291 Music of India
21M.273 Opera 21M.292 Music of Indonesia
21M.283 Musicals 21M.293 Music of Africa
21M.284 Film Music 21M.294 Popular Musics of the World
21M.289 Studies in Western Classical Genres 21M.295 American Popular Music
21M.291 Music of India 21M.296 Studies in Jazz and Popular Music
21M.292 Music of Indonesia 21M.299 Studies in World Music
21M.293 Music of Africa Composition/Theory
21M.294 Popular Musics of the World 21M.302 Harmony and Counterpoint II
21M.295 American Popular Music 21M.303 Writing in Tonal Forms I
21M.296 Studies in Jazz and Popular Music 21M.304 Writing in Tonal Forms II
21M.299 Studies in World Music 21M.310 Techniques of 20th-Century
Composition/Theory Composition
21M.301 Harmony and Counterpoint I 21M.340 Jazz Harmony and Arranging
Performance (12 units) 21M.341 Jazz Composition
21M.401 MIT Concert Choir 21M.342 Composing for Jazz Orchestra
21M.405 MIT Chamber Chorus 21M.351 Music Composition
21M.410 Vocal Repertoire and Performance 21M.355 Musical Improvisation
21M.421 MIT Symphony 21M.359 Studies in Musical Composition,
21M.423 Conducting and Score-Reading Theory and Analysis
21M.426 MIT Wind Ensemble 21M.361 Electronic Music Composition I
21M.442 MIT Festival Jazz Ensemble 21M.362 Electronic Music Composition II
21M.445 Chamber Music Society 21M.370 Digital Instrument Design
21M.450 MIT Balinese Gamelan 21M.380 Music and Technology
21M.451 Studio Accompanying for Pianists 21M.383 Computational Music Theory and
21M.460 MIT Senegalese Drum Ensemble Analysis
21M.470 MIT Laptop Ensemble 21M.385[J] Interactive Music Systems
21M.480 Advanced Music Performance 21M.387 Fundamentals of Music Processing
21M.490 Emerson Scholar Solo Recital Performance (four terms)
Tier III: Electives 21M.401 MIT Concert Choir
Select one to three subjects from the following: 12-36 21M.405 MIT Chamber Chorus
21M.410 Vocal Repertoire and Performance
272 | 2019–2020 MIT Bulletin

21M.421 MIT Symphony 21M.606 Introduction to Stagecra

21M.423 Conducting and Score-Reading 21M.607 Playwriting Methods
21M.426 MIT Wind Ensemble 21M.608 Screenwriting
21M.442 MIT Festival Jazz Ensemble 21M.623 Physical Improvisation
21M.445 Chamber Music Society 21M.624 Acting with the Camera
21M.450 MIT Balinese Gamelan 21M.645 Motion Theater
21M.451 Studio Accompanying for Pianists 21M.702 Live Solo Performance: Monodrama
21M.460 MIT Senegalese Drum Ensemble and Composition
21M.470 MIT Laptop Ensemble 21M.704 Music Theater Workshop
21M.480 Advanced Music Performance 21M.705 Acting Intensive
21M.490 Emerson Scholar Solo Recital 21M.712 Choreography: Making Dances
Advanced Seminar in Music 21M.732 Costume Design
21M.500 Advanced Seminar in Music 21M.733 Set Design
Total Units 72 21M.734 Lighting Design

21M.735 Technical Design for Performance
Minor in Theater Arts 21M.737 Interactive Design and Projection for
The Minor in Theater Arts is designed to give students the Live Performance
opportunity to experiment in the making of theater. The flexibility of 21M.785[J] Playwrights Lab
the minor allows students either to explore the basic principles of 21M.790 Director's Cra
several theater disciplines or to concentrate more deeply on one.
21M.830 Acting: Techniques and Style
The Minor in Theater Arts consists of the equivalent of six subjects 21M.840 Performance Media
arranged across three areas. Students must take ve subjects across 21M.842 Live Cinema Performance
Areas 1 and 2, and 12 units (taken over at least two terms) in Area 3. 21M.861 Topics in Performance Technique
Area I: Theater and Performance Studies 21M.862 Topics in Performance Practice
Select between one and four of the following: 12-48 21M.863 Advanced Topics in Theater Arts
21M.611 Foundations of Theater Practice Area III: Performance and Design

2
21M.690 Sport as Performance Select 12 units from the following: 12
21M.700 China on Stage 21M.803 Performance and Design Workshop
21M.706 Asian American Theater 21M.806 Applied Performance and Design

Production
21M.710 Script Analysis
21M.809 Performance and Design Intensive
21M.711 Production Seminar
21M.851 Independent Study in Performance
21M.714 Contemporary American Theater
and Design
21M.715 Topics in Theater Arts
Total Units 69-72
21M.800 All the World's a Stage: Socio-
Political Perspectives in Global 1
The 12 units for Area III must be taken over at least two terms.
Performance
21M.846 Topics in Performance Studies Inquiries
21M.848 Performance Studies: Advanced For further information on subjects and programs, contact the Music
Theories of Sport and Theater Arts Oce, Room 4-246, 617-253-3210.
Area II: Theater and Performance Practice
Select between one and four of the following: 9-48
21M.600 Introduction to Acting
21M.601 Drawing for Designers Keeril Makan, PhD
21M.603 Introduction to Design for the Theater Michael Koerner (1949) Professor in Music Composition
Professor of Music
21M.604[J] Playwriting Fundamentals
Head, Music and Theater Arts
21M.605 Voice and Speech for the Actor
2019–2020 MIT Bulletin | 273

Professors Senior Lecturers

Peter B. Child, PhD David Deveau, MM
Class of 1949 Professor Senior Lecturer in Music
Professor of Music
(On leave, fall) Mark Harvey, PhD
Senior Lecturer in Music
Claire Conceison, PhD
Quanta Professorship in Chinese Culture Anna C. Kohler
Professor of Theater Arts Senior Lecturer in Theater Arts
John H. Harbison, MFA Martin Marks, PhD

Institute Professor Senior Lecturer in Music
Professor of Music Teresa Ne, PhD
Jay R. Scheib, MFA Senior Lecturer in Music
Class of 1949 Professor Charles Shadle, PhD
Professor of Theater Arts Senior Lecturer in Music
Janet Sonenberg, MFA Kenneth Urban, PhD
Professor of Theater Arts Senior Lecturer in Theater Arts
Marcus Aurelius Thompson, DMA
Institute Professor Lecturers
Professor of Music Adam Boyles, DMA
Lecturer in Music
Evan Ziporyn, PhD (On leave)
Kenan Sahin (1963) Distinguished Professor
Professor of Music William C. Cutter, DMA
Lecturer in Music
Associate Professors Frederick E. Harris Jr, PhD
Charlotte L. Brathwaite, MFA Lecturer in Music
Associate Professor of Theater Arts (On leave, spring)
(On leave, fall)
Ian Hattwick, PhD
Michael Scott Cuthbert, PhD Lecturer in Music
Associate Professor of Music
Sarah Iker, PhD
Emily Richmond Pollock, PhD Lecturer in Music
Nathan Lam, BM
Patricia J. Tang, PhD Lecturer in Music
Kim Mancuso, MFA
Leslie Tilley, PhD Lecturer in Theater Arts
Jean Rife, BM
Assistant Professors Lecturer in Music
Sara L. Brown, MFA
Assistant Professor of Theater Arts Daniel Safer, BFA
Lecturer in Music
Professors of the Practice Peter Whincop, MA
Eran Egozy, SM Lecturer in Music
Professor of the Practice of Music
274 | 2019–2020 MIT Bulletin

Christian Frederickson, MM
Technical Instructor of Theater Arts
Joshua Higgason, BA
Stephanie Rodemann, MFA

Research Sta
Visiting Scholars
Matthew Schumaker, PhD
MLK Visiting Scholar of Music
Professors Emeriti
Jeanne Shapiro Bamberger, MA
Professor Emerita of Music
Alan Brody, PhD

Professor Emeritus of Theater Arts
Ellen T. Harris, PhD

Professor Emerita of Music
Lowell Edwin Lindgren, PhD

Michael Ouelette, MFA

Senior Lecturer Emeritus in Theater Arts
Barry Lloyd Vercoe, DMA

Professor Emeritus of Media Arts and Sciences
2019–2020 MIT Bulletin | 275

DEPARTMENT OF POLITICAL SCIENCE
and models and methods. Students may work out individualized

programs with the assistance of a faculty advisor.
In the junior year students are introduced to the major theoretical
Political science is concerned with the systematic study of
and methodological themes of political science in two subjects:
government and the political process. Within the discipline, scholars
analyze the development, distribution, and uses of political power; 17.801 Political Science Scope and Methods 12
determinants and consequences of various forms of political (typically fall term, junior year)
behavior and sources of political conflict; ways in which conflicts 17.803 Political Science Laboratory (typically 15
are both intensied and resolved; and the relationship between spring term, junior year)
the individual and the state. Political science is a discipline of
special interest to scientists and engineers who must understand The department believes that every political science major should
the political system within which they live in order to evaluate their have the experience of conducting and writing at least one
influence upon that system. It is of interest as well to those students substantial research project, a requirement that is fullled by 17.803.
who are considering careers in public service or university teaching In addition, there are numerous other opportunities for students to
and research. pursue research interests. Students are eligible to receive academic
credit or limited funding for expenses or wages through the Institute-
The Department of Political Science has a research-oriented faculty
wide Undergraduate Research Opportunities Program (UROP) (http://
that welcomes both undergraduate and graduate students in
catalog.mit.edu/mit/undergraduate-education/academic-research-
ongoing research. The department covers the elds of American
options/undergraduate-research-opportunities-program). Students
politics and public policy, comparative politics, international
should consult the department's UROP coordinator to discuss
relations and foreign policy, and political philosophy and social
specic projects.
theory, with particular emphasis on ethnicity and identity,
international security, representation, and the politics of The undergraduate program also allows students to undertake
globalization. The Department of Political Science oers degree a substantial, year-long independent research project under the
programs at the bachelor's, master's, and doctoral levels. guidance of a faculty thesis advisor. Students who choose this
option must submit a viable research proposal by fall of the senior
year and secure a faculty advisor; the student then registers for:
Undergraduate Study
17.THT Thesis Research Design Seminar (fall 12
Bachelor of Science in Political Science (Course 17) term, senior year)
The political science curriculum (p. 448) for undergraduates 17.THU Undergraduate Political Science
combines professional social science training with opportunities Thesis (spring term, senior year)
for a broad liberal arts education. Students may choose subjects
from a wide range of both undergraduate and graduate oerings, Minor in Political Science
and are encouraged to engage in independent research projects. The objective of the minor is to deepen and expand student
In addition, the department sponsors an internship program in knowledge of the discipline of political science. It consists of six
which students work in governmental agencies, legislative oces, subjects divided into two tiers, selected from the discipline's
community associations, international organizations, and advocacy subelds as listed in the online MIT Subject Listing & Schedule
groups at all levels. (http://student.mit.edu/catalog). The requirements of the minor are
as follows:
The undergraduate program prepares students for study in political
science, law, public policy, and related elds, and for careers in Tier I
government, business, law, research, teaching, or journalism. This
Select at least one but no more than two introductory 12-24
program is also designed to give students, whatever their career
classes, which are designated by two-digit numbers.
objectives, an understanding of political institutions and processes.
These classes provide broad theoretical and/or
Some students want to focus on political systems themselves; others
empirical overviews of their subject matter. Examples
choose to concentrate on the political aspects of public policy,
include:
focusing on such issues as the environment, health, or arms control.
17.01[J] Justice
Both of these perspectives are found in the program.
17.20 Introduction to the American Political
Subjects are oered by the department in the following elds: Process
political theory, political economy, American politics, public policy, 17.40 American Foreign Policy: Past,
international relations and security studies, comparative politics, Present, and Future
17.50 Introduction to Comparative Politics
276 | 2019–2020 MIT Bulletin

Tier II preparation in a single eld of study. Applicants to the SM program

Select at least four but no more than ve upper-level 48-60 should specify their eld of specialization.
classes, which are designated by three-digit numbers.
The minimum number of subjects required for the SM degree is six
These specialized classes provide students with
graduate subjects, at least four of which must be completed in the
advanced and in-depth examination of their subject
Political Science Department at MIT. The remaining two may be taken
matter. Examples include:
elsewhere at MIT or through cross-registration at Harvard University.
17.317 US Social Policy A 3.5 GPA must be maintained. A master's thesis is required. See the
17.473 The Politics of Nuclear Proliferation section on Graduate Education (p. 61) for the general requirements
17.483 US Military Power for the SM.
17.561 European Politics
Accelerated Master of Science in Political Science
Total Units 72
The department oers a ve-year program leading to the Bachelor
For a listing of available subjects in these areas, consult Tobie of Science and Master of Science, awarded simultaneously. This
Weiner in the Political Science Undergraduate Oce, Room E53-484 program is open to MIT undergraduate Political Science majors only.
or the SHASS Dean's Oce, Room 4-240. Examples of subject It allows the student to plan for a single combined SB-SM thesis
selections for this minor are also available on the department's written during the last three terms at the Institute. Undergraduate
website (http://web.mit.edu/polisci/undergraduate/minor). Institute requirements may be completed during the h year of the
program.
Minor in Applied International Studies
The interdisciplinary HASS Minor in Applied International Studies Doctor of Philosophy
(p. 354) prepares students for an increasingly global business and Doctoral students must complete the following requirements:
research environment by integrating international learning into their
• One class for rst-year students introducing principles of
course of study. A detailed description of this minor may be found
empirical and theoretical analysis in political science
under Interdisciplinary Programs (p. 340).
• One class in statistics
Minor in Public Policy • One class in empirical research methods

The Department of Political Science jointly oers a Minor in Public • One class in political philosophy
Policy (p. 365) with the Department of Urban Studies and Planning • Reading prociency in one language other than English
(Course 11). A detailed description and list of requirements for this (demonstrated by two semesters of intermediate-level college
minor may be found under Interdisciplinary Programs (p. 340). coursework or an exam) or knowledge of advanced statistics
(demonstrated by three semesters of course work or an exam)
• A second-year paper and related workshop
Graduate Study • A doctoral thesis
The Department of Political Science oers programs leading to the
In addition, doctoral students are required to elect two of the
Master of Science in Political Science and the Doctor of Philosophy.
following major elds: American politics, comparative politics,
international relations, models and methods, political economy,
and security studies. In each of the two elected elds, students
All applicants must take the GRE general test. Non-native English
will take a written general exam followed by a single oral general
speakers must take the Test of English as a Foreign Language (TOEFL)
exam covering both elds. Specic elds may have additional
or International English Language Testing System (IELTS). Applicants
requirements.
from all disciplines are welcome—an undergraduate degree in
political science is not necessary. Applicants are encouraged, Students may take subjects in other MIT departments. Cross-
however, to complete signicant coursework in political science or registration arrangements also permit enrollment in subjects taught
related subjects such as history, economics, philosophy, psychology, in the Graduate School of Arts and Sciences at Harvard University
or sociology before applying to one of our graduate programs. and in some of Harvard's other graduate schools. Students are
encouraged to do eld research and develop close working ties with
Master of Science in Political Science faculty members engaged in major research activities.
The Master of Science in Political Science is a one-year program
intended for students who wish to develop skills in applied research
in preparation for a career in public policy or with a business or
research organization. The master's program emphasizes intensive
2019–2020 MIT Bulletin | 277

M. Taylor Fravel, PhD

Interdisciplinary Program Arthur and Ruth Sloan Professor of Political Science
Political Science and Statistics
The Interdisciplinary Doctoral Program in Statistics provides training Evan S. Lieberman, PhD
in statistics, including classical statistics and probability as well as TOTAL Professor on Contemporary Africa
computation and data analysis, to students who wish to integrate Professor of Political Science
these valuable skills into their primary academic program. The Melissa Nobles, PhD
program is administered jointly by the departments of Aeronautics Kenan Sahin Dean, School of Humanities, Arts, and Social Sciences
and Astronautics, Economics, Mathematics, and Political Science, Professor of Political Science
and the Statistics and Data Science Center within the Institute for
Data, Systems, and Society. It is open to current doctoral students in Kenneth A. Oye, PhD
participating departments, who may apply to enroll in the program Professor of Political Science
at any time aer the end of their rst year. For more information, Member, Institute for Data, Systems, and Society
see the full program description (p. 379) under Interdisciplinary
Graduate Programs. Roger D. Petersen, PhD
Arthur and Ruth Sloan Professor of Political Science
Inquiries Professor of Political Science
Additional information regarding graduate programs in the Barry R. Posen, PhD
department and admissions may be obtained from the graduate Ford International Professor
administrator, Susan Twarog, 617-253-8336, Room E53-467. Professor of Political Science
Richard J. Samuels, PhD

Faculty and Teaching Sta Ford International Professor
David Andrew Singer, PhD
Professor of Political Science Ben Ross Schneider, PhD
Head, Department of Political Science Ford International Professor
Professors
Suzanne Berger, PhD Charles H. Stewart III, PhD
John M. Deutch Institute Professor Kenan Sahin (1963) Distinguished Professor
Professor of Political Science Professor of Political Science
Adam Berinsky, PhD
Mitsui Professor of Political Science Kathleen Thelen, PhD
Professor of Political Science Ford International Professor
Member, Institute for Data, Systems, and Society Professor of Political Science
Andrea Louise Campbell, PhD Lily L. Tsai, PhD

Arthur and Ruth Sloan Professor of Political Science Ford International Professor
Professor of Political Science Professor of Political Science
(On leave) (On leave, spring)
Nazli Choucri, PhD Stephen W. Van Evera, PhD

Professor of Political Science Ford International Professor
Member, Institute for Data, Systems, and Society Professor of Political Science
(On leave, fall) (On leave, spring)
Fotini Christia, PhD Associate Professors

Professor of Political Science Devin Caughey, PhD
Member, Institute for Data, Systems, and Society Silverman (1968) Family Career Development Professor
Associate Professor of Political Science
278 | 2019–2020 MIT Bulletin

F. Daniel Hidalgo, PhD Michael J. Piore, PhD

Associate Professor of Political Science David W. Skinner Professor Emeritus
Professor Emeritus of Political Economy
In Song Kim, PhD Professor Emeritus of Political Science
Associate Professor of Political Science Harvey M. Sapolsky, PhD
Member, Institute for Data, Systems, and Society Professor Emeritus of Political Science
J. Chappell H. Lawson, PhD Eugene B. Skolniko, PhD

Associate Professor of Political Science Professor Emeritus of Political Science
Professor Emeritus of Science, Technology, and Society
Vipin Narang, PhD
Richard Nielsen, PhD

Teppei Yamamoto, PhD

(On leave, fall)
Volha Charnysh, PhD
Assistant Professor of Political Science
Ariel R. White, PhD

Bernardo Zacka, PhD

(On leave, fall)
Lecturers
Kathleen Hoss, PhD
Lecturer in Political Science
Instructors
Asya Magazinnik, MA
Instructor in Political Science
Professors Emeriti
Donald L. M. Blackmer, PhD
Joshua Cohen, PhD

Willard R. Johnson, PhD

Richard M. Locke, PhD

Class of 1922 Professor Emeritus
2019–2020 MIT Bulletin | 279

SCIENCE, TECHNOLOGY, AND SOCIETY
• STS.004 Intersections: Science, Technology, and the World

• At least one STS Tier I subject (http://sts-program.mit.edu/
SCIENCE, TECHNOLOGY, AND SOCIETY academics/undergraduate/tier-i-subjects), in addition to
The Program in Science, Technology, and Society (STS) focuses on STS.004
the ways in which scientic, technological, and social factors interact • At least one STS Tier II subject (http://sts-program.mit.edu/
to shape modern life. The program brings together humanists, academics/undergraduate/tier-ii-subjects)
social scientists, engineers, and natural scientists, all committed • Five other STS subjects
to transcending the boundaries of their disciplines in a joint search
• Four subjects related to the historical and social study of science
for new insights and new ways of reaching science and engineering
and technology
students. The goal of the program is to set up a forum to explore
• STS.THT Undergraduate Thesis Tutorial
the relationship between what scientists and engineers do and the
constraints, needs, and responses of society. • STS.THU Undergraduate Thesis
Located in a major university where most people study science If a student's other major also requires a thesis, students may
and engineering, STS is dedicated to understanding the context of coordinate their thesis eort, pending approval of undergraduate
science and engineering. ocers in both majors. Further details on the requirements of the
STS program may be obtained from the STS undergraduate academic
ocer and the STS academic administrator.
Undergraduate Study
MIT students are increasingly seeking to understand the social Students who wish to integrate studies in STS and science or
and historical contexts in which they will work and the social engineering in the context of a single degree should consider this
consequences of what they will do in their professional careers. program. It leads to one degree, either a Bachelor of Science in
STS subjects help them think realistically and creatively about the Humanities and Science or a Bachelor of Science in Humanities and
intellectual, moral, political, and social issues raised by the rapid Engineering. The STS requirement for either degree is 10 subjects as
growth of science and technology in the 20th century and beyond. follows:
STS contributes to undergraduate education at MIT in several ways. • STS.004 Intersections: Science, Technology, and the World
It oers general subjects to introduce students to broad social • At least one STS Tier I subject (http://sts-program.mit.edu/
and intellectual perspectives on science and engineering elds. academics/undergraduate/tier-i-subjects), in addition to
It also oers more specialized subjects in the history of science STS.004
and technology and in social and cultural studies of science and
• At least one STS Tier II subject (http://sts-program.mit.edu/
technology. Within each of these categories, students can choose
academics/undergraduate/tier-ii-subjects)
both introductory and more advanced subjects.
• Five other STS subjects
STS as a Second Major • STS.THT Undergraduate Thesis Tutorial
Students who wish to integrate their professional study of • STS.THU Undergraduate Thesis
engineering or science with a rigorous treatment of its relation
to social and historical forces may pursue STS as a second major Consult the 21E (p. 435) and 21S (p. 438) degree charts for details
(p. 450) in cooperation with the Schools of Engineering and on the requirements for these joint degrees. Further details may be
Science. The object of this program is to give those students the obtained from the SHASS Dean's Oce ([email protected]), Room
full technical and scientic education provided by a science or 4-240, and the STS academic administrator.
engineering major, balanced with intensive study of the historical
and social contexts of science and technology. Double major Minor in Science, Technology, and Society
applications from students in other Schools (e.g., Architecture and The goal of the minor program is to give students a broad social
Planning; Management; Humanities, Arts, and Social Sciences) will perspective on the elds of engineering and science: how they have
be considered on a case-by-case basis. evolved and how they t into the wider context of society, culture,
politics, and values.
Students in the double major program must complete all the
requirements of both majors. The STS requirements include 14 The Minor in Science, Technology, and Society consists of six STS
subjects as follows: subjects, including STS.004, at least one additional subject from the
Tier I list, and at least one subject from the Tier II list.
Tier I
280 | 2019–2020 MIT Bulletin

STS.004 Intersections: Science, Technology, 12 STS.260 Introduction to Science, Technology, 12

1
and the World and Society
Students are encouraged to take 21A.809 Designing Empirical
STS.001 Technology in American History
Research in the Social Sciences or 21A.819[J] Qualitative Research
STS.002 Finance and Society Methods at some point in their program. To fulll the remaining
STS.003 Ancient Greeks to Modern Geeks: A subject requirement, students choose from among several
History of Science departmental seminars designed to oer more in-depth study of
STS.005[J] Data and Society particular topics. They may also take subjects oered by other MIT
STS.006[J] Bioethics departments and through cross-registration with Harvard.
STS.007 Technology in History Upon the satisfactory completion of general examinations in the
STS.008 Technology and Experience third year, students proceed to the writing of a dissertation proposal
STS.009 Evolution and Society and dissertation, usually with the assistance of a multidisciplinary
STS.011 Engineering Life: Biotechnology and advisory committee.
Society
Students from any academic discipline are invited to apply to the
STS.012 Science in Action: Technologies and doctoral program.
Controversies in Everyday Life
Tier II
2 For additional information about the graduate program, visit the
HASTS website (http://web.mit.edu/hasts), or contact the STS
Select one subject from the list of Tier II subjects 9-12
academic administrator, Room E51-163, 617-253-9759.
Electives
Select three additional subjects from among Tiers I 27-36 Inquiries
and II Additional information on the Program in Science, Technology, and
Total Units 60-72 Society (http://sts-program.mit.edu) may be obtained from the STS
academic administrator, Room E51-163, 617-253-9759.
1
Substitution with a similar subject may be permitted by petition to the STS
Undergraduate Ocer.
2
See list of Tier II subjects (http://sts-program.mit.edu/academics/ Faculty and Teaching Sta
undergraduate/tier-ii-subjects).
Jennifer S. Light, PhD
Bern Dibner Professor of the History of Science and Technology
Graduate Study Professor of Urban Studies and Planning
Head, Science, Technology, and Society Program
In collaboration, STS, the History Faculty, and the Anthropology
Program oer a doctoral program in History, Anthropology, and Professors
Science, Technology and Society (HASTS). Kate Brown, PhD
Professor of Science, Technology, and Society
The objective of the program is to develop advanced competence
in the study of science and technology from a historical and social Louis L. Bucciarelli Jr, PhD
scientic perspective. Students are expected to develop professional Professor Post-Tenure of Engineering and Technology Studies
mastery of a eld of history or one of the social sciences. They must
also master the underlying concepts in science and engineering that Michael M. J. Fischer, PhD
relate to their special eld of interest. Andrew W. Mellon Professor in the Humanities
Professor of Science and Technology Studies
Graduate students are required to take at least 10 subjects and Professor of Anthropology
usually complete them within their rst two years. Normally, all
students take the following required introductory seminars in their Deborah K. Fitzgerald, PhD
rst year: Leverett Howell Cutten '07 and William King Cutten '39 Professor of
the History of Technology
21A.859[J] Social Theory and Analysis 12
David I. Kaiser, PhD
21H.991 Theories and Methods in the Study of 12
Germeshausen Professor of the History of Science
History
Professor of Physics
2019–2020 MIT Bulletin | 281

Kenneth R. Manning, PhD Kenneth Keniston, PhD

Thomas Meloy Professor of Rhetoric Andrew S. Mellon Professor Emeritus of Human Development
Professor of Science, Technology, and Society
Leo Marx, PhD
David A. Mindell, PhD William R. Kenan Professor Emeritus
Frances and David Dibner Professor in the History of Engineering and Professor Emeritus of American Cultural History
Manufacturing
Professor of Aeronautics and Astronautics Theodore A. Postol, PhD
(On leave, fall) Professor Emeritus of Science, Technology, and National Security
Policy
Merritt Roe Smith, PhD
Leverett Howell Cutten '07 and William King Cutten '39 Professor of Eugene B. Skolniko, PhD
the History of Technology Professor Emeritus of Political Science
Professor of History Professor Emeritus of Science, Technology, and Society
Sherry R. Turkle, PhD

Abby Rockefeller Mauzé Professor of the Social Studies of Science
and Technology
Rosalind H. Williams, PhD

Bern Dibner Professor Post-Tenure in the History of Science and
Technology
Professor Post-Tenure of Science, Technology, and Society
William Deringer, PhD
Associate Professor of Science, Technology, and Society
Clapperton Chakanetsa Mavhunga, PhD

Eden Medina, PhD

Robin Scheler, PhD

Dwaipayan Banerjee, PhD
Leo Marx Career Development Professor
Assistant Professor of Science, Technology, and Society
Adjunct Professors
John R. Durant, PhD
Adjunct Professor of Science, Technology, and Society
(On leave)
Professors Emeriti
Loren Graham, PhD
Professor Emeritus of the History of Science
Evelyn Fox Keller, PhD

Professor Emerita of the History and Philosophy of Science
282 | 2019–2020 MIT Bulletin

MIT SLOAN SCHOOL OF MANAGEMENT
MIT SLOAN SCHOOL OF MANAGEMENT into useful solutions. Action Learning (https://mitsloan.mit.edu/
action-learning) builds resilient, thoughtful leaders capable of
solving unstructured problems across business functions. Global
Overview Entrepreneurship Lab, Sustainable Business Lab, China Lab, and USA
Lab are just a few of the avenues through which students can apply
The mission of the MIT Sloan School of Management (http://
classroom concepts and theory to real-world business scenarios.
mitsloan.mit.edu) is to develop principled, innovative leaders who
improve the world and to generate ideas that advance management
practice. Entrepreneurship
At the intersection of business and technology, MIT Sloan is The Martin Trust Center for MIT Entrepreneurship (http://
exploring the future of work, launching companies that kick-start entrepreneurship.mit.edu) provides the expertise, support, and
local economies in the developing world, and retooling systems to connections MIT students need to become eective entrepreneurs.
make health care work better and to engage people around the world
The Trust Center’s mission is to advance knowledge and educate
in addressing climate change.
students in innovation-driven entrepreneurship that will best serve
the nation and the world in the 21st century. The center provides
Ideas Made to Matter proven frameworks including more than 50 entrepreneurship-
focused courses and co-curricular programs such as capstone
MIT Sloan is where smart, independent leaders come together,
educational accelerators, the accelerator program MIT delta v
condent that the world should and can be better. MIT Sloan
(http://entrepreneurship.mit.edu/accelerator/program), and the
transforms condence into ability, channeling determination and
New York City Summer Startup Studio. The center’s state-of-the-
drive toward bold action and impact.
art collaborative space welcomes more than 1,000 visitors daily,
MIT Sloan oers a diverse program portfolio ranging from and the Entrepreneurs in Residence and Professional Advisors
undergraduate degrees to programs for senior executives. From Network provide practical and customized guidance for student
our flagship two-year MBA (https://mitsloan.mit.edu/mba) to the entrepreneurs.
intensive, year-long MIT Sloan MBA Fellows Program (https://
mitsloan.mit.edu/mit-sloan-fellows-mba/#welcome), our degree and Global Reach
non-degree programs empower leaders to solve complex business
problems and improve the world. MIT Sloan seeks to establish, maintain, and grow high-level
collaborations with public and private institutions around the
world to advance research and develop innovative leaders. The
From the Classroom to the Marketplace school has collaborations with partner schools and organizations
Among MIT Sloan’s key strengths are its exceptionally close ties in China, Malaysia, Portugal, and Taiwan (Epoch Foundation). These
with other world-class departments at MIT, especially in elds partnerships include International Faculty Fellows and research
crucial to business, including economics, engineering, and science. and educational visits. Global Programs has an oce in Santiago,
One manifestation of this interdisciplinary approach is Leaders for Chile, and also manages the Regional Entrepreneurship Acceleration
Global Operations (http://lgo.mit.edu), a dual-degree program with Program, which provides opportunities for communities around
the School of Engineering that is transforming manufacturing and the world to engage with MIT in an evidence-based approach to
manufacturing education, while collaborating with industry partners. strengthening entrepreneurial ecosystem.
Many MIT Sloan students routinely take classes in departments and
schools outside of MIT Sloan to round out their knowledge and skills. Research Centers
In 2016, MIT Sloan launched the Master of Business Analytics MIT Sloan faculty actively participate in the following
(http://mitsloan.mit.edu/master-of-business-analytics) program. interdisciplinary research centers:
This rigorous 12-month program, designated as a STEM program,
prepares students for careers that apply and manage modern data • Center for Collective Intelligence (p. 93)
science to solve critical business challenges. The school’s other one- • Center for Information Systems Research (http://cisr.mit.edu)
year STEM program, the Master of Finance (https://mitsloan.mit.edu/ • Cybersecurity at MIT Sloan (https://cams.mit.edu)
mn) degree program, now oers an 18-month option, which gives • Initiative on the Digital Economy (p. 101)
students time to complete a summer internship or write a thesis.
• Institute for Work and Employment Research (p. 102)
• Laboratory for Financial Engineering (p. 104)
Action Learning • Legatum Center for Development and Entrepreneurship (p. 106)
MIT Sloan’s signature experiential learning model immerses • Martin Trust Center for MIT Entrepreneurship (p. 107)
students in locations all over the world to translate knowledge
2019–2020 MIT Bulletin | 283

MIT SLOAN SCHOOL OF MANAGEMENT
• MIT Golub Center for Finance and Policy (https://gcfp.mit.edu/ on outstanding academic achievement as well as a strong match
about) between the applicant and the Institute.
• MIT Leadership Center (http://leadership.mit.edu)
• MIT Sloan Initiative for Health Systems Innovation (https:// department or program and, although the application asks about
hsi.mit.edu) a preferred eld of study, most admitted undergraduates do
• Sustainability Initiative at MIT Sloan (http://mitsloan.mit.edu/ not declare a major until the second semester of their rst year.
sustainability) Admissions information for regular, transfer, and non-degree
• Good Companies, Good Jobs (https://gcgj.mit.edu) applicants is provided in the section on Undergraduate Education
• MIT Behavioral Research Lab (https://brl.mit.edu) (p. 31).
Information about these centers is available in the Research Applicants for graduate study apply directly to the particular
and Study section (p. 91) or on the MIT Sloan website (https:// department or program of interest. See the individual department
mitsloan.mit.edu). and program descriptions for specic requirements.
Degrees Oered in the MIT Sloan School of Management Oce of the Dean
David C. Schmittlein, PhD
Management (Course 15) John C Head III Dean, Sloan School of Management
SB Business Analytics Professor of Marketing
SB Finance
SB Management Ezra W. Zuckerman Sivan, PhD
Alvin J. Siteman (1948) Professor of Entrepreneurship and Strategy
MBA Business Administration
Professor of Technological Innovation, Entrepreneurship, and
MBAn Business Analytics
Strategic Management
MFin Finance
Deputy Dean
SM Management
SM Management of Technology Jake Cohen, JD, MS
Senior Lecturer in Accounting and Law
SM Management Research
Senior Associate Dean, Undergraduate and Master's Programs
SM Management Studies
SM/MBA Engineering/Management—Leaders for Global Bill Garrett
1
Operations Senior Associate Dean and Chief Administrative Ocer
PhD Management
Kristina Gulick Schaefer, BA
Senior Associate Dean, External Relations and International
Programs
1
SM Engineering and Management Peter Hirst, PhD
Senior Associate Dean, Executive Education
Operations Research
SM Operations Research
1 Fiona E. Murray, PhD
1 Bill Porter (1967) Professor of Entrepreneurship
PhD Operations Research
Notes Strategic Management
Associate Dean for Innovation
a simultaneous master’s degree. Nelson Repenning, PhD
School of Management Distinguished Professor of System Dynamics
1
See Interdisciplinary Programs (p. 339). and Organization Studies
Associate Dean of Leadership and Special Projects
Admissions Kristin LeClair, EdM

Chief of Sta and Director of Special Initiatives
The selection process at MIT is holistic and student centered: each
application is evaluated within its unique context. Selection is based
284 | 2019–2020 MIT Bulletin

MANAGEMENT
15.301 People, Teams, and Organizations 12-15

Laboratory
MANAGEMENT or 15.312 Organizational Processes for Business Analytics
15.501 Corporate Financial Accounting 12
Undergraduate Study Select one of the following: 9-15
15.417 Laboratory in Investments
Bachelor of Science in Management (Course 15-1) 15.7611 Introduction to Operations
The Bachelor of Science in Management (p. 456) provides students Management
1
with an innovative business education that is comprehensive
15.8141 Marketing Innovation
and flexible. Students begin with coursework that builds a strong
15.9001 Competitive Strategy
foundation in probability and statistics, managerial communication,
managerial psychology, microeconomics, and accounting. They Electives
augment this foundation by selecting two restricted electives Select any three Course 15 subjects other than 27-36
in core business functions: nance, operations management, Undergraduate Research Opportunities Program
marketing, and strategy. Students then tailor the remainder of (UROP) and general-elective transfer credit. (Two six-
2
their program by selecting ve electives that go into depth in an unit subjects count as a single elective subject.)
individualized concentration area. The Undergraduate Education Total Units 60-78
Oce and the Course 15 advisor provide guidance and approval for
1
the concentration to ensure students achieve a coherent focus. Subject has prerequisites that are outside of the program.
2
14.01 Principles of Microeconomics is also a permissible elective.
Bachelor of Science in Business Analytics (Course 15-2)
The Bachelor of Science in Business Analytics (p. 457) program Minor in Business Analytics
is for students with a strong interest and ability in math and The Minor in Business Analytics introduces data analysis techniques
computer science. Students learn techniques such as data modeling and their application to practical business problems. Its focus
and analysis, optimization, and machine learning, so as to help reflects the core content of the SB degree program in business
businesses make improved decisions and design ecient processes. analytics.
Electives provide the opportunity to learn additional methodologies,
such as articial intelligence, systems dynamics, and game theory; The minor consists of six subjects:
take advanced subjects in probability, statistics, and optimization; or
15.053 Optimization Methods in Business 12
study how analytics is applied in content areas such as operations,
Analytics
transportation, marketing, and nance. Students can also rene
their skills in practice-based project courses. Select one of the following options: 24
Option 1
Bachelor of Science in Finance (Course 15-3) 14.30 Introduction to Statistical Methods in
At the intersection of economics, strategy, and accounting, nance Economics
is about managing assets to keep markets and organizations 14.32 Econometric Data Science
operating. The Bachelor of Science in Finance (p. 459) is
Option 2
designed to train students for careers that focus on the theory and
15.0791 Introduction to Applied Probability
application of the tools of modern nance. The curriculum provides
a theoretical foundation in managerial nance, corporate nance, or 18.600 Probability and Random Variables
and investments, and requires students to complete laboratory and 15.075[J] Statistical Thinking and Data
communications subjects to ensure they have the ability to apply the Analysis
tools of nance to industry. The restricted electives permit students or 18.650[J] Fundamentals of Statistics
flexibility to select the rest of their program from advanced topics in, Select three additional subjects from a list of 27-36
and topics complementary to, nance. electives. (Consult Sloan Undergraduate Education
Oce regarding additional options.) At least two of
Minor in Management the subjects must be from Course 15. Two six unit
The Minor in Management provides undergraduates in other majors subjects count as one elective.
with an understanding of the business, human, and organizational
Total Units 63-72
dimensions of scientic and technological enterprise.
The minor consists of six subjects: Electives

6.034 Articial Intelligence 12
Required subjects
2019–2020 MIT Bulletin | 285

MANAGEMENT
6.036 Introduction to Machine Learning 12 15.5181 Taxes and Business Strategy

6.050[J] Information, Entropy, and 9 Total Units 60
Computation
1
9.66[J] Computational Cognitive Science 12 Consult the Sloan Undergraduate Education Oce regarding additional
options.
14.15[J] Networks 12
15.0251 Game Theory for Strategic Advantage 9
Interdepartmental (Non-Course 15) Students
15.0341 Econometrics for Managers: 9 Course 15 undergraduate subjects are open for WebSIS pre-
Correlation and Causality in a Big registration or online registration. There is no bidding necessary for
Data World undergraduate subjects. All students who wish to take unrestricted
15.0621 Data Mining: Finding the Models and 6 Sloan graduate subjects should consult the Sloan undergraduate
Predictions that Create Value website (http://mitsloan.mit.edu/undergrad) where the course
15.0711 The Analytics Edge 12 schedule and course syllabi are most readily available for assistance
15.0741 Predictive Data Analytics and 9 in subject selection.
Statistical Modeling
Inquiries
15.276 Communicating with Data 12
For additional information about these Course 15 undergraduate
15.312 Organizational Processes for 12
programs or about taking a Course 15 class, students are encouraged
Business Analytics
to visit or contact the Oce of Undergraduate Education, Room
15.6731 Negotiation Analysis 6 E52-154 (Suite 133), 617-253-8614, and the MIT Sloan undergraduate
15.7611 Introduction to Operations 9 website (http://mitsloan.mit.edu/undergrad).
Management
15.772[J] D-Lab: Supply Chains 12
15.780 Stochastic Models in Business 12 Graduate Study
Analytics The MIT Sloan School of Management oers opportunity for graduate
15.8141 Marketing Innovation 9 study leading to the degrees of Master of Business Administration,
18.06 Linear Algebra 12 Master of Science in Management, Master of Science in Management
18.615 Introduction to Stochastic Processes 12 of Technology, Master of Finance, Master of Business Analytics,
Master of Science in Management Studies, and Doctor of Philosophy.
Minor in Finance In addition, there are two dual degree options: an MBA/SM with
The Minor in Finance provides an understanding of the major areas of the MIT School of Engineering, known as the Leaders for Global
nance—corporate nance and investments. The minor will prepare Operations (LGO) program; and an MBA/MPP or MPA with the
students to understand and apply nancial tools for dierent roles in Harvard Kennedy School.
nancial industries or corporate nance positions.
The minor consists of ve subjects: Applications are welcome from college graduates in all areas of
concentration—the humanities, social sciences, physical sciences,
Required Subjects and engineering. Please see the individual program websites for
15.417 Laboratory in Investments 15 specic entrance requirements and more information.
15.418 Laboratory in Corporate Finance 15
15.501 Corporate Financial Accounting 12 Master of Business Administration
The MIT Sloan School MBA program (http://mitsloan.mit.edu/mba)
Electives
1 oers a course of study in graduate management education, leading
to a master's degree in Business Administration (MBA) or Master
15.4311 Entrepreneurial Finance and Venture of Science in Management (SM). Degree candidates are admitted
Capital in winter or spring to a program that begins with a mandatory
15.4331 Financial Markets orientation program in August. The two-year program of study
15.4341 Advanced Corporate Finance requires candidates to complete a core curriculum plus 144 units
15.4371 Options and Futures Markets of graduate elective subjects. Students also fulll research and
leadership requirements through activities in the mid-term Sloan
15.4451 Mergers, Acquisitions, and Private
Innovation Period and through elective coursework. Residency for
Equity
286 | 2019–2020 MIT Bulletin

MANAGEMENT
four academic terms is required. A grade point average (GPA) of

4.0/5.0 (B) is required at the time of graduation. Master of Business Analytics
The Master of Business Analytics (http://mitsloan.mit.edu/master-
The MBA curriculum is designed for maximum flexibility, allowing of-business-analytics) program is a specialized advanced master's
students to create an individual program best suited to their needs degree designed to prepare students for careers in business
and career interests. During the rst term, students take a sequence analytics.
of core subjects with the option of one of three elective subjects.
The program is tailored for students in their nal year of their
In the rst term, MBA students are assigned to one of 60 teams undergraduate education or recent college graduates who plan
consisting of six to seven people. These teams are combined into six to pursue a career in the data science industry, as well as those
larger sections, called cohorts or oceans, for the fall core subjects. seeking career advancement or change, especially engineers,
Students take all the core subjects in the same assigned section, mathematicians, physicists, computer programmers, and other high-
which facilitates cohort integration and the formation of study tech professionals.
groups.
The full-time, year-long program is divided into three semesters:
Aer the rst term, students have a wide range of elective subject fall, spring, and a summer capstone. During the 10-week capstone,
choices. Students are given a great deal of independence in students work in small teams on site at a US or international
choosing their subjects, and they may design a program that company on a real data science problem. Each group completes a
includes a depth of focus as well as breadth. This includes the option written report and gives a nal oral presentation to the company and
of earning a certicate by enrolling in and completing the elective MIT Sloan and MIT Operations Research Center faculty.
requirements for a track or certicate program. The MBA Program
currently oers six certicates: in nance, enterprise management, For more information, visit the Master of Business Analytics website
entrepreneurship and innovation, healthcare, sustainability, and (http://mitsloan.mit.edu/master-of-business-analytics).
business analytics.
Master of Finance
The Sloan Innovation Period, oered each term, provides students The Master of Finance (MFin) (https://mitsloan.mit.edu/mn),
and faculty with the opportunity to explore jointly, in a nontraditional oered in either a 12- or 18-month option, prepares students for
setting, what makes MIT Sloan unique: exceptional research a broad range of careers in nance requiring analytical rigor and
expertise, leadership acumen, and the hands-on application of the ability to innovate around market challenges. The program
knowledge. consists of required fundamental and advanced subjects, restricted
Practical exposure to management takes place in the MIT Sloan electives, action learning, ethics modules, and an optional master's
School through a variety of activities. Students in the MBA program thesis. Students are able to complete a concentration in nancial
are expected to spend the summer between their rst and second engineering, capital markets, or corporate nance.
years working in an activity or internship that contributes to their Required summer-term coursework provides the foundation in
understanding of and eectiveness in dealing with management nance, accounting, and nancial mathematics for continuing
problems. with more advanced required and elective subjects in the
During the academic year students have additional opportunities terms. Restricted electives ensure appropriate depth as well as
both in and outside the classroom to apply their learning. Many opportunities for breadth of study, depending on the student's
Sloan subjects incorporate action learning into their pedagogy interest. Students are required to take either a proseminar or the
and require students to complete projects within companies and Finance Research Practicum™, project-based classes in which
organizations as a deliverable for the subject. These subjects students work in teams to address current problems identied by
may include a 1–3 week international or domestic experience nance professionals. A thesis option is available for students who
working within a host organization. Corporate leaders are oen wish to research a topic of particular interest.
invited to work with students either through guest lectureships in Frequent seminars, conferences, and major lectures present
classes or through interaction with one of the more than 60 student students with opportunities to hear from recognized leaders from a
organizations. Some students may also have the opportunity to work variety of industries. MFin students have full access to the extensive
as paid teaching and research assistants to the Sloan faculty. resources of the MIT Sloan Career Development Oce as well
Outside of the classroom, the MBA community's student as Career Advising and Professional Development. In addition,
organizations and clubs provide students the opportunity to practice students participate in a wide array of professional clubs, student
leadership through the execution of conferences, international study government, sports teams, and organizations at the school and
tours and treks, business plan and case competitions, and other campus level.
club-related activities.
2019–2020 MIT Bulletin | 287

MANAGEMENT
To graduate, students must attain at least a B (4.0/5.0) for nance Students are funded for a period of ve years, with the funding
core and restricted classes as well as their overall GPA at the time of package consisting of full tuition, health insurance, a fellowship with
graduation. Residency for the academic terms is required. a Teaching Assistant (TA) or Research Assistant (RA) component, a
new laptop in years one and four, and conference travel funds.
Students may not pursue another degree program while enrolled
in the MFin. Except in the case of core requirements, coursework MIT Sloan's PhD students are immersed in our distinctive research
completed at MIT prior to matriculation in the MFin program may not culture. Working closely with faculty, students conduct innovative
be applied toward the MFin degree without the approval of the MFin research and lay the groundwork for lifelong careers in academic
faculty director. research. There are two separate research requirements within the
program: the master's thesis and the PhD dissertation.
In addition to the traditional synergies among nance, economics,
and accounting, the program exploits intellectual ties among nance In the second or third year of the program, students are expected
and mathematics, statistics, psychology, management, computer to complete their rst major research paper, which will become
science, and engineering. The program is primarily targeted at recent a master’s thesis, thereby earning them an SM in Management
graduates with zero to four years of experience. Recent graduates of Research. General Exams are usually taken at the end of the second
postgraduate programs in mathematics, science, and engineering year or beginning of the third year of study, and aer successful
who wish to enter the nance profession are also encouraged to completion, work begins on choosing and dening a doctoral
apply. MFin prepares students for a wide variety of nance roles in research topic. The PhD dissertation consists of signicant, original
the private and public sector as well as doctoral studies. scholarly research. Candidates typically require two or three years of
full-time work to complete their doctoral theses.
Typically, applications to the MFin program are due in early January;
decisions are usually announced by mid-March. This is subject to For more information, visit the PhD Program website (http://
change. For exact deadlines, please refer to the Master of Finance mitsloan.mit.edu/phd).
website (https://mitsloan.mit.edu/mn).
Interdisciplinary Programs
Master of Science in Management Studies
The Master of Science in Management Studies (MSMS) (http:// Computation for Design and Optimization
mitsloan.mit.edu/msms) program is a customizable advanced The Computation for Design and Optimization (CDO) (https://
master's degree that complements an overseas management computationalengineering.mit.edu/programs/master-of-science-
education. Designed for students in the process of completing, or program-in-computation-for-design-and-optimization) program
who have already completed, their MBA (or comparable master's) oers a master's degree to students interested in the analysis and
degree at one of Sloan's international partner schools, the application of computational approaches to designing and operating
MSMS program allows students to pursue their area of interest engineered systems. The curriculum is designed with a common
in management and construct an individualized curriculum of core serving all engineering disciplines and an elective component
all-elective subjects from the oerings at MIT Sloan, other MIT focusing on specic applications. Current MIT graduate students may
departments, and Harvard University. Students specialize in a pursue a CDO master's degree in conjunction with a department-
specic area within management by designating a concentration, based master's or PhD program. For more information, see the full
taking elective subjects, and working with a Sloan faculty member to program description (p. 370) under Interdisciplinary Graduate
write a compulsory master's thesis in their area of study. Programs.
The 9-month program, which runs from September to June, requires Leaders for Global Operations
full-time residence. In addition, MSMS students are required to meet The 24-month Leaders for Global Operations (LGO) (http://
MIT's requirement of at least 66 units of graduate subjects, and a lgo.mit.edu) program combines graduate degrees in engineering and
master's thesis. To graduate, students must attain a GPA of 4.0/5.0 management for those with previous postgraduate work experience
(B) by the time of graduation. For more information, visit the MSMS and strong undergraduate degrees in a technical eld. During the
website (http://mitsloan.mit.edu/msms). two-year program, students complete a six-month internship at one
Doctor of Philosophy the basis of a dual-degree thesis. Students nish the program with
The PhD Program (http://mitsloan.mit.edu/phd) is the heart of two MIT degrees: an MBA (or SM in management) and an SM from
MIT Sloan's research community and develops some of the best one of seven engineering programs, some of which have optional
management researchers in the world. Approximately 19 new or required LGO tracks. Aer graduation, alumni take on leadership
students join the program each year, and concentrate in one of nine roles at top global manufacturing and operations companies.
research groups.
288 | 2019–2020 MIT Bulletin

MANAGEMENT
technology, our ranks also include leaders in government, start-

System Design and Management ups, nonprots, nance, and the military. All are inspired by this
The System Design and Management (SDM) (http:// rare opportunity to drive positive change, master the science of
sdm.mit.edu) program is a partnership among industry, government, management, and integrate global leadership and data-driven
and the university for educating technically grounded leaders analytics.
of 21st-century enterprises. Jointly sponsored by the School of
Engineering and the Sloan School of Management, it is MIT's rst For more information about the MIT Executive MBA and how to apply,
degree program to be oered with a distance learning option in visit the EMBA website (http://emba.mit.edu) or contact the program
addition to a full-time in-residence option. oce ([email protected]), Room E52-255, 617-253-5033.
Master's Degree Programs for Mid-Career Executives

MIT Sloan Fellows MBA Program David C. Schmittlein, PhD
This full-time, 12-month (June–June) immersive MBA program is John C Head III Dean, Sloan School of Management
designed for high-performing mid-career professionals. The program Professor of Marketing
typically enrolls about 115 outstanding individuals with 10–20 years
of professional experience from more than 30 nations, representing Ezra W. Zuckerman Sivan, PhD
a wide variety of for-prot and nonprot industries, organizations, Alvin J. Siteman (1948) Professor of Entrepreneurship and Strategy
and functional areas. About half of the participants are sponsored Professor of Technological Innovation, Entrepreneurship, and
by or have the strong support of their employers, with the other half Strategic Management
being self-sponsored participants, many with unique entrepreneurial Deputy Dean
experiences and perspectives.
Dimitris J. Bertsimas, PhD
The program is characterized by a rigorous academic curriculum, Boeing Leaders for Global Operations Professor of Management
frequent interactions with international business and government Professor of Operations Research
leaders, and a valuable exchange of global perspectives. The fellows Associate Dean for Business Analytics
work together in a team environment, tackling practical issues
Fiona E. Murray, PhD
with a spirit of intellectual adventure. Aer collaborating across
Bill Porter (1967) Professor of Entrepreneurship
disciplines, cultures, and backgrounds in this intense learning
environment, they leave the program with a robust alumni network
and the skills necessary to create change, build alliances, and drive
Associate Dean for Innovation
global ventures.
Nelson Repenning, PhD
For more information about the MIT Sloan Fellows MBA Program and
School of Management Distinguished Professor
how to apply, visit the website (http://mitsloan.mit.edu/fellows) or
Professor of System Dynamics and Organization Studies
contact the admissions oce ([email protected]),
Associate Dean of Leadership and Special Projects
617-258-5434.
Jacob Cohen, MS, JD
Executive MBA Senior Lecturer in Accounting and Law
The MIT Executive MBA (EMBA) (http://emba.mit.edu) is a rigorous Senior Associate Dean, Undergraduate and Master's Programs
20-month, executive schedule Master of Business Administration
that builds on MIT Sloan’s history of distinguished MBA programs Professors
and mid-career education. The classroom-based program is designed Deborah L. Ancona, PhD
to develop principled, innovative leaders, usually with a decade Seley Distinguished Professor of Management
or more of work experience, who can transform the world's most Professor of Organization Studies
important institutions. The MIT Executive MBA is an opportunity to
join an elite forum for innovation and leadership in which mid-career Sinan Aral, PhD
executives develop an edge in their general management skills and David Austin Professor in Management
build a business network that lasts a lifetime. Professor of Information Technology and Marketing
The program brings together rising executives from diverse (On leave)
industries to collaborate on the complex challenges they face now—
and will face in years to come—within their organizations and within Paul Asquith, PhD
the larger international marketplace. Although a large proportion Gordon Y Billard Professor of Finance
of MIT EMBAs come from careers in life science, engineering, and
2019–2020 MIT Bulletin | 289

MANAGEMENT
Pierre Azoulay, PhD Kristin J. Forbes, PhD

International Programs Professor of Management Jerome and Dorothy Lemelson Professor of Management
Professor of Technological Innovation, Entrepreneurship, and Professor of Global Economics and Management
(On leave) Robert Michael Freund, PhD
Theresa Seley Professor in Management Sciences
Arnold I. Barnett, PhD Professor of Operations Research
George Eastman Professor of Management Science and Statistics Member, Institute for Data, Systems, and Society
(On leave, spring)
Erik Brynjolfsson, PhD
Schussel Family Professor of Management Science David Gamarnik, PhD
Professor of Information Technology Nanyang Technological University Professor
Professor of Operations Research
John Stephen Carroll, PhD Member, Institute for Data, Systems, and Society
Gordon Kaufman Professor of Management
Professor of Organization Studies Robert S. Gibbons, PhD
Sloan Distinguished Professor of Management
Emilio J. Castilla, PhD Professor of Applied Economics
Nanyang Technological University Professor
Professor of Management Stephen C. Graves, PhD
Abraham J. Siegel Professor of Management
John E. Core, PhD Professor of Operations Management and Leaders for Global
Nanyang Technological University Professor Operations
Professor of Accounting Professor of Mechanical Engineering
John Carrington Cox, PhD Graduate Ocer, Institute for Data, Systems, and Society
Nomura Professor of Finance Michelle Hanlon, PhD
Michael A. Cusumano, PhD Howard W. Johnson Professor
Sloan Management Review Distinguished Professor in Management Professor of Accounting
Professor of Technological Innovation, Entrepreneurship, and John R. Hauser, ScD
Strategic Management Kirin Professor of Marketing
Joseph J. Doyle, PhD Bengt Holmström, PhD
Erwin H. Schell Professor of Management Paul A. Samuelson Professor
Professor of Applied Economics Professor of Economics
Steven D. Eppinger, ScD Professor of Applied Economics
General Motors Leaders for Global Operations Professor of Yasheng Huang, PhD
Management International Program Professor in Chinese Economy and Business
Professor of Operations Management, Management Science, and Professor of Global Economics and Management
Innovation
Simon Johnson, PhD
Vivek F. Farias, PhD Ronald A. Kurtz (1954) Professor of Entrepreneurship
Patrick J. McGovern (1959) Professor Professor of Global Economics and Management
Professor of Operations Management
Katherine C. Kellogg, PhD
Roberto Fernandez, PhD David J. McGrath jr (1959) Professor of Management and Innovation
William F. Pounds Professor of Management Professor of Work and Organization Studies
Professor of Organization Studies
Erin L. Kelly, PhD
Charles H. Fine, PhD Sloan Distinguished Professor of Work and Organization Studies
Chrysler Leaders for Global Operations Professor of Management
Professor of Operations Management Christopher Roland Knittel, PhD
(On leave) William Barton Rogers Professor in Energy
Professor of Applied Economics
290 | 2019–2020 MIT Bulletin

MANAGEMENT
Thomas Anton Kochan, PhD James B. Orlin, PhD

George Maverick Bunker Professor of Management E. Pennell Brooks (1917) Professor in Management
Professor of Work and Employment Research Professor of Operations Research
(On leave)
Leonid Kogan, PhD
Nippon Telegraph & Telephone Professor of Management Paul Osterman, PhD
Professor of Finance Nanyang Technological University Professor
Professor of Human Resources and Management
S.P. Kothari, PhD Professor of Urban Studies and Planning
Gordon Y Billard Professor in Management
Professor of Accounting and Finance Jonathan A. Parker, PhD
(On leave) Robert C. Merton (1970) Professor of Finance
(On leave)
Retsef Levi, PhD
J. Spencer Standish (1945) Professor of Management Georgia Perakis, PhD
Professor of Operations Management William F. Pounds Professor of Management
Professor of Operations Research and Operations Management
John D.C. Little, PhD
Institute Professor Emeritus Robert S. Pindyck, PhD
Professor of Marketing Bank of Tokyo-Mitsubishi, Ltd. Professor in Finance and Economics
Professor of Applied Economics
Andrew W. Lo, PhD
Charles E. and Susan T. Harris Professor Drazen Prelec, PhD
Professor of Finance Digital Equipment Corp. Leaders for Global Operations Professor of
Professor of Electrical Engineering and Computer Science Management
Member, Institute for Data, Systems, and Society Professor of Marketing and Management Science
Deborah J. Lucas, PhD Professor of Brain and Cognitive Sciences
Sloan Distinguished Professor of Finance
Ray Eugene Reagans, PhD
Stuart E. Madnick, PhD Alfred P. Sloan Professor of Management
John Norris Maguire (1960) Professor Professor of Organization Studies
Professor of Information Technology
Member, Institute for Data, Systems, and Society Roberto Rigobon, PhD
Society of Sloan Fellows Professor
Thomas L. Magnanti, PhD Professor of Applied Economics
Institute Professor Member, Institute for Data, Systems, and Society
Professor of Operations Research
Professor of Electrical Engineering Edward B. Roberts, PhD
Member, Institute for Data, Systems, and Society David Sarno Professor of Management
Professor of Management of Technology
Thomas W. Malone, PhD
Patrick J. McGovern (1959) Professor of Management Antoinette Schoar, PhD
Professor of Information Technology Stewart C. Myers-Horn Family Professor of Finance
Duncan Simester, PhD
Robert C. Merton, PhD Nanyang Technological University Professor
School of Management Distinguished Professor of Finance Professor of Marketing
Wanda J. Orlikowski, PhD John Sterman, PhD

Alfred P. Sloan Professor of Management Jay W. Forrester Professor of Management
Professor of Information Technology and Organization Studies Professor of System Dynamics
(On leave, spring) Member, Institute for Data, Systems, and Society
2019–2020 MIT Bulletin | 291

MANAGEMENT
Scott Stern, PhD JoAnne Yates, PhD

David Sarno Professor of Management of Technology Sloan Distinguished Professor of Management
Professor of Technological Innovation, Entrepreneurship, and Professor of Managerial Communication, and Work and Organization
Strategic Management Studies
David Thesmar, PhD Juanjuan Zhang, PhD

Franco Modigliani Professor of Financial Economics Epoch Foundation Professor of International Management
Professor of Finance Professor of Marketing
Catherine E. Tucker, PhD Associate Professors

Sloan Distinguished Professor of Management Alessandro Bonatti, PhD
Professor of Marketing John Norris Maguire (1960) Professor
James M. Utterback, PhD Associate Professor of Applied Economics
David J. McGrath jr (1959) Professor Emeritus of Management and Member, Institute for Data, Systems, and Society
Innovation Christian Catalini, PhD
Professor of Technological Innovation, Entrepreneurship, and Theodore T. Miller Career Development Professor
Strategic Management Associate Professor of Technological Innovation, Entrepreneurship,
John Van Reenen, PhD and Strategic Management
Gordon Y Billard Professor in Management and Economics (On leave)
Professor of Applied Economics Hui Chen, PhD
Professor of Economics Associate Professor of Finance
Rodrigo Verdi, PhD Gonzalo Cisternas, PhD
Nanyang Technological University Professor Associate Professor of Applied Economics
Professor of Accounting
Jared R. Curhan, PhD
Eric A. von Hippel, PhD Associate Professor of Organization Studies
T. Wilson (1953) Professor in Management
Professor of Management of Innovation Dean Eckles, PhD
Professor of Engineering Systems KDD Career Development Professor in Communications and
Technology
Jiang Wang, PhD Associate Professor of Marketing
Mizuho Financial Group Professor Member, Institute for Data, Systems, and Society
Professor of Finance
Danielle Li, PhD
Joseph P. Weber, PhD Class of 1922 Career Development Professor
George Maverick Bunker Professor of Management Associate Professor of Technological Innovation, Entrepreneurship,
Professor of Accounting and Strategic Management
Roy E. Welsch, PhD Rahul Mazumder, PhD
Eastman Kodak Leaders for Global Operations Professor of Associate Professor of Operations Research
Management Member, Institute for Data, Systems, and Society
Professor of Statistics
Member, Institute for Data, Systems, and Society Hazhir Rahmandad, PhD
Mitsubishi Career Development Professor
Birger Wernerfelt, DBA Associate Professor of System Dynamics
J. C. Penney Professor of Management Member, Institute for Data, Systems, and Society
Professor of Marketing
David Rand, PhD
Michael Whinston, PhD Erwin H. Schell Professor
Society of Sloan Fellows Professor of Management Associate Professor of Marketing
Professor of Economics Associate Professor of Brain and Cognitive Sciences
Professor of Applied Economics Member, Institute for Data, Systems, and Society
(On leave)
292 | 2019–2020 MIT Bulletin

MANAGEMENT
Nemit Shro, PhD Colin Fogarty, PhD

Associate Professor of Accounting Sarom Family Career Development Professor
(On leave) Assistant Professor of Operations Research and Statistics
Eric So, PhD Daniel Freund, PhD

Associate Professor of Accounting Assistant Professor of Operations Management
Tavneet Suri, PhD Jacquelyn Gillette, PhD

Louis E. Seley Professor in Applied Economics Class of 1942 Career Development Professor
Associate Professor of Applied Economics Assistant Professor of Accounting
Negin Golrezaei, PhD
Andrew Sutherland, PhD Assistant Professor of Operations Management
Ford Foundation International Career Development Professor
Associate Professor of Accounting Daniel Greenwald, PhD
Judy C. Lewent (1972) and Mark Shapiro Career Development
Nikolaos (Nikos) Trichakis, PhD Professor of Finance
Zenon Zannetos (1955) Career Development Professor Assistant Professor of Finance
Associate Professor of Operations Management
John J. Horton, PhD
Catherine Turco, PhD Assistant Professor of Information Technology
Michael M. Koerner (1949) Professor of Entrepreneurship (On leave)
Associate Professor of Technological Innovation, Entrepreneurship,
and Strategic Management Alexandre Jacquillat, PhD
(On leave) Assistant Professor of Operations Research and Statistics
Adrien Frederic Verdelhan, PhD Jónas Oddur Jónasson, PhD

Stephens Naphtal Professor of Finance Class of 1943 Career Development Professor
Associate Professor of Finance Assistant Professor of Operations Management
Juan Pablo Vielma, PhD Namrata Kala, PhD

Richard S. Leghorn (1939) Career Development Professor in W. Maurice Young (1961) Career Development Professor of
Management of Technological Innovation Management
Associate Professor of Operations Research and Statistics Assistant Professor of Applied Economics
Yanchong Karen Zheng, PhD Valerie Karplus, PhD

Sloan School Career Development Professor Assistant Professor of Global Economics and Management
Associate Professor of Operations Management T. Tony Ke, PhD
Haoxiang Zhu, PhD Assistant Professor of Marketing
Associate Professor of Finance David Keith, PhD
(On leave, spring) Assistant Professor of System Dynamics
Assistant Professors Eben Lazarus, PhD

Abdullah Almaatouq, PhD Assistant Professor of Finance
Assistant Professor of Information Technology
Jing Li, PhD
Joann de Zegher, PhD William Barton Rogers Career Development Professor of Energy
Maurice F. Strong Career Development Professor Economics
Assistant Professor of Operations Management Assistant Professor of Applied Economics
Maryam Farboodi, PhD Jackson Lu, PhD

Jon D. Gruber Career Development Professor Mitsui Career Development Professor
Assistant Professor of Finance Assistant Professor of Work and Organization Studies
2019–2020 MIT Bulletin | 293

MANAGEMENT
Christopher Palmer, PhD

Albert and Jeanne Clear Career Development Professor Visiting Professors
Assistant Professor of Finance Bala Dharan, PhD
(On leave) Visiting Professor of Accounting
Jacquelyn Pless, PhD Dirk Hackbarth, PhD

Fred Kayne (1960) Career Development Professor of Entrepreneurship Visiting Professor of Finance
Assistant Professor of Technological Innovation, Entrepreneurship,
and Strategic Management José Ignacio Pérez-Arriaga, PhD
Visiting Professor of Applied Economics
Delphine Samuels, PhD Visiting Professor of Data, Systems, and Society
Assistant Professor of Accounting Visiting Associate Professors
(On leave) Shimon Kogan, PhD
Visiting Associate Professor of Finance
Lawrence Schmidt, PhD
Victor J. Menezes (1972) Career Development Professor of Finance Konstantinos Metaxoglou, PhD
Assistant Professor of Finance Visiting Associate Professor of Applied Economics
Claudia Steinwender, PhD Tina Opie, PhD

Douglas Drane Career Development Professor in Information Martin Luther King Jr Visiting Associate Professor of Work and
Technology and Management Organization Studies
Assistant Professor of Applied Economics
(On leave) Matthew Rhodes-Kropf, PhD
Visiting Associate Professor of Finance
Basima Tewk, PhD
Assistant Professor of Work and Organization Studies Adjunct Professors
Mary P. Rowe, PhD
Bart Van Parys, PhD Adjunct Professor of Management
Assistant Professor of Operations Research and Statistics
Emil Verner, PhD Senior Lecturers

Assistant Professor of Finance John L. Akula, JD, PhD
Senior Lecturer of Law
Nathan Wilmers, PhD
Sarom Family Career Development Professor Joseph J. Battat, PhD
Assistant Professor of Work and Organization Studies Senior Lecturer in Global Economics and Management
Patricia P. Bentley, PhD

Professors of the Practice Senior Lecturer in Management
William Aulet, MS
Professor of the Practice of Technological Innovation, Kamal Bhattacharya, PhD
Entrepreneurship, and Strategic Management Senior Lecturer in Management
Gary Gensler, MBA Kara Blackburn, MA

Professor of the Practice of Global Economics and Management Senior Lecturer in Managerial Communication
Athanasios Orphanides, PhD David Breashears

Professor of the Practice of Global Economics and Management Senior Lecturer in Leadership
Rama Ramakrishnan, PhD Lori Breslow, PhD

Professor of the Practice of Operations Research and Statistics Senior Lecturer in Management
Zeynep Ton, DBA Philip Budden, PhD

Professor of the Practice of Operations Management Senior Lecturer in Management
John F. Carrier, ScD

Senior Lecturer in Management
294 | 2019–2020 MIT Bulletin

MANAGEMENT
Marshall Carter, MA, MS Joseph Hadzima, SM, JD

Senior Lecturer in Management Senior Lecturer in Entrepreneurship
Michael J. Casey Leigh Hafrey, PhD

Senior Lecturer in Management Senior Lecturer in Management
Sharmila Chatterjee, PhD Brian Halligan, MBA

Elaine Chen, MS Neal Hartman, MEd

Entrepreneur in Residence, Martin Trust Center for MIT Senior Lecturer in Managerial Communication
Entrepreneurship
Senior Lecturer in Technological Innovation, Entrepreneurship, and Virginia Healy-Tangney, MA, MS
Strategic Management Senior Lecturer in Managerial Communication
Court Chilton, MBA Thomas J. Hynes III, BS

Zen Chu, MBA William Neal Isaacs, DPhil

Martin Copenhaver, PhD Jason Jay, PhD

John Davis, PhD Charles F. Kane, MBA

James P. Dougherty, MA Ralph Katz, PhD

Barbara Dyer, BA Christine Kelly, EdD

Amr Farahat, PhD Donald Kieer, BA

Mohammad Fazel-Zarandi, PhD Janice A. Klein, PhD

Senior Lecturer in Operations Research and Statistics Senior Lecturer in Management
Jonathan Fleming, MRP Laura Kodres, PhD

Senior Lecturer in Management Golub Distinguished Senior Fellow
Daena Giardella, MA
Senior Lecturer in Management Mark P. Kritzman, MBA
Renee Richardson Gosline, PhD
Senior Lecturer in Management Shari Loessberg, JD
Research Scientist of Management Senior Lecturer in Management
John C. Grant, SM Egor Matveyev, PhD

Research Scientist of Management
Hal Gregersen, PhD
Senior Lecturer in Management Jerey A. Meldman, JD, PhD
Nathaniel Gregory, PhD
Senior Lecturer in Management Paul F. Mende, PhD
Senior Lecturer in Finance
2019–2020 MIT Bulletin | 295

MANAGEMENT
J. Bradley Morrison, PhD Claus Otto Scharmer, PhD

Senior Lecturer in Urban Studies and Planning
Robert Nachtrieb, ScD
Senior Lecturer in System Dynamics Erin Scott, PhD
Senior Lecturer in Technological Innovation, Entrepreneurship, and
Christopher Noe, PhD Strategic Management
Senior Lecturer in Accounting
Peter M. Senge, PhD
Francis Martin O'Sullivan, PhD Senior Lecturer in Management
Jerey L. Shames, SM
Leslie Owens, MLIS Senior Lecturer in Management
Aithan Shapira, PhD
John E. Parsons, PhD Senior Lecturer in Management
Ben Shields, PhD
Keri Pearlson, DBA Senior Lecturer in Management
Carine Simon, PhD
Roberta Pittore, MBA Senior Lecturer in Operations Research and Statistics
Senior Lecturer in Managerial Communication
Steven J. Spear, PhD
Robert C. Pozen, JSD Senior Lecturer in Management
Strategic Management Donald Sull, PhD
Anne Quaadgras, PhD Strategic Management
Chintan Vaishnav, PhD
Gita R. Rao, MBA, PhD Senior Lecturer in Management
Luis Videgaray Caso, PhD
Douglas Ready, PhD Senior Lecturer in Management
Senior Lecturer in Executive Education
Henry Birdseye Weil, SM
John M. Reilly, PhD Senior Lecturer in Technological Innovation, Entrepreneurship, and
Senior Lecturer in Management Strategic Management
David Robertson, PhD
Senior Lecturer in Operations Management Lecturers
Kirk Arnold, BA
Louis Rodriques, JD Lecturer in Management
Senior Lecturer of Law
Jim Baum, MEng
Thomas A. Roemer, PhD Lecturer in Management
Michael Benedetto, BS
Matthew Rothman, PhD Lecturer in Management
Telis Bertsekas, MBA
Anjali Sastry, PhD Lecturer in Management
David Birnbach, MBA
Imran Sayeed, BA Lecturer in Management
Sheila Dodge, SM, MBA
Lecturer in Management
296 | 2019–2020 MIT Bulletin

MANAGEMENT
Kit Hickey, BA
Entrepreneur in Residence, Martin Trust Center for MIT Principal Research Scientists
Entrepreneurship Andrew Paul McAfee, DBA
Lecturer in Technological Innovation, Entrepreneurship, and Principal Research Scientist of Management
Joe Peppard, PhD
Catherine Iacobo, MS Principal Research Scientist of Management
Jeanne W. Ross, PhD
Michellana Y. Jester, EdD Principal Research Scientist of Management
Michael D. Siegel, PhD
Miroslav W. Kazako, MBA Principal Research Scientist of Management
Richard Y. Wang, PhD
Michael Koslov, PhD Principal Research Scientist of Management
George Westerman, PhD
Harvey G. Michaels, MCP Principal Research Scientist of Management
Research Scientist in Management Barbara Wixom, PhD
Principal Research Scientist of Management
Norman Louis Shipley, MBA
Lecturer in Management Research Associates
Wang Jin, PhD
Mikey Shulman, PhD Research Associate of Management
Will Sun, MBA Research Scientists

Lecturer in Management Kristine Dery, PhD
Melissa J. Webster, MBA
Lecturer in Management Peter A. Gloor, PhD
Andrey Zarur, PhD
Lecturer in Management Keman Huang, PhD
Visiting Lecturers Matthew Walter Maloney, MS
Irving Wladawsky-Berger, PhD Research Scientist of Management
Visiting Lecturer in Information Technology
Danica Mijovic-Prelec, PhD
Research Sta
Allen Moulton, PhD
Senior Research Scientists Research Scientist of Management
Peter D. Weill, PhD
Senior Research Scientist in Management Anne Sartori, PhD
Principal Research Associates
Mark Klein, PhD Ina Marie Sebastian, PhD
Principal Research Associate of Management Research Scientist of Management
Alexander M. Samarov, PhD Teklemariam Tsegay Tesfay, PhD

Principal Research Associate of Management Research Scientist of Management
Nick van der Meulen, PhD

2019–2020 MIT Bulletin | 297

MANAGEMENT
Stephanie L. Woerner, PhD Michael S. Scott Morton, PhD

Research Scientist of Management Jay W. Forrester Professor Emeritus of Computer Science
Erez Yoeli, PhD Thomas Martin Stoker, PhD

Research Scientist of Management Gordon Y Billard Professor Emeritus in Management and Economics
Professor Emeritus of Applied Economics
Professors Emeriti Glen L. Urban, PhD
Thomas J. Allen, PhD David Austin Professor Emeritus
Howard W. Johnson Professor Emeritus of Management Professor Emeritus of Marketing
Professor Emeritus of Organization Studies
John Van Maanen, PhD
Lotte Bailyn, PhD Erwin H. Schell Professor Emeritus
T. Wilson (1953) Professor Emerita of Management Professor Emeritus of Organization Studies
Ernst R. Berndt, PhD Ross L. Watts, PhD

Louis E. Seley Professor Emeritus in Applied Economics Erwin H. Schell Professor Emeritus
Professor Emeritus of Management and Accounting
Arnoldo C. Hax, PhD
Alfred P. Sloan Professor Emeritus of Management Alan F. White, PhD
Professor Emeritus of Technological Innovation, Entrepreneurship, Senior Lecturer Emeritus in Management
and Strategic Management
Henry D. Jacoby, PhD

William F. Pounds Professor Emeritus of Management
Professor Emeritus of Applied Economics
Gordon M. Kaufman, DBA

Morris A. Adelman Professor Emeritus
Professor Emeritus of Management and Statistics
Donald R. Lessard, PhD

Epoch Foundation Professor Emeritus of International Management
Professor Emeritus of Global Economics and Management
Richard M. Locke, PhD

Class of 1922 Professor Emeritus
Robert B. McKersie, PhD

Stewart C. Myers, PhD

Robert C. Merton (1970) Professor Emeritus
Professor Emeritus of Financial Economics and Finance
William F. Pounds, PhD

Edgar H. Schein, PhD

Society of Sloan Fellows Professor Emeritus
Richard Schmalensee, PhD

Howard W. Johnson Professor Emeritus
298 | 2019–2020 MIT Bulletin

SCHOOL OF SCIENCE
SCHOOL OF SCIENCE and into the postwar years, the Institute saw vast growth in the
physical sciences as federal funding for basic research increased.
The School of Science (http://science.mit.edu) is an amazing In 1969, the Geology Department became the Department of Earth
enterprise with approximately 275 faculty members, 1,200 graduate and Planetary Sciences, and when it merged with the Department
students, 800 undergraduate majors, and comparable numbers of Meteorology and Physical Oceanography in 1983, it evolved into
of postdoctoral researchers and research sta, the school is large the present-day Department of Earth, Atmospheric and Planetary
enough to carry out research at the frontiers in every eld of science. Sciences.
Our faculty members have won 16 Nobel Prizes and our alumni have
won another 16, most of which have been awarded in the past 20 As the life sciences attained new prominence in the 1970s and
years. The six departments in the school are consistently rated 1980s, the Department of Biology grew with the additions of the
among the best in the world. Center for Cancer Research (now the Koch Institute for Integrative
Cancer Research) and the Whitehead Institute for Biomedical
The School of Science is a prolic generator of new knowledge. Some Research. In 1994, the Department of Brain and Cognitive Sciences
members of our community study deep philosophical questions: (BCS) moved from the Whitaker College of Health Sciences and
What is the nature of dark matter and dark energy, which make up Technology to the School of Science. More recently, BCS was
95% of the content of our universe? How does our brain, a complex expanded by the creation of the McGovern Institute for Brain
system of interconnected neurons, give rise to our mind—our Research and the Picower Institute for Learning and Memory,
consciousness and ability to learn? Other faculty members study broadening the school-wide resources for research in the
problems that have obvious practical implications: How does global neurosciences.
warming increase the intensity of hurricanes? Can we make adult
stem cells capable of generating any cells in the body, replacing cells
Science Laboratories and Centers
damaged by disease without using embryos?
Much of our research in science is carried out in large research
However, the deep commitment to education found in the School of laboratories and centers like the Whitehead and Picower institutes,
Science makes MIT unique among the great research universities. where the kinds of facilities necessary for research are available and
MIT provides each of its undergraduates with an understanding of collaboration among research groups is encouraged. Laboratories
the basic elements of biology, chemistry, mathematics, and physics, and centers with strong participation by School members include:
and our Science faculty are devoted to doing this well. Some of our
most famous faculty members, even a few with Nobel Prizes, are • Broad Institute of MIT and Harvard (p. 92)
some of the best teachers of our rst-year undergraduate subjects. • Center for Global Change Science (p. 95)
• Koch Institute for Integrative Cancer Research (p. 104)
Our science majors are given the very best introduction to their
chosen eld and the opportunity to participate in leading-edge • Laboratory for Nuclear Science (p. 106)
research. Whether our undergrads choose to start careers in the • McGovern Institute for Brain Research (p. 108)
private or public sector or go on to graduate studies in science or a • MIT Kavli Institute for Astrophysics and Space Research (p. 110)
professional school in an area such as medicine, law, business, or • Picower Institute for Learning and Memory (p. 114)
engineering, they will be superbly prepared for their careers aer
• Research Laboratory for Electronics (p. 116)
MIT.
• Simons Center for the Social Brain (p. 116)
Many of our graduate students have pursued distinguished careers • Whitehead Institute for Biomedical Research (p. 118)
in research and education; however, others enjoy equally satisfying
careers in business, industry, and government. Oen combining
their PhD degrees in science with medical, law, or business degrees, Interdepartmental Educational Programs
our graduate students are uniquely capable of making creative MIT is exceptional among major research institutions for its
contributions to the modern world. dedication to undergraduate education. Committed to providing
undergraduates with a strong science base for studies in their
History major, the school and its departments participate in and support
a variety of programs designed to create more active, student-
Science has been at the core of an MIT education since the Institute's centered learning environments inside the classroom. For instance,
founding in 1861 by the distinguished natural scientist, William the Undergraduate Research-Inspired Experimental Chemistry
Barton Rogers. The earliest oerings in chemistry, geology, and Alternatives curriculum integrates cutting-edge research with core
general science were expanded to include physics, mathematics, and chemistry concepts.
biology, and then consolidated as the School of Science under the
leadership of Karl Taylor Compton in 1932. During Compton's tenure Over the past several years, the School of Science has expanded
educational and training opportunities for graduate students as well,
2019–2020 MIT Bulletin | 299

SCHOOL OF SCIENCE
collaborating with the School of Engineering to create innovative PhD Neurobiology

graduate programs in elds in which MIT shows great strength.
These programs allow MIT to attract the most talented students in Brain and Cognitive Sciences (Course 9)
their respective elds and to build cross-disciplinary connections SB Brain and Cognitive Sciences
among the Institute’s faculty members, departments, and schools. PhD Cognitive Science
1
• Biophysics (http://biophysics.mit.edu). Students in the PhD Cognitive Science and Statistics
Biophysics program are trained to work at the intersection of the PhD Neuroscience
1
physical sciences, engineering, and the biology of molecules, PhD Neuroscience and Statistics
cells, and systems. Students participate in MIT's biophysics
research, ranging from molecular-level spectroscopy and Chemistry (Course 5)
imaging to cell and population-level systems biology. SB Chemistry
• Computational and Systems Biology (https://csbphd.mit.edu/ PhD, ScD Chemistry
welcome-mit-computational-and-systems-biology-phd-program-
csb). Students analyze complex biological phenomena with Chemistry and Biology (Course 5-7)
molecular detail to pursue applications in medicine and SB Chemistry and Biology
1
biotechnology.
• Microbiology (http://web.mit.edu/microbiology). With access Computation and Cognition (Course 6-9)
to a vibrant community of more than 50 faculty members across SB Computation and Cognition
1
several departments and divisions, Microbiology students 1

receive broad training and in-depth research experience in
modern microbial research and engineering.
Computational and Systems Biology
• Molecular and Cellular Neuroscience (https://mcn.mit.edu). 1
PhD Computational and Systems Biology
MCN students work at the forefront of molecular and cellular
neuroscience research, with access to a distinguished research
Computational Science and Engineering
community as it strives to understand the biological basis of 1
brain function and neurological disease. 1
• Statistics (https://stat.mit.edu/academics/idps). Students in the 1
PhD, ScD Computational Science and Engineering
interdisciplinary doctoral program in statistics use concepts of
computation and data analysis, as well as elements of classical PhD, ScD Computational Earth, Science and Planetary Sciences
1
statistics and probability, for applications in aeronautics,
astronautics, brain and cognitive sciences, economics,
mathematics, political science, and social and engineering Computer Science and Molecular Biology (Course 6-7P)
1
systems. MEng Computer Science and Molecular Biology
Earth, Atmospheric, and Planetary Sciences (Course 12)

Degrees Oered in the School of Science SB Earth, Atmospheric, and Planetary Sciences
SM Atmospheric Science
Biology (Course 7) SM Chemical Oceanography (jointly oered with WHOI)
SB Biology SM Climate Science
PhD Biology SM Earth and Planetary Sciences
PhD Biochemistry SM Marine Geology and Geophysics (jointly oered with
PhD Biological Oceanography (jointly oered with WHOI) WHOI)
PhD Biophysical Chemistry and Molecular Structure SM Physical Oceanography (jointly oered with WHOI)
PhD Cell Biology PhD, ScD Atmospheric Chemistry
PhD Computational and Systems Biology PhD, ScD Atmospheric Science
PhD Developmental Biology PhD, ScD Biological Oceanography (jointly oered with WHOI)
PhD Genetics PhD, ScD Chemical Oceanography (jointly oered with WHOI)
PhD Immunology PhD, ScD Climate Science
PhD Microbiology PhD, ScD Computational Earth, Atmospheric and Planetary
1
PhD Molecular Biology Sciences
PhD, ScD Geochemistry
300 | 2019–2020 MIT Bulletin

SCHOOL OF SCIENCE
PhD, ScD Geology

PhD, ScD Geophysics Oce of the Dean
PhD, ScD Marine Geology and Geophysics (jointly oered with
Michael Sipser, PhD
WHOI)
Donner Professor of Mathematics
PhD, ScD Physical Oceanography (jointly oered with WHOI)
Dean, School of Science
PhD, ScD Planetary Sciences
Sarah Brady, MBA
Mathematics (Course 18) Assistant Dean for Finance
SB Mathematics
Elizabeth Chadis, BA
SB Mathematics with Computer Science
PhD, ScD Mathematics
PhD Mathematics and Computational Science
1 Julia C. Keller
PhD Mathematics and Statistics
1 Director of Communications
Heather G. Williams
Microbiology Assistant Dean for Administration and Human Resources
1
PhD Microbiology
Physics (Course 8)
SB Physics
SM Physics
PhD, ScD Physics
Notes

a simultaneous master’s degree.
Several departments also oer undesignated degrees, which lead

to the Bachelor of Science without departmental designation. The
year departmental program.
1
Admissions

(p. 31).

and program descriptions for specic requirements.
2019–2020 MIT Bulletin | 301

DEPARTMENT OF BIOLOGY
Minor in Biology
DEPARTMENT OF BIOLOGY The department oers a Minor in Biology; the requirements are as
The Department of Biology (https://biology.mit.edu) oers follows:
undergraduate, graduate, and postdoctoral training in basic
biology, and in a variety of biological elds of specialization.
The quantitative aspects of biology, including molecular biology, 7.03 Genetics 12
biochemistry, genetics, and cell biology, represent the core of the 7.05 General Biochemistry 12
program. Students in the department are encouraged to acquire a or 5.07[J] Introduction to Biological Chemistry
solid background in the physical sciences not only to master the Select two of the following: 24-30
applications of mathematics, physics, and chemistry to biology, 7.002 Fundamentals of Experimental
but also to develop an integrated scientic perspective. The various & 7.003 Molecular Biology
programs, which emphasize practical experimentation, combine a and Molecular Biology Laboratory
minimum of formal laboratory exercises with ample opportunities
7.06 Cell Biology
for research work both in project-oriented laboratory subjects and
in the department's research laboratories. Students at all levels are 7.08[J] Biological Chemistry II
encouraged to acquire familiarity with advanced research techniques 7.09 Quantitative and Computational
and to participate in seminar activities. Biology
7.20[J] Human Physiology
7.21 Microbial Physiology
Undergraduate Study 7.23[J] Immunology
7.26 Molecular Basis of Infectious Disease
Bachelor of Science in Biology (Course 7)
The curriculum leading to the Bachelor of Science in Biology 7.27 Principles of Human Disease and
(p. 461) is designed to prepare students for a professional career Aging
in the area of the biological sciences. Graduates of this program 7.28 Molecular Biology
are well prepared for positions in industrial or research institutes. 7.29[J] Cellular and Molecular Neurobiology
However, experience has shown that many graduates choose to 7.30[J] Fundamentals of Ecology
continue their education at a graduate school in order to obtain 7.31 Current Topics in Mammalian
a PhD in an area such as biochemistry, microbiology, genetics, Biology: Medical Implications
biophysics, cell biology, or physiology, followed by research or
7.32 Systems Biology
teaching in one of those areas. The undergraduate curriculum is
also excellent preparation for students who wish to continue their 7.33[J] Evolutionary Biology: Concepts,
education toward an MD, particularly if their career plans include Models and Computation
laboratory investigations bearing on human disease. Students are 7.37[J] Molecular and Engineering Aspects
encouraged to use their elective subjects for more advanced subjects of Biotechnology
in their eld and for additional study in basic and advanced subjects or 7.371 Biological and Engineering Principles Underlying
oered in various departments. Novel Biotherapeutics
7.45 The Hallmarks of Cancer
Bachelor of Science in Chemistry and Biology (Course 5-7) 7.46 Building with Cells
The Departments of Biology and Chemistry jointly oer a Bachelor of
7.49[J] Developmental Neurobiology
Science in Chemistry and Biology (p. 478). A detailed description of
the requirements for this degree program can be found in the section Total Units 60-66
on Interdisciplinary Programs (p. 340).
For a general description of the minor program, see Undergraduate
Education (p. 35).
Bachelor of Science in Computer Science and Molecular Biology
(Course 6-7)
Inquiries
The Department of Biology jointly oers a Bachelor of Science
Additional information regarding undergraduate academic
in Computer Science and Molecular Biology (p. 482) with the
programs and research opportunities may be obtained from the
Department of Electrical Engineering and Computer Science. A
Biology Education Oce ([email protected]), Room 68-120,
detailed description of the requirements for this degree program can
617-253-4718.
be found in the section on Interdisciplinary Programs (p. 341).
302 | 2019–2020 MIT Bulletin

and analyze the genes and gene regulators required for normal
biological processes, including development, sex determination, and
Graduate Study
aging, as well as for the etiology of disease.
The Department of Biology oers graduate work leading to the
Doctor of Philosophy. Students may choose from among the Human Disease applies molecular genetics to the problems of human
following elds of specialization. disease. The range of disease areas includes developmental defects,
cancer, atherosclerosis and heart disease, neuromuscular diseases,
Biochemistry, Biophysics, and Structural Biology focus on improving and diseases of other organ systems. Researchers use genetic
our understanding of molecular processes central to life. Using and genomic strategies to identify, isolate, and characterize genes
in vitro approaches, biochemists and biophysicists analyze the that cause and contribute to the etiology of human diseases. They
mechanisms of biological information transfer, from maintenance explore the mechanisms underlying developmental defects and
and replication of the genome to protein synthesis, sorting, and diseases through the comparison of the genetic pathways in humans
processing. Structural biologists elucidate the molecular shapes and model organisms. They also isolate cells from aected patients
of biological macromolecules and complexes and determine how to generate novel assay systems to examine gene-function-pathology
structure enables function. Applying principles and tools from relationships.
chemistry and physics, biochemists and biophysicists elaborate
the details of protein and nucleic acid folding and interactions, Immunology focuses on the genetic, cellular, and molecular
biomolecular dynamics, catalysis, and macromolecular assembly. mechanisms by which organisms respond to and eliminate infections
by a large number of pathogens. The immune response requires
Cancer Biology involves the discovery of genes implicated in cancer, an elaborate collaboration of dierent cells of the immune system,
the identication of cell biological processes aected during including macrophages, B lymphocytes, and T lymphocytes.
tumorigenesis, and the development of potential new therapeutic Immunologists study the role of the immune system not just in
targets. Cancer biologists employ genetic approaches, including response to infection but also in a range of human diseases,
classical genetics, to determine the components of growth control including cancer.
pathways in model organisms, cloning of human oncogenes and
tumor suppressor genes, and generating mutant mouse strains to Microbiology is the study of microscopic organisms, such as
study these and other cancer-associated genes. They also perform bacteria, viruses, archaea, fungi, and protozoa. Exploiting
biochemical and cell biological studies to elucidate the function of sophisticated genetic, molecular biological, and biochemical
cancer genes, the details of proliferation, cell cycle and cell death systems available for microorganisms, microbiologists obtain high-
pathways, the nature of cell-cell and cell-matrix interactions, and the resolution insights into the fundamental processes necessary for
mechanisms of chromosome stability and of DNA repair, replication, life and explore ways to manipulate microorganisms to achieve
and transcription. particular desired ends. They also determine how aspects of
the microbial life cycle and lifestyle enable their survival within
Cell Biology is the study of processes carried out by individual particular biological niches and facilitate interactions with their
cells, such as cell division, organelle inheritance and biogenesis, environment.
signal transduction, and motility. These processes are oen
aected by components in the environment, including nutrients, Neurobiology seeks to understand how the remarkable diversity in
growth signals, and cell-cell contact. Cell biologists study these neuronal cell types and their connections are established and how
processes using single-celled organisms, such as bacteria and yeast; changes in them underlie learning and thinking. Neurobiologists
multicellular organisms, such as zebrash and mice; established identify and characterize the molecules involved in specifying
mammalian tissue culture lines; and primary cell cultures derived neuronal cell fate in vertebrates and invertebrates, and in guiding
from recombinant animals. axons to their correct targets.
Computational Biology applies quantitative methods to the study Stem Cell and Developmental Biology explores how a germ line
of molecular, cellular, and organismal biology. Computational stem cell develops into a multicellular organism, which requires
biologists develop and apply models, analyze data, and run that cells divide, dierentiate, and assume their proper positions
simulations to study nucleic acid and protein sequences, relative to one another as they produce organ systems and entire
biomolecular structures and functions, cellular information organisms. Stem cells are unusual cells in the body that retain the
processing, tissue morphogenesis, and emergent behaviors. capacity to both self-renew and dierentiate. Stem cell researchers
identify the molecular mechanisms underlying stem cell renewal
Genetics is the study of genes, genetic variation, and heredity in and dierentiation, and use stem cells for disease modeling and
living organisms that range in complexity from viruses to single- regenerative medicine.
celled organisms to multicellular organisms, including humans.
Geneticists seek to understand the transmission of genes by
analyzing DNA replication, DNA repair, chromosome segregation,
and cell division. They also use genetic and genomic tools to identify
2019–2020 MIT Bulletin | 303

home department. The program is described in more detail under

Admission Requirements for Graduate Study Interdisciplinary Graduate Programs (p. 375).
In the Department of Biology, the Master of Science is not a
prerequisite for a program of study leading to the doctorate. Master of Engineering in Computer Science and Molecular
Biology (Course 6-7P)
The department modies the General Institute Requirements for The Departments of Biology and Electrical Engineering and Computer
admission to graduate study as follows: 18.01 Calculus, 18.02 Science jointly oer a Master of Engineering in Computer Science
Calculus; one year of college physics; 5.12 Organic Chemistry I; and Molecular Biology (6-7P) (p. 492). A detailed description
professional subjects including general biochemistry, genetics, of the program requirements may be found under the section on
and physical chemistry. However, students may make up some Interdisciplinary Programs (p. 373).
deciencies over the course of their graduate work.
Financial Support
Doctor of Philosophy Students who are accepted into the graduate program are provided
The General Degree Requirements for the Doctor of Philosophy with support from departmental training grants, departmental funds
are listed under Graduate Education (p. 62). In the departmental for teaching assistants, and research grants. In addition, some
program, each graduate student is expected to acquire solid students bring National Science Foundation and other competitive
foundations sucient for approaching biological questions using fellowships. Through these sources, full tuition plus a stipend for
the methods of biochemistry, genetics, and quantitive analysis. living expenses are provided.
Most students take subjects in these areas during the rst year. All
students are required to take three subjects: Students are encouraged to apply for outside fellowships for which
they are eligible, such as the NSF Fellowships. Information regarding
7.50 Method and Logic in Molecular 12 graduate student fellowships is available at most colleges from the
Biology career planning oce.
7.51 Principles of Biochemical Analysis 12
7.52 Genetics for Graduate Students 12 Inquiries
Additional information regarding graduate academic
7.50 is a seminar designed specically to introduce graduate programs, research activities, admissions, nancial aid, and
students to in-depth discussion and analysis of topics in molecular assistantships may be obtained from the Biology Education Oce
biology. ([email protected]), Room 68-120, 617-253-3717.
Students have a choice of several elective subjects, which have

been designed for the entering graduate student. One of the elective
subjects must focus on computational and quantitative approaches
to biology. Typically, students choose one of the following subjects: Alan D. Grossman, PhD
Praecis Professor
7.57 Quantitative Biology for Graduate 12 Head, Department of Biology
Students
7.81[J] Systems Biology 12 Michael T. Laub, PhD
In addition to providing a strong formal background in biology, the Associate Head, Department of Biology
rst-year program serves to familiarize the students with faculty and
students in all parts of the department. Jacqueline Lees, PhD
Virginia and Daniel K. Ludwig Professor for Cancer Research
Interdisciplinary Programs Professor of Biology
Associate Head, Department of Biology
Joint Program with the Woods Hole Oceanographic Institution Peter Reddien, PhD
The Joint Program with the Woods Hole Oceanographic Institution Professor of Biology
(WHOI) (http://mit.whoi.edu) is intended for students whose primary Associate Head, Department of Biology
career objective is oceanography or oceanographic engineering.
Students divide their academic and research eorts between the Professors
campuses of MIT and WHOI. Joint Program students are assigned Angelika B. Amon, PhD
an MIT faculty member as academic advisor; thesis research may Kathleen and Curtis (1963) Marble Professor of Cancer Research
be supervised by MIT or WHOI faculty. While in residence at MIT, Professor of Biology
students follow a program similar to that of other students in their (On leave, fall)
304 | 2019–2020 MIT Bulletin

Tania Baker, PhD Tyler E. Jacks, PhD

E.C. Whitehead Professor David H. Koch Professor
Professor of Biology Professor of Biology
David Bartel, PhD Rudolf Jaenisch, MD

Stephen P. Bell, PhD Chris Kaiser, PhD

Uncas (1923) and Helen Whitaker Professor Amgen Professor
Christopher B. Burge, PhD Amy E. Keating, PhD

(On leave, spring) (On leave, fall)
Iain Cheeseman, PhD Jonathan Alan King, PhD

Professor of Biology Professor Post-Tenure of Molecular Biology
Jianzhu Chen, PhD Monty Krieger, PhD

Professor of Biology Whitehead Professor
Sallie W. Chisholm, PhD
Institute Professor Eric S. Lander, PhD
Professor of Civil and Environmental Engineering Professor of Biology
Douglas A. Lauenburger, PhD
Catherine L. Drennan, PhD Ford Foundation Professor
Professor of Biology Professor of Biological Engineering
Professor of Chemistry Professor of Chemical Engineering
(On leave, spring) Professor of Biology
Gerald R. Fink, PhD J. Troy Littleton, MD, PhD

Professor of Biology Menicon Professor in Neuroscience
Frank Gertler, PhD (On leave, spring)
(On leave) Harvey F. Lodish, PhD
Leonard Pershing Guarente, PhD Professor of Biological Engineering
Novartis Professor of Biology
(On leave, spring) Elly Nedivi, PhD
William R. (1964) and Linda R. Young Professor of Neuroscience
H. Robert Horvitz, PhD Professor of Biology
David H. Koch Professor
Professor of Biology David C. Page, MD
David E. Housman, PhD Member, Health Sciences and Technology Faculty
Virginia and Daniel K. Ludwig Professor for Cancer Research
Professor of Biology Uttam L. RajBhandary, PhD
Lester Wolfe Professor of Molecular Biology
Richard O. Hynes, PhD
Daniel K. Ludwig Professor for Cancer Research Aviv Regev, PhD
Barbara Imperiali, PhD
Class of 1922 Professor David M. Sabatini, MD, PhD
2019–2020 MIT Bulletin | 305

Robert T. Sauer, PhD Michael Hemann, PhD

Salvador E. Luria Professor Associate Professor of Biology
(On leave, spring) Adam C. Martin, PhD
Associate Professor of Biology
Thomas Schwartz, PhD (On leave, fall)
Boris Magasanik Professor in Biology
Matthew G. Vander Heiden, MD, PhD
Phillip A. Sharp, PhD Associate Professor of Biology
Institute Professor
Professor of Biology Jing-Ke Weng, PhD
Aliate Faculty, Institute for Medical Engineering and Science Associate Professor of Biology
Anthony J. Sinskey, ScD Omer Yilmaz, PhD

Professor of Biology Eisen and Chang Career Development Professor
Associate Professor of Biology
Hazel L. Sive, PhD
Professor of Biology Assistant Professors
Eliezer Calo, PhD
Frank Solomon, PhD Irwin W. and Helen W. Sizer Career Development Professor
Professor of Biology Assistant Professor of Biology
Lisa A. Steiner, MD Joseph Davis, PhD
Professor of Immunology Whitehead Career Development Professor
Susumu Tonegawa, PhD Assistant Professor of Biology
Picower Professor Ankur Jain, PhD
Professor of Biology Assistant Professor of Biology
Professor of Neuroscience
Rebecca Lamason, PhD
Graham C. Walker, PhD Robert A. Swanson (1969) Career Development Professor of Life
Professor of Biology Sciences
Robert A. Weinberg, PhD Assistant Professor of Biology
Daniel K. Ludwig Professor for Cancer Research Gene-Wei Li, PhD
Matthew A. Wilson, PhD Assistant Professor of Biology
Sherman Fairchild Professor Pulin Li, PhD
Professor of Neuroscience Assistant Professor of Biology
Sebastian Lourido, PhD
Michael B. Yae, MD, PhD Latham Family Career Development Professor
David H. Koch Professor in Science Assistant Professor of Biology
Professor of Biological Engineering Stefani Spranger, PhD
Howard S. (1953) and Linda B. Stern Career Development Professor
Richard A. Young, PhD Assistant Professor of Biology
Seychelle Vos, PhD
Associate Professors Assistant Professor of Biology
Laurie Boyer, PhD
Associate Professor of Biological Engineering Lecturers
Associate Professor of Biology Mandana Sassanfar, PhD
Lecturer in Biology
Mary Gehring, PhD
Associate Professor of Biology Mary Ellen Wiltrout, PhD
Lecturer in Biology
306 | 2019–2020 MIT Bulletin

Instructors Professors Emeriti

Stuart S. Levine, PhD
Instructor of Biology David Baltimore, PhD
Professor Emeritus of Biology
Gene M. Brown, PhD
Vanessa J. Cheung, PhD
Professor Emeritus of Biochemistry
Technical Instructor of Biology
Martha Constantine-Paton, PhD
Anthony Fuccione, BS
Professor Emerita of Neuroscience
Diviya Sinha, PhD
Arnold L. Demain, PhD
Professor Emeritus of Industrial Microbiology
Meredith Sweeney, PhD
Maurice S. Fox, PhD
Professor Emeritus of Molecular Biology
Ayce Yesilaltay, PhD
Malcolm L. Geer, PhD
Professor Emeritus of Biochemistry
Research Sta Nancy Haven Hopkins, PhD

Amgen Professor Emerita
Research Scientists Professor Emerita of Biology
Mary Elizabeth Anderson, PhD
Terry L. Orr-Weaver, PhD
Research Scientist of Biology
Markus Arnold, PhD
Mary-Lou Pardue, PhD
Boris Magasanik Professor Emerita
Vincent Butty, MD, PhD Professor Emerita of Biology
Sheldon Penman, PhD
Fatma Esra Demircioglu, PhD Professor Emeritus of Cell Biology
William G. Quinn, PhD
Huiming Ding, PhD Professor Emeritus of Neurobiology
Research Scientist of Biology Professor Emeritus of Biology
Christian Glorioso, PhD Phillips W. Robbins, PhD

Research Scientist of Biology Professor Emeritus of Biochemistry
Robert A. Grant, PhD Robert Daniel Rosenberg, MD, PhD

Research Scientist of Biology Professor Emeritus of Biology
Vera V. Koledova, PhD Leona D. Samson, PhD

Research Scientist of Biology Uncas (1923) and Helen Whitaker Professor Emerita
Professor Emerita of Biological Engineering
Janet L. Smith, PhD Professor Emerita of Biology
Paul R. Schimmel, PhD
Alexei Stortchevoi, PhD John D. MacArthur Professor Emeritus
Research Scientist of Biology Professor Emeritus of Biochemistry and Biophysics
Mohan Viswanathan, PhD Edward Mark Scolnick, MD

Research Scientist of Biology Professor of the Practice Emeritus of Biology
2019–2020 MIT Bulletin | 307

Ethan R. Signer, PhD

JoAnne Stubbe, PhD

Novartis Professor Emerita
Professor Emerita of Chemistry
308 | 2019–2020 MIT Bulletin

DEPARTMENT OF BRAIN AND COGNITIVE SCIENCES
behavior, departmental researchers are working to develop theories

of vision, motor control, neural circuitry, and language within an
DEPARTMENT OF BRAIN AND COGNITIVE SCIENCES experimental framework.
The study of mind, brain, and behavior has grown in recent years
In cognitive science, human experimentation is combined with
with unprecedented speed. New avenues of approach, opened by
formal and computational analyses to understand complex
developments in the biological and computer sciences, raise the
intelligent processes such as language, reasoning, memory, and
hope that human beings, having achieved considerable mastery over
visual information processing. There are applications in the elds of
the world around them, may also come closer to an understanding
education, articial intelligence, human-machine interaction, and in
of themselves. The goal of the Department of Brain and Cognitive
the treatment of language, cognitive, and other disorders.
Sciences is to answer fundamental questions concerning intelligent
processes and brain organization. To this end, the department Subelds in cognitive science include psycholinguistics, comprising
focuses on four themes: molecular and cellular neuroscience, sentence and word processing, language acquisition, and aphasia;
systems neuroscience, cognitive science, and computation. Several visual cognition, including reading, imagery, attention, and
members of the department's faculty are aliated with two major perception of complex patterns such as faces, objects, and scenes;
research centers: the Picower Institute for Learning and Memory and spatial cognition; memory; and the nature and development
the McGovern Institute for Brain Research. of concepts. Another key eld is the study of perception—
developmental and processing approaches focus on human and
Research in cellular neuroscience deals with the biology of neurons,
machine vision, and how visual images are encoded, stored,
emphasizing the special properties of these cells as encoders,
and retrieved, with current topics that include motion analysis,
transmitters, and processors of information. Departmental
stereopsis, perceptual organization, and perceptual similarity. Other
researchers apply techniques of contemporary molecular and
research includes functional brain imaging in normal subjects as
cellular biology to problems of neuronal development, structure, and
well as studies of neurologically impaired patients in an attempt to
function, resulting in a new understanding of the underlying basic
understand brain mechanisms underlying normal human sensation,
components of the nervous system and their interactions. These
perception, cognition, action, and aect.
studies have profound clinical implications, in part by generating
a framework for the treatment of neurological and psychiatric
disorders. Primary areas of interest include the development and
Undergraduate Study
plasticity of neuronal morphology and connectivity, the cellular
and molecular bases of behavior in simple neuronal circuits,
Bachelor of Science in Brain and Cognitive Sciences (Course 9)
neurochemistry, and cellular physiology.
Brain science and cognitive science are complementary and
In the area of systems neuroscience, departmental investigators interactive in their research objectives. Both approaches examine
use a number of new approaches ranging from computation through perception, performance, and intervening processes in humans and
electrophysiology to biophysics. Of major interest are the visual animals. Central issues in the discipline include the interpretation
and motor systems where the scientic goals are to understand of sensory experience; the reception, manipulation, storage, and
transduction and encoding of sensory stimuli into nerve messages, retrieval of information within the nervous system; and the planning
organization and development of sensorimotor systems, processing and execution of motor activity. Higher level functions include
of sensorimotor information, and the sensorimotor performance of the development of formal and informal reasoning skills; and the
organisms. Also of major interest is neuromodulatory regulation, structure, acquisition, use, and internal representation of human
where the scientic goal is to understand the eects of rewarding or language.
stressful environments on brain circuits.
The Bachelor of Science in Brain and Cognitive Sciences (p. 463)
In computation and cognitive science, particularly strong prepares students to pursue advanced degrees or careers in articial
interactions exist between the Department of Brain and Cognitive intelligence, machine learning, neuroscience, medicine, cognitive
Sciences, the Computer Science and Articial Intelligence science, psychology, linguistics, philosophy, education research and
Laboratory, and the Center for Biological and Computational technology, and human-machine interaction.
Learning, providing new intellectual approaches in areas including
Methods of inquiry in the brain and cognitive sciences are drawn
vision and motor control, and biological and computer learning.
from molecular, cellular, and systems neuroscience; cognitive and
Computational theories are developed and tested within the
perceptual psychology; computer science and articial intelligence;
framework of neurophysiological, psychological, and other
linguistics; philosophy of language and mind; and mathematics.
experimental approaches. In the study of vision and motor control,
The undergraduate program is designed to provide instruction in
complementary experimental work includes single-cell and multiple-
the relevant aspects of these various disciplines. The program is
cell neurophysiological recording as well as functional brain imaging.
administered by an Undergraduate Ocer and an Undergraduate
In the area of learning, which is seen as central to intelligent
Administrator, consulting as necessary with faculty members from
2019–2020 MIT Bulletin | 309

these disciplines who also serve as advisors to majors, helping 9.35 Perception
them select a coherent set of subjects from within the requirements, 9.49 Neural Circuits for Cognition
including a research requirement. Members of the faculty are
9.53 Emergent Computations Within
available to guide the research.
Distributed Neural Circuits
The Brain and Cognitive Sciences (BCS) major incorporates 9.66[J] Computational Cognitive Science
programming and computational skills to meet the increasing 9.85 Infant and Early Childhood Cognition
demands for those skills in both graduate school and the workforce. Tier 3 Subjects
The major oers a tiered system of subjects with enough flexibility
9.24 Disorders and Diseases of the
to allow multiple avenues through the Brain and Cognitive Sciences
Nervous System
curriculum, meeting the divergent goals of BCS students. Individual
9.28 Current Topics in Developmental
guidance regarding career goals is available from faculty and from
Neurobiology
Career Advising and Professional Development.
9.32 Genes, Circuits, and Behavior
Bachelor of Science in Computation and Cognition (Course 6-9) 9.42 The Brain and Its Interface with the
The Department of Electrical Engineering and Computer Science Body
(p. 190) and the Department of Brain and Cognitive Sciences 9.46 Neuroscience of Morality
(p. 309) oer a joint curriculum leading to a Bachelor of Science
Total Units 72
in Computation and Cognition (p. 480) that focuses on the
emerging eld of computational and engineering approaches to
brain science, cognition and machine intelligence. The curriculum
Graduate Study
provides flexibility (p. 489) to accommodate students with a
wide diversity of interests in this area—from biologically-inspired The Department of Brain and Cognitive Sciences oers programs of
approaches to articial intelligence, to reverse engineering circuits study leading to the doctoral degree in neuroscience or cognitive
in the brain. This joint program prepares students for careers that science. Areas of research specialization include cellular and
include advanced applications of articial intelligence and machine molecular neuroscience, systems neuroscience, computation, and
learning, as well as further graduate study in systems and cognitive cognitive science. The graduate programs are designed to prepare
neuroscience. Students in the program are full members of both students to pursue careers in research, teaching, or industry.
departments, with one academic advisor from each department.
Doctor of Philosophy
Minor in Brain and Cognitive Sciences The departmental PhD program can normally be completed with
The Minor in Brain and Cognitive Sciences consists of six subjects four to six years of full-time work, including summers. Institute
arranged in two levels of study, intended to provide students breadth requirements for the PhD are given in the section on General Degree
in the eld as a whole and some depth in an area of specialization. Requirements (p. 62). Formal coursework, described below, is
intended to prepare the student to pass the general examinations
Core Subjects and do original thesis research. The written general examinations
9.00 Introduction to Psychological Science 12 will be due in August of the second year.
9.01 Introduction to Neuroscience 12
All students start with rst-year intensive core subjects that provide
9.40 Introduction to Neural Computation 12
an introduction to brain and cognitive studies from the viewpoint
Specialized Subjects of systems neuroscience, molecular and cellular neuroscience,
Select any combination of three subjects from Tier 2 36 cognition, and computation. Incoming graduate students are
and/or Tier 3 of the undergraduate degree program: required to take at least two of these subjects but encouraged to
Tier 2 Subjects take all within the rst two years of study. Further coursework will
9.09[J] Cellular and Molecular Neurobiology be diversied to give each individual the appropriate background for
research in his or her own area.
9.13 The Human Brain
9.18[J] Developmental Neurobiology Coursework in cellular and molecular neuroscience emphasizes the
9.19 Computational Psycholinguistics current genetic, molecular, and cellular approaches to biological
9.21[J] Cellular Neurophysiology and systems that are necessary to generate advances in neuroscience.
Computing
Training in systems neuroscience covers neuroanatomy,
9.26[J] Principles and Applications neurophysiology, and neurotransmitter chemistry, concentrating
of Genetic Engineering for on the major sensory, motor, memory, and executive systems in
Biotechnology and Neuroscience the vertebrate brain. Specic ties to molecular neurobiology or
310 | 2019–2020 MIT Bulletin

computation may be emphasized, depending upon the research Michale S. Fee, PhD
interests of the student. Glen V. (1946) and Phyllis F. Dorflinger Professor
Coursework for students in computation is intended to give both Associate Head for Education, Department of Brain and Cognitive
an understanding of empirical approaches to the study of the brain Sciences
and animal behavior and a theoretical background for analyzing
computational aspects of biological information processing. Rebecca R. Saxe, PhD
John W. Jarve (1978) Professor of Cognitive Science
Candidates studying cognitive science take coursework covering Associate Head, Department of Brain and Cognitive Sciences
such topics as language processing, language acquisition, cognitive
development, natural computation, neural networks, connectionist Professors
models, and visual information processing. Students also choose Edward H. Adelson, PhD
seminars and coursework in linguistics, philosophy, logic, John and Dorothy Wilson Professor of Biochemistry
mathematics, or computer science, depending on the individual Professor of Vision Science
student's research program.
Mark Bear, PhD
Graduate students begin a research apprenticeship immediately Picower Professor
upon arrival with lab rotations in the rst year, aer which time Professor of Neuroscience
advisor choices are made based upon a match of interests. These
assignments may change as a student's goals become more focused. Edward S. Boyden III, PhD
At the end of the rst year, an advisory committee of two to four Y. Eva Tan Professor in Neurotechnology
faculty members is formed. This committee monitors progress and, Professor of Media Arts and Sciences
with membership changing as necessary, evolves into the thesis Professor of Brain and Cognitive Sciences
committee. Thesis research normally requires 24-48 months of full- Professor of Biological Engineering
time activity aer the qualifying examinations have been passed. It
is expected that the research embodied in the PhD dissertation be Emery N. Brown, MD, PhD
original and signicant work, publishable in scientic journals. Edward Hood Taplin Professor of Medical Engineering
Warren M. Zapol Professor of Anaesthesia, HMS
Financial Support Professor of Computational Neuroscience
Financial assistance is provided to qualied applicants in the form Member, Institute for Data, Systems, and Society
of traineeships, research assistantships, teaching assistantships, Associate Director, Institute for Medical Engineering and Science
and a limited number of fellowships, subject to availability of Co-Director, Health Sciences and Technology Program
funds. Prospective students are encouraged to apply for individual Robert Desimone, PhD
fellowships such as those sponsored by the National Science Doris and Don Berkey Professor
Foundation and the National Defense Science and Engineering Professor of Neuroscience
Graduate Fellowship Program to cover all or part of the cost of their
education. The department's nancial resources for non-US citizens Guoping Feng, PhD
are limited; international students are strongly encouraged to seek James W. (1963) and Patricia T. Poitras Professor
nancial assistance for all or part of the cost of their education from Professor of Neuroscience
non-MIT sources.
John D. E. Gabrieli, PhD
Inquiries Grover Hermann Professor of Health Sciences and Technology
For additional information regarding teaching and research Professor of Cognitive Neuroscience
programs, contact the Academic Administrator, Department of Brain Core Faculty, Institute for Medical Engineering and Science
and Cognitive Sciences, Room 46-2005, 617-253-5741, or visit the Edward A. Gibson, PhD
department's website (http://web.mit.edu/bcs). Professor of Cognitive Science
Ann M. Graybiel, PhD

Faculty and Teaching Sta Institute Professor
James DiCarlo, MD, PhD
Peter deFlorez Professor of Neuroscience Susan Hockeld, PhD
Head, Department of Brain and Cognitive Sciences President Emerita
2019–2020 MIT Bulletin | 311

Neville Hogan, PhD Susumu Tonegawa, PhD

Sun Jae Professor in Mechanical Engineering Picower Professor
Professor of Brain and Cognitive Sciences Professor of Biology
(On sabbatical) Professor of Neuroscience
Alan P. Jasano, PhD Li-Huei Tsai, PhD

Professor of Biological Engineering Picower Professor
Professor of Nuclear Science and Engineering Professor of Neuroscience
Matthew A. Wilson, PhD
Nancy Kanwisher, PhD Sherman Fairchild Professor
Walter A. Rosenblith Professor Professor of Neuroscience
Professor of Cognitive Neuroscience Professor of Biology
J. Troy Littleton, MD, PhD Feng Zhang, PhD

Menicon Professor in Neuroscience James and Patricia Poitras (1963) Professor of Neuroscience
Professor of Biology Professor of Biological Engineering
(On leave, spring)
Earl K. Miller, PhD Kwanghun Chung, PhD
Picower Professor Associate Professor of Chemical Engineering
Professor of Neuroscience Associate Professor of Brain and Cognitive Sciences
Elly Nedivi, PhD Core Faculty, Institute for Medical Engineering and Science
William R. (1964) and Linda R. Young Professor of Neuroscience Ila Fiete, PhD
Professor of Biology Associate Professor of Computational Neuroscience
Tomaso A. Poggio, ScD Myriam Heiman, PhD
Eugene McDermott Professor in the Brain Sciences and Human Latham Career Development Professor
Behavior Associate Professor of Neuroscience
Drazen Prelec, PhD Mehrdad Jazayeri, PhD
Digital Equipment Corp. Leaders for Global Operations Professor of Robert A. Swanson Career Development Professor
Management Associate Professor of Neuroscience
Professor of Marketing and Management Science
Professor of Economics Roger Levy, PhD
Professor of Brain and Cognitive Sciences Associate Professor of Brain and Cognitive Sciences
Laura E. Schulz, PhD Josh McDermott, PhD

Professor of Cognitive Science Frederick A. (1971) and Carole J. Middleton Career Development
Professor
Pawan Sinha, PhD Associate Professor of Cognitive Science
Professor of Vision and Computational Neuroscience
Alexander Rakhlin, PhD
Jean-Jacques E. Slotine, PhD Associate Professor of Brain and Cognitive Sciences
Professor of Mechanical Engineering Member, Institute for Data, Systems, and Society
Professor of Information Sciences
David Rand, PhD
Mriganka Sur, PhD Erwin H. Schell Professor
Paul E. (1965) and Lilah Newton Professor Associate Professor of Marketing
Professor of Neuroscience Associate Professor of Brain and Cognitive Sciences
Joshua B. Tenenbaum, PhD Member, Institute for Data, Systems, and Society
Professor of Cognitive Science and Computation
312 | 2019–2020 MIT Bulletin

Assistant Professors Professors Emeriti

Gloria Choi, PhD
Samuel A. Goldblith Career Development Professor Emilio Bizzi, MD, PhD
Assistant Professor of Neuroscience Institute Professor Emeritus
Evelina Fedorenko, PhD
Assistant Professor of Cognitive Neuroscience Martha Constantine-Paton, PhD
Professor Emerita of Neuroscience
Steven Flavell, PhD Professor Emerita of Biology
Assistant Professor of Brain and Cognitive Sciences
Alan V. Hein, PhD
Michael Halassa, PhD Professor Emeritus of Experimental Psychology
Assistant Professor of Neuroscience
Nelson Yuan-Sheng Kiang, PhD
Mark Thomas Harnett, PhD Eaton Peabody Professor Emeritus
Assistant Professor of Neuroscience Professor Emeritus of Health Sciences and Technology
Adjunct Professors Professor Emeritus of Physiology, HMS, MEEI
Shimon Ullman, PhD
Adjunct Professor of Brain and Cognitive Sciences Mary C. Potter, PhD
Professor Emerita of Psychology
Senior Lecturers
William G. Quinn, PhD
Thomas Byrne, PhD
Professor Emeritus of Neurobiology
Senior Lecturer in Brain and Cognitive Sciences
Lecturers Peter H. Schiller, PhD

Aida Khan, PhD Dorothy W. Poitras Professor Emeritus
Lecturer in Brain and Cognitive Sciences Professor Emeritus of Medical Physiology
Mandana Sassanfar, PhD Gerald Edward Schneider, PhD

Lecturer in Biology Professor Emeritus of Neuroscience
Technical Instructors Kenneth Wexler, PhD

Daniel Zysman, MS Professor Emeritus of Psychology
Technical Instructor in Brain and Cognitive Sciences Professor Emeritus of Linguistics
Richard J. Wurtman, PhD

Research Sta Cecil H. Green Distinguished Professor Emeritus
Professor Emeritus of Neuropharmacology
Principal Research Scientists
Ruth Rosenholtz, PhD
Principal Research Scientist of Brain and Cognitive Sciences
Research Scientists
Christopher Baker Lawrence, PhD
Research Scientist of Brain and Cognitive Sciences
Vikash Kumar Mansinghka, PhD

James A. Traer, PhD

Ilker Yildirim, PhD

2019–2020 MIT Bulletin | 313

DEPARTMENT OF CHEMISTRY
of chemistry, supplemented by a strong foundation in mathematics,

physics, biology, and the humanities. The Department of Chemistry
DEPARTMENT OF CHEMISTRY also teaches courses jointly with the departments of Biology,
Chemistry is the study of the world of atoms, molecules, and solids. Chemical Engineering, Biological Engineering, and Materials Science
Chemists are both students and architects of this miniature universe, and Engineering. Students at all levels are encouraged to undertake
exploring the changes that occur, discovering the principles that original research under the supervision of a member of the chemistry
govern these chemical changes, and devising ways to create entirely faculty.
new classes of compounds and materials. Previous triumphs of
chemistry include the synthesis of pharmaceuticals and agricultural Flexible Chemistry Option
products, while current challenges include chemical memory, The Flexible Chemistry Option (p. 465), “ChemFlex,” is designed to
solar cells, superconductors, clean fuels, batteries, and the provide an education both for those who intend to pursue chemistry
solution of numerous important problems relating to health and the as a career and for those who plan to go into an allied eld, such as
environment. biotechnology or scientic consulting, in which a sound knowledge
of chemistry is important. Students receive thorough instruction in
The Department of Chemistry (http://chemistry.mit.edu) oers the principles of chemistry, supplemented by a strong foundation
the Bachelor of Science and Doctor of Philosophy degrees. in mathematics, physics, biology, and the humanities. This training
The department's program of teaching and research spans the can be tailored to the student's interests by the judicious choice of
breadth of chemistry. General areas covered include biological elective focus subjects that contribute to the major. The Department
chemistry, inorganic chemistry, organic chemistry, and physical of Chemistry also teaches courses jointly with the departments of
chemistry. Some of the activities of the department, especially Biology, Chemical Engineering, Biological Engineering, and Materials
those that involve "translational research" (the application of Science and Engineering. The student's faculty advisor can oer
basic science to practical problems) are carried out in association suggestions for elective subjects that are of value in preparation for
with interdisciplinary laboratories and centers. See the section specialization in the various broad areas of chemistry. The proper
on Research and Study (p. 91) for more information. choice of electives is particularly important for students planning
to continue their education in a graduate program. Students at all
The Bachelor of Science (p. 314) degree provides rigorous
levels are encouraged to undertake original research.
education in the fundamental areas of chemical and biochemical
knowledge and experimentation. Undergraduate students
Bachelor of Science in Chemistry and Biology (Course 5-7)
are encouraged to participate in the Undergraduate Research
The Departments of Biology and Chemistry jointly oer a Bachelor of
Opportunities Program (UROP) (p. 45) and to take graduate-level
Science in Chemistry and Biology (p. 478). A detailed description of
chemistry classes as well as subjects in other departments at the
the requirements for this degree program can be found in the section
Institute, Harvard University, or Wellesley College.
on Interdisciplinary Programs (p. 340).
The Doctor of Philosophy (p. 315) degree trains students to be
world leaders in scientic research and education. In addition to Minor in Chemistry
formal coursework, each student undertakes a research problem that The requirements for a Minor in Chemistry are as follows:
forms the core of graduate work. Graduate- and postgraduate-level
Requirements
research is oen carried out in collaboration with scientists in other
facilities and interdisciplinary laboratories. 5.03 Principles of Inorganic Chemistry I 12
1
Undergraduate Study 5.601 Thermodynamics I 6
5.602 Thermodynamics II and Kinetics 6
Bachelor of Science in Chemistry (Course 5)
Select 24 units of the following: 24
5.04 Principles of Inorganic Chemistry II
Standard Chemistry Option
The Department of Chemistry oers an undergraduate program 5.07[J] Introduction to Biological Chemistry
(p. 465) suciently broad as to provide excellent preparation for 5.08[J] Biological Chemistry II
careers in many dierent areas of chemistry. Course 5 is designed 5.13 Organic Chemistry II
to provide an education based on science, both for those who 5.361 Expression and Purication of
intend to go on to graduate study and those who intend to pursue Enzyme Mutants
a professional career immediately in either chemistry or an allied
5.362 Kinetics of Enzyme Inhibition
eld, such as medicine, in which a sound knowledge of chemistry is
important. Students receive thorough instruction in the principles 5.363 Organic Structure Determination
314 | 2019–2020 MIT Bulletin

5.371 Continuous Flow Chemistry:

Sustainable Conversion of Reclaimed Admission Requirements for Graduate Study
Vegetable Oil into Biodiesel Students intending to do graduate work in the Chemistry Department
5.372 Chemistry of Renewable Energy should have excellent undergraduate preparation in chemistry. The
department is flexible with respect to specic course preparation;
5.373 Dinitrogen Cleavage
the essential requirement is demonstration of ability to progress
5.43 Advanced Organic Chemistry
with advanced study and research in some area of special interest.
5.611 Introduction to Spectroscopy However, mathematics and physics are important prerequisites for
5.612 Electronic Structure of Molecules graduate work in physical chemistry or chemical physics, whereas
5.62 Physical Chemistry less preparation in these areas is required for work in organic
chemistry.
Total Units 72
1 Applicants to the Chemistry Department are required to submit
The combination of 5.351 Fundamentals of Spectroscopy, 5.352 Synthesis
scores from the verbal and quantitative sections of the Graduate
of Coordination Compounds and Kinetics, and 5.353 Macromolecular
Prodrugs is an acceptable alternative. Record Examination. Scores on the advanced examinations are
optional.
Minor in Atmospheric Chemistry
The Minor in Atmospheric Chemistry (p. 356), oered jointly with
The Chemistry Department does not have any formal subject
the Departments of Earth, Atmospheric, and Planetary Sciences and
requirements for the doctoral degree. Each student, with the advice
Civil and Environmental Engineering, blends fundamental science
of a research supervisor, pursues an individual program of study
with engineering and policy. For a description of the minor, see
that is pertinent to the student's long-range research interests. All
Interdisciplinary Programs.
students are required to serve as a teaching assistant for two terms,
usually during the rst year.
Inquiries
Additional information may be obtained from the Chemistry During the rst term of residence, all graduate students are
Education Oce, Room 6-205, 617-253-7271. encouraged to select research supervisors who serve as their
advisors for the balance of their graduate careers. In particular,
the overall program of graduate subjects is established by each
Graduate Study student in consultation with the research supervisor. In planning
The Department of Chemistry oers the Doctor of Philosophy this program and in establishing the thesis problem, careful
degree. The subjects oered aim to develop a sound knowledge of consideration is given to the candidate's academic record and
fundamentals and a familiarity with current progress in the most professional experience, as well as to long-range objectives.
active and important areas of chemistry. In addition to studying
A comprehensive oral examination in the candidate's major eld of
formal subjects, each student undertakes a research problem
advanced study is held generally in the fourth term of residence.
that forms the core of graduate work. Through the experience of
Progress in the student's research is also examined at that time.
conducting an investigation leading to the doctoral thesis, a student
Fulllment of the written exam requirement varies by research area.
learns general methods of approach and acquires training in some of
A nal oral presentation on the subject of the doctoral research is
the specialized techniques of research.
scheduled aer the thesis has been submitted and evaluated by a
The areas of research (http://chemistry.mit.edu) in the department committee of examiners.
include chemical biology, environmental, inorganic, materials,
organic and physical chemistry, broadly dened. Chemical research Interdisciplinary Programs
frequently involves more than one of the traditional subelds.
Some research activities of the department are carried out in Polymers and So Matter
association with interdisciplinary laboratories and centers as The Program in Polymers and So Matter (PPSM) (http://
described in Research and Study (p. 91). These interdisciplinary polymerscience.mit.edu) oers students from participating
research laboratories provide stimulating interaction among the departments an interdisciplinary core curriculum in polymer science
research programs of several MIT departments and give students and engineering, exposure to the broader polymer community
opportunities to become familiar with research work in disciplines through seminars, contact with visitors from industry and academia,
other than chemistry. The department also participates in the and interdepartmental collaboration while working towards a PhD or
interdisciplinary graduate Program in Polymers and So Matter, the ScD degree.
Biotechnology Training Program, the Microbiology Program, and the
Biophysics Certicate Program.
drug delivery, nanostructured polymers, polymers at interfaces,
2019–2020 MIT Bulletin | 315

biomaterials, molecular modeling, polymer synthesis, biomimetic Rick Lane Danheiser, PhD
materials, polymer mechanics and rheology, self-assembly, and Arthur C. Cope Professor
polymers in energy. The program is described in more detail under Professor of Chemistry
Catherine L. Drennan, PhD
Financial Support Professor of Biology
The department usually appoints rst-year graduate students as Professor of Chemistry
teaching assistants (TAs). TAs are assigned either to laboratory (On leave, spring)
subjects or to discussion sections of lecture subjects. Most students John M. Essigmann, PhD
receive appointments to research assistantships aer their rst year, William R. (1956) and Betsy P. Leitch Professor in Residence
and departmental fellowships are also available. Financial support Professor of Toxicology and Biological Engineering
aer the rst academic year is subject to the availability of funds and Professor of Chemistry
provided for students who maintain a satisfactory record.
Robert W. Field, ScD, PhD
Inquiries Robert T. Haslam and Bradley Dewey Professor
Correspondence about the graduate program or appointments Professor of Chemistry
should be addressed to the Chemistry Education Oce, Room 6-205,
617-253-1851. Robert G. Grin, PhD
Arthur Amos Noyes Professor
Faculty and Teaching Sta Mei Hong, PhD
Troy Van Voorhis, PhD Professor of Chemistry
Robert T. Haslam and Bradley Dewey Professor
Barbara Imperiali, PhD
Head, Department of Chemistry
Professors
Moungi G. Bawendi, PhD Timothy F. Jamison, PhD
Lester Wolfe Professor Robert R. Taylor Professor
Professor of Chemistry Professor of Chemistry
Associate Provost
Stephen Leler Buchwald, PhD
Camille Dreyfus Professor Laura L. Kiessling, PhD
Professor of Chemistry Novartis Professor
Jianshu Cao, PhD
Professor of Chemistry Alexander M. Klibanov, PhD
Novartis Professor
Sylvia Ceyer, PhD
John C. Sheehan Professor
Professor of Bioengineering
Mohammad Movassaghi, PhD
Arup K. Chakraborty, PhD
(On leave, spring)
Professor of Chemistry Keith Adam Nelson, PhD
Professor of Physics Robert T. Haslam and Bradley Dewey Professor
Core Faculty, Institute for Medical Engineering and Science Professor of Chemistry
Christopher C. Cummins, PhD Elizabeth M. Nolan, PhD

Henry Dreyfus Professor Professor of Chemistry
Professor of Chemistry (On leave, fall)
316 | 2019–2020 MIT Bulletin

Ronald Raines, PhD Alison Wendlandt, PhD

Roger and Georges Firmenich Professor Assistant Professor of Chemistry
Bin Zhang, PhD
Susan Solomon, PhD Assistant Professor of Chemistry
Lee and Geraldine Martin Professor in Environmental Studies
Professor of Atmospheric Chemistry and Climate Science Technical Instructors
Professor of Chemistry John J. Dolhun, PhD
Technical Instructor of Chemistry
Timothy M. Swager, PhD
John D. MacArthur Professor Sarah Hensiek, PhD
Professor of Chemistry Technical Instructor of Chemistry
Steven R. Tannenbaum, PhD

Underwood-Prescott Professor Research Sta
Professor Post-Tenure of Toxicology and Biological Engineering
Professor Post-Tenure of Chemistry Principal Research Scientists
Ramachandra Rao Dasari, PhD
Associate Professors Principal Research Scientist of Chemistry
Mircea Dinca, PhD Peter Mueller, PhD
Associate Professor of Chemistry Principal Research Scientist of Chemistry
Jeremiah A. Johnson, PhD
Associate Professor of Chemistry Research Scientists
Rachel L. Beingessner, PhD
Bradley L. Pentelute, PhD Research Scientist of Chemistry
Associate Professor of Chemistry
Jeon Woong Kang, PhD
Alexander Radosevich, PhD Research Scientist of Chemistry
Associate Professor of Chemistry
Mohanraja Kumar, PhD
Alex K. Shalek, PhD Research Scientist of Chemistry
Pzer-Laubach Career Development Professor
Associate Professor of Chemistry Andrei Loas, PhD
Core Faculty, Institute for Medical Engineering and Science Research Scientist of Chemistry
Matthew D. Shoulders, PhD Alexei Maznev, PhD

Whitehead Career Development Professor Research Scientist of Chemistry
Associate Professor of Chemistry Michel Nasilowski, PhD
Yogesh Surendranath, PhD Research Scientist of Chemistry
Paul M. Cook Career Development Professor Christine Nguyen, PhD
Associate Professor of Chemistry Research Scientist of Chemistry
Adam P. Willard, PhD Ismet Caglar Tanrikulu, PhD
Associate Professor of Chemistry Research Scientist of Chemistry
Assistant Professors Zahid Yaqoob, PhD

Gabriela Schlau-Cohen, PhD Research Scientist of Chemistry
Thomas D. and Virginia W. Cabot Professor
Assistant Professor of Chemistry Research Specialists
Gang Liu, PhD
Daniel Suess, PhD Research Specialist of Chemistry
Assistant Professor of Chemistry
Xiao Wang, PhD

Assistant Professor of Chemistry
2019–2020 MIT Bulletin | 317

Professors Emeriti
John M. Deutch, PhD
Frederick D. Greene, ScD, PhD

Daniel S. Kemp, PhD

Stephen J. Lippard, PhD

Arthur Amos Noyes Professor Emeritus
Richard Royce Schrock, PhD

Frederick George Keyes Professor Emeritus
Dietmar Seyferth, PhD

Robert T. Haslam and Bradley Dewey Professor Emeritus
Jerey I. Steinfeld, PhD

JoAnne Stubbe, PhD

Novartis Professor Emerita
Professor Emerita of Chemistry
Gerald N. Wogan, PhD

318 | 2019–2020 MIT Bulletin

DEPARTMENT OF EARTH, ATMOSPHERIC, AND PLANETARY SCIENCES
science, environmental systems, and planetary science and

planetary astronomy.
DEPARTMENT OF EARTH, ATMOSPHERIC, AND
PLANETARY SCIENCES The curriculum for the Bachelor of Science in Earth, Atmospheric,
and Planetary Sciences (p. 467) ensures a fundamental background
The Department of Earth, Atmospheric, and Planetary Sciences oers
through general departmental subjects and advanced study in a
the bachelor's degree in earth, atmospheric, and planetary sciences,
concentration area chosen by the student. The student and advisor
and master's and doctoral degrees in atmospheric sciences,
plan an appropriate and relevant selection of electives. Students
climate science, geology, geochemistry, geobiology, geophysics,
are also required to take eld and/or laboratory subjects, and to
and planetary sciences. The department participates in the MIT-
complete an independent research project as part of the degree
WHOI Joint Program in Oceanography/Applied Ocean Science and
requirements.
Engineering (p. 375) with doctoral degree programs in chemical
oceanography, physical oceanography, biological oceanography, and
Double Major
marine geology and geophysics.
Studies in physics, chemistry, biology, applied mathematics, and
Departmental programs apply physics, chemistry, and mathematics electrical or civil engineering are directly relevant preparation
to the study of the Earth and planets in order to understand the for work in earth, atmospheric, and planetary sciences. Students
processes that are active in the Earth's interior, oceans, and from these departments can arrange a program of study in Course
atmosphere, as well as the interiors and atmospheres of other 12 leading to a second major with subjects that strengthen their
planets. The department also uses the basic sciences to understand undergraduate program.
the past history of the Earth and planets. By combining the past
history with models of present physical, biological, and chemical Five-Year Program
processes, faculty and students work to develop an understanding Students with strong academic records from the departments of
of the dynamics of systems as diverse as the global climate system, Earth, Atmospheric, and Planetary Sciences, Chemistry, Physics,
regional tectonics and deformation, petroleum and geothermal Mathematics, Civil and Environmental Engineering, Electrical
reservoirs, and the solar system. Engineering and Computer Science, or Chemical Engineering, should
be able to complete a Master of Science in Earth and Planetary
Research in the department is fundamental in nature, but underpins Sciences, in Atmospheric Sciences, or in Ocean Sciences in one year
many of the most pressing societal questions of our time: climate of additional study, particularly if programs are arranged for this
and environmental change; natural hazards; natural resources; the purpose from the beginning of the fourth year.
origins of life both on Earth and elsewhere. Much of the research is
interdisciplinary, so faculty, researchers, and students commonly Applications for graduate enrollment in the department are
cross discipline boundaries. Modern problems in these elds are considered any time aer the beginning of the fourth year. Students
approached by eld measurements, laboratory studies, simulations, may receive the Bachelor of Science as soon as the requirements
and theory. Experimental facilities for training and research are completed, or may elect to defer the award for simultaneous
are available not only in departmental laboratories such as the presentation with the Master of Science.
Earth Resources Laboratory, but also in MIT's interdepartmental
laboratories such as the Center for Global Change Science, Kavli Minor in Earth, Atmospheric, and Planetary Sciences
Institute for Astrophysics and Space Research, Lincoln Laboratory, The Minor in Earth, Atmospheric, and Planetary Sciences provides
Haystack Radio Observatory and Millstone Radar facility, and the an opportunity to complement or expand upon one's major by
Wallace Astrophysical and Geophysical Observatories (described exploring in depth the natural processes that govern the structure
in the section on Research and Study (p. 91)), and in cooperating and evolution of the Earth and planets. Areas of study include
institutions such as the Woods Hole Oceanographic Institution. planetary surfaces, interiors, atmospheres, oceans, and biospheres.
The EAPS Minor requires a solid foundation in two core subjects plus
electives that create expertise in a particular area. Opportunities for
Undergraduate Study eld work, laboratory work, and independent study are an essential
component of the minor.
Bachelor of Science in Earth, Atmospheric, and Planetary
Core Subjects
Sciences (Course 12)
The Earth, Atmospheric, and Planetary Sciences Department oers Select two of the following: 24
undergraduate preparation for professional careers in a wide 12.001 Introduction to Geology
range of elds in geoscience (which includes geology, geophysics, 12.002 Introduction to Geophysics and
geobiology, and geochemistry), atmospheric science, climate Planetary Science
12.003 Introduction to Atmosphere, Ocean,
and Climate Dynamics
2019–2020 MIT Bulletin | 319

12.007 Geobiology: History of Life on Earth • Climate chemistry

Select one of the following: 12 • Climate dynamics
5.60 Thermodynamics and Kinetics • Paleoclimate
1 • Geology
18.03 Dierential Equations
Restricted Electives • Geobiology
Select at least 24 units in Course 12 subjects, 24 • Geochemistry
approved by the minor advisor, to provide a depth of • Geophysics
understanding and expertise in an EAPS discipline. • Planetary sciences
Select an option from either the Laboratory or 12-15
Independent Study group: Study in chemical oceanography, physical oceanography, biological
oceanography, and marine geology and geophysics is oered in
Laboratory
cooperation with the Joint Program with Woods Hole Oceanographic
12.115 Field Geology
Institution (http://mit.whoi.edu).
12.119 Analytical Techniques for Studying
Environmental and Geologic Samples Coursework during the rst two years is the usual prelude to a thesis
12.307 Weather and Climate Laboratory demonstrating that the student is capable of independent and
creative research. The Department oers the following degrees: a
12.335 Experimental Atmospheric Chemistry
Master of Science, a Doctor of Philosophy, or a Doctor of Science in
12.410[J] Observational Techniques of Optical
the eld of specialization.
Astronomy
Independent Study A graduate thesis may have either a theoretical, experimental,
12.IND Independent Study or observational focus. Modern laboratory facilities, computers,
instrumentation, and extensive collections of specimens and data
12.UR Undergraduate Research
are available to students. Field study is an essential part of the
Total Units 72-75 graduate curriculum in geology, geophysics, and geochemistry,
1 and special arrangements may be made for summer employment
18.032 Dierential Equations is also an acceptable option.
and eld research on departmental projects and with industrial
organizations and government agencies. In atmospheric science
Minor in Astronomy
and climate studies graduate study includes a mixture of theoretical
The Earth, Atmospheric, and Planetary Sciences Department jointly
and experimental studies sharing a common appreciation of the
oers a Minor in Astronomy (p. 356) with the Department of
dynamics of the underlying processes.
Physics (Course 8). A detailed description and list of requirements
for this minor is available under Interdisciplinary Programs.
In addition to the general institute requirements for admission
Minor in Atmospheric Chemistry
listed in the section on Graduate Education (p. 61), the department
The department also oers an interdisciplinary Minor in Atmospheric
requires preparation equivalent to the curriculum for the Bachelor
Chemistry (p. 356) with the Departments of Chemistry and Civil
of Science in Earth, Atmospheric, and Planetary Sciences at MIT for
and Environmental Engineering. For a description of the minor,
graduate studies in that eld. For atmospheric sciences, climate
see Interdisciplinary Programs.
studies, meteorology, and oceanography, the most essential element
is a sound preparation in mathematics and physics, supplemented
Inquiries
if possible by some chemistry. Students taking their undergraduate
Additional information may be obtained from the department's
work at other institutions are advised to include in their programs
Education Oce, Room 54-912, 617-253-3381.
the equivalent of the mathematics and physics contained in the
MIT undergraduate curricula. If students are not fully prepared in
certain of the elds or required subjects, they usually are asked to
Graduate Study
extend their studies in these areas while pursuing advanced work.
The Department of Earth, Atmospheric, and Planetary Sciences oers The doctoral program can be entered without a Master of Science as
opportunities for graduate study and research in a wide range of a prerequisite.
elds:
Master of Science in Earth and Planetary Sciences, in
• Atmospheric chemistry Atmospheric Science, or in Climate Physics and Chemistry
• Atmospheric dynamics The General Degree Requirements for the degree of Master of
• Biogeochemistry Science in Earth and Planetary Science, in Atmospheric Science,
or in Climate Physics and Chemistry are described under Graduate
320 | 2019–2020 MIT Bulletin

Education (p. 61). An individual program of study and research is

arranged to suit the special background, needs, and goals of each Inquiries
student. The program is worked out in detail by the student with his Additional information regarding academic and current research
or her personal faculty advisor and a departmental committee. There programs in the department, admission requirements, assistantship
are no foreign language requirements for the degree. appointments, and nancial aid may be obtained by writing to the
department's Education Oce, Room 54-912, 617-253-3381.
Doctor of Philosophy and Doctor of Science
A specialized program of study and research is tailored to each
student's background, needs, and goals by the student in Research Laboratories and Programs
consultation with a faculty advisor and a departmental committee.
The department's faculty, sta, and students are engaged in a
A doctoral candidate's program should be broad and may include
wide variety of research projects in the laboratories of individual
formal study in other departments in addition to the specialized
faculty members and in the departmental laboratories described
subjects that prepare the candidate for thesis research. There is
below. Many also participate in the activities of interdisciplinary
no foreign language requirement for the degree. Thesis research
laboratories such as the Center for the Global Change Science and
normally begins immediately aer successful completion of the
the Joint Program on the Science and Policy of Global Change,
general examination by the end of the second year. The general
described in the section on Research and Study (p. 91).
examination is intended to test the candidate's aptitude and
preparation for independent research.
Earth Resources Laboratory
Thesis research is closely supervised by one or more faculty The Earth Resources Laboratory (ERL) (http://erl.mit.edu) is
members interested in and knowledgeable about the research MIT’s primary home for research and education focused on
topic, who are chosen by the student and may be members of other sub-surface energy resources. Through integration across
departments. The thesis is expected to meet high professional disciplines, departments, and school boundaries, and with support
standards, and to be a signicant original contribution to the from federal agencies and a consortium of energy companies,
scientic eld. ERL addresses questions concerning hydrocarbon exploration and
production, geothermal energy, CO2 sequestration, and near-surface
Interdisciplinary Programs environments.
ERL’s faculty, research sta, and students work with a variety

of methodologies (including geophysical imaging, rock physics and
The Joint Program with the Woods Hole Oceanographic Institution
chemistry, multiphase flow, geomechanics, microseismics, and
(WHOI) (http://mit.whoi.edu) is intended for students whose primary
remote sensing) to obtain a holistic understanding of sub-surface
career objective is oceanography or oceanographic engineering.
reservoirs—their structure, the geological materials of which they are
Students divide their academic and research eorts between the
made, the fluids that flow through them, and changes that occur in
campuses of MIT and WHOI. Joint Program students are assigned
response to production.
be supervised by MIT or WHOI faculty. While in residence at MIT, Building on a rich tradition, ERL aims to produce tomorrow’s
students follow a program similar to that of other students in their industry leaders through rigorous disciplinary education and broad
home department. The program is described in more detail under exposure to the earth sciences, mathematics, and engineering.
Professor Laurent Demanet is the current director of ERL. For further
Financial Support information, please visit ERL website (http://erl.mit.edu).
The department oers a considerable number of research and
teaching assistantships each year. Research assistants work on one George R. Wallace, Jr., Astrophysical Observatory
of the many research projects in the department, oen related to the The George R. Wallace, Jr., Astrophysical Observatory (http://
student's thesis research. Teaching assistants assist in laboratory web.mit.edu/wallace) is a versatile facility for research and teaching
instruction or in the preparation of teaching materials and the optical astronomy. The observatory located in Westford, MA, has
grading of papers. several optical telescopes ranging from 24-in to 8-in diameters
and modern instrumentation. The telescopes are used in formal
The department also oers several fellowships beyond normal instruction; faculty, sta, and student research projects; and as
teaching and research assistantships. Selection of individuals is testbeds for instrumentation to be used with larger telescopes.
based on the excellence of the applicant's record. Further information on the Wallace Observatory may be obtained
by contacting Dr. Michael Person ([email protected]), 54-418,
617-452-2304.
2019–2020 MIT Bulletin | 321

Dara Entekhabi, PhD

George R. Wallace, Jr., Geophysical Observatory Bacardi and Stockholm Water Foundation Professor
The George R. Wallace, Jr., Geophysical Observatory is a unique Professor of Civil and Environmental Engineering
research facility designed to monitor ground motions and to aid in Professor of Earth, Atmospheric and Planetary Sciences
the development and testing of new seismic and other geophysical
instrumentation. It is also a key component of MIT's ve-station Raaele Ferrari, PhD
seismic network in New England. Breene M. Kerr (1951) Professor
Professor of Dynamical Oceanography
Located 35 miles north of Boston in Westford, MA, the observatory
has a large, multi-room underground vault and a surface control Glenn Richard Flierl, PhD
room. The vault has a controlled temperature environment and Professor of Oceanography
instrument piers resting directly on the basement granite. The Michael J. Follows, PhD
observatory contains sensitive seismometers and instruments for Professor of Oceanography
monitoring ground tilts and the earth's tidal motions. The surface
building houses a work area and control and recording instruments. Timothy L. Grove, PhD
Data from the observatory are telemetered directly to the Earth Cecil and Ida Green Professor of Geology
Resources Laboratory of the Department of Earth, Atmospheric,
and Planetary Sciences. The data from the observatory and the New Bradford H. Hager, PhD
England Seismic Network are recorded, displayed, and analyzed by Cecil and Ida Green Professor in Earth Sciences
three dedicated COMPAQ computers, which are also connected to Colette L. Heald, PhD
workstations to facilitate data sharing and transfers. Data from the Professor of Civil and Environmental Engineering
observatory along with the numerous resources of the department Professor of Earth, Atmospheric and Planetary Sciences
provide a unique facility for undergraduates, graduate students, and
sta to pursue research concerning the interior of the earth. Thomas A. Herring, PhD
Professor of Geophysics
Further information may be obtained by contacting EAPS
Headquarters, 54-918, 617-253-2127. John C. Marshall, PhD
Cecil and Ida Green Professor of Oceanography
Frank Dale Morgan, PhD

Professor of Geophysics
Robert D. van der Hilst, PhD
Schlumberger Professor of Geosciences Paul O'Gorman, PhD
Head, Department of Earth, Atmospheric, and Planetary Sciences Professor of Atmospheric Science
J. Taylor Perron, PhD Ronald G. Prinn, PhD

Professor of Geology TEPCO Professor
Associate Head, Department of Earth, Atmospheric, and Planetary Professor of Atmospheric Chemistry
Sciences
Paola M. Rizzoli, PhD, PhD
Professor of Physical Oceanography
Professors
Richard P. Binzel, PhD Daniel H. Rothman, PhD
Professor of Planetary Sciences Professor of Geophysics
Leigh H. Royden, PhD
Edward A. Boyle, PhD Professor of Geology and Geophysics
Professor of Ocean Geochemistry
Sara Seager, PhD
Laurent Demanet, PhD Class of 1941 Professor of Planetary Sciences
Professor of Mathematics Professor of Physics
Professor of Earth, Atmospheric and Planetary Sciences Professor of Aeronautics and Astronautics
Kerry Andrew Emanuel, PhD

Cecil and Ida Green Professor of Atmospheric Science
322 | 2019–2020 MIT Bulletin

Susan Solomon, PhD Timothy Cronin, PhD

Lee and Geraldine Martin Professor in Environmental Studies Kerr-McGee Career Development Professor
Professor of Atmospheric Chemistry and Climate Science Assistant Professor of Atmospheric Science
Julien de Wit, PhD
Roger Everett Summons, PhD Assistant Professor of Earth, Atmospheric and Planetary Sciences
Professor of Geobiology
Brent Minchew, PhD
Benjamin P. Weiss, PhD Assistant Professor of Earth, Atmospheric and Planetary Sciences
Professor of Planetary Sciences
Matěj Peč, PhD
Jack Wisdom, PhD Assistant Professor of Earth, Atmospheric and Planetary Sciences
Professor of Planetary Sciences
Senior Lecturers
Maria Zuber, PhD Amanda S. Bosh, PhD
Earle A. Griswold Professor Senior Lecturer in Earth, Atmospheric, and Planetary Sciences
Professor of Geophysics and Planetary Science
Vice President for Research Lodovica C. Illari, PhD
Senior Lecturer in Earth, Atmospheric, and Planetary Sciences
Tanja Bosak, PhD Instructors
Associate Professor of Geobiology Nicholas Boekelheide, PhD
Instructor in Earth, Atmospheric, and Planetary Sciences
Kerri Cahoy, PhD
Associate Professor of Earth, Atmospheric and Planetary Sciences Research Sta
Gregory P. Fournier, PhD Senior Research Scientists

Associate Professor of Geobiology Michael Fehler, PhD
Senior Research Scientist of Earth, Atmospheric and Planetary
Oliver E. Jagoutz, PhD Sciences
Associate Professor of Geology
Rubén Juanes, PhD Principal Research Scientists

ARCO Associate Professor in Energy Studies Eduardo Andrade Lima, PhD
Associate Professor of Civil and Environmental Engineering Principal Research Scientist of Earth, Atmospheric and Planetary
Sciences
David McGee, PhD
Associate Professor of Paleoclimate Nilanjan Chatterjee, PhD
Principal Research Scientist of Earth, Atmospheric and Planetary
Shuhei Ono, PhD Sciences
Associate Professor of Geochemistry
Christopher N. Hill, BS
Noelle Eckley Selin, PhD Principal Research Scientist of Earth, Atmospheric and Planetary
Associate Professor of Data, Systems, and Society Sciences
Associate Professor of Earth, Atmospheric and Planetary Sciences
Associate Director, Institute for Data, Systems, and Society Srinivas (Sai) Ravela, PhD
Principal Research Scientist of Earth, Atmospheric and Planetary
Assistant Professors Sciences
Andrew Babbin, PhD
Assistant Professor of Earth, Atmospheric and Planetary Sciences Professors Emeriti
Kristin Bergmann, PhD B. Clark Burchel, PhD
Victor P. Starr Career Development Professor Schlumberger Professor Emeritus in Earth Sciences
Assistant Professor of Geology and Geochemistry Professor Emeritus of Geology
Charles C. Counselman III, PhD

Professor Emeritus of Planetary Sciences
2019–2020 MIT Bulletin | 323

J. Brian Evans, PhD

Professor Emeritus of Geophysics
Frederick August Frey, PhD

Professor Emeritus of Geochemistry
Richard Siegmund Lindzen, PhD

Professor Emeritus of Meteorology
Gordon H. Pettengill, PhD

Professor Emeritus of Planetary Physics
Raymond Alan Plumb, PhD

Professor Emeritus of Meteorology
M. Gene Simmons, PhD

John B. Southard, PhD

Professor Emeritus of Geology
Peter H. Stone, PhD

Professor Emeritus of Climate Dynamics
M. Na Toksöz, PhD

Carl Wunsch, PhD

Cecil and Ida Green Professor Emeritus
Professor Emeritus of Physical Oceanography
324 | 2019–2020 MIT Bulletin

DEPARTMENT OF MATHEMATICS
Bachelor of Science in Mathematics (Course 18)

The Department of Mathematics (http://math.mit.edu) oers General Mathematics Option
training at the undergraduate, graduate, and postgraduate levels. In addition to the General Institute Requirements, the requirements
Its expertise covers a broad spectrum of elds ranging from the consist of Dierential Equations, plus eight additional 12-unit
traditional areas of "pure" mathematics, such as analysis, algebra, subjects in Course 18 of essentially dierent content, including at
geometry, and topology, to applied mathematics areas such as least six advanced subjects (rst decimal digit one or higher). One
combinatorics, computational biology, fluid dynamics, theoretical of these eight subjects must be Linear Algebra. This leaves available
computer science, and theoretical physics. 84 units of unrestricted electives. The requirements are flexible in
order to accommodate students who pursue programs that combine
Course 18 includes two undergraduate degrees: a Bachelor of mathematics with a related eld (such as physics, economics, or
Science in Mathematics and a Bachelor of Science in Mathematics management) as well as students who are interested in both pure
with Computer Science. Undergraduate students may choose one and applied mathematics. More details can be found on the degree
of three options leading to the Bachelor of Science in Mathematics: chart (p. 470).
applied mathematics, pure mathematics, or general mathematics.
The general mathematics option provides a great deal of flexibility Applied Mathematics Option
and allows students to design their own programs in conjunction Applied mathematics focuses on the mathematical concepts and
with their advisors. The Mathematics with Computer Science degree techniques applied in science, engineering, and computer science.
is oered for students who want to pursue interests in mathematics Particular attention is given to the following principles and their
and theoretical computer science within a single undergraduate mathematical formulations: propagation, equilibrium, stability,
program. optimization, computation, statistics, and random processes.
At the graduate level, the Mathematics Department oers the PhD in Sophomores interested in applied mathematics typically enroll
Mathematics, which culminates in the exposition of original research in 18.200 Principles of Discrete Applied Mathematics and 18.300
in a dissertation. Graduate students also receive training and gain Principles of Continuum Applied Mathematics. Subject 18.200 is
experience in the teaching of mathematics. devoted to the discrete aspects of applied mathematics and may be
taken concurrently with 18.03 Dierential Equations. Subject 18.300,
The CLE Moore instructorships and Applied Mathematics
oered in the spring term, is devoted to continuous aspects and
instructorships bring mathematicians at the postdoctoral level to MIT
makes considerable use of dierential equations.
and provide them with training in research and teaching.
The subjects in Group I of the program correspond roughly to those
areas of applied mathematics that make heavy use of discrete
Undergraduate Study mathematics, while Group II emphasizes those subjects that
deal mainly with continuous processes. Some subjects, such as
An undergraduate degree in mathematics provides an excellent
probability or numerical analysis, have both discrete and continuous
basis for graduate work in mathematics or computer science, or
aspects.
for employment in such elds as nance, business, or consulting.
Students' programs are arranged through consultation with their Students planning to go on to graduate work in applied mathematics
faculty advisors. should also take some basic subjects in analysis and algebra.
Undergraduates in mathematics are encouraged to elect an More detail on the Applied Mathematics option can be found on the
undergraduate seminar during their junior or senior year. The degree chart (p. 471).
experience gained from active participation in a seminar conducted
by a research mathematician has proven to be valuable for students Pure Mathematics Option
planning to pursue graduate work as well as for those going on to Pure (or "theoretical") mathematics is the study of the basic concepts
other careers. These seminars also provide training in the verbal and and structure of mathematics. Its goal is to arrive at a deeper
written communication of mathematics and may be used to fulll the understanding and an expanded knowledge of mathematics itself.
Communication Requirement.
Traditionally, pure mathematics has been classied into three
Many mathematics majors take 18.821 Project Laboratory in general elds: analysis, which deals with continuous aspects of
Mathematics, which fullls the Institute's Laboratory Requirement mathematics; algebra, which deals with discrete aspects; and
and counts toward the Communication Requirement. geometry. The undergraduate program is designed so that students
become familiar with each of these areas. Students also may wish to
2019–2020 MIT Bulletin | 325

explore other topics such as logic, number theory, complex analysis,

and subjects within applied mathematics.
Graduate Study
The subjects 18.701 Algebra I and 18.901 Introduction to Topology The Mathematics Department oers programs covering a broad
are more advanced and should not be elected until a student has range of topics leading to the Doctor of Philosophy or Doctor of
had experience with proofs, as in Real Analysis (18.100A, 18.100B, Science degree. Candidates are admitted to either the Pure or
18.100P or 18.100Q) or 18.700 Linear Algebra. Applied Mathematics programs but are free to pursue interests in
both groups. Of the roughly 120-130 doctoral students, about two
For more details, see the degree chart (p. 472).
thirds are in Pure Mathematics, one third in Applied Mathematics.
Bachelor of Science in Mathematics with Computer Science The programs in Pure and Applied Mathematics oer basic and
(Course 18-C) advanced classes in analysis, algebra, geometry, Lie theory, logic,
Mathematics and computer science are closely related elds. number theory, probability, statistics, topology, astrophysics,
Problems in computer science are oen formalized and solved with combinatorics, fluid dynamics, numerical analysis, theoretical
mathematical methods. It is likely that many important problems physics, and the theory of computation. In addition, many
currently facing computer scientists will be solved by researchers mathematically oriented subjects are oered by other departments.
skilled in algebra, analysis, combinatorics, logic and/or probability Students in Applied Mathematics are especially encouraged to
theory, as well as computer science. take subjects in engineering and scientic subjects related to their
research.
The purpose of this program is to allow students to study a
combination of these mathematical areas and potential areas of All students pursue research under the supervision of the faculty
application in computer science. Required subjects include linear and are encouraged to take advantage of the many seminars and
algebra (18.06 or 18.700) because it is so broadly used, and discrete colloquia at MIT and in the Boston area.
mathematics (18.062[J] or 18.200) to give experience with proofs and
the necessary tools for analyzing algorithms. The required subjects Doctor of Philosophy or Doctor of Science
covering complexity (18.404 Theory of Computation or 18.400[J] The requirements for these degrees are described on the
Automata, Computability, and Complexity) and algorithms (18.410[J] department's website (http://math.mit.edu/academics/grad/
Design and Analysis of Algorithms) provide an introduction to the timeline). In outline, they consist of an oral qualifying examination,
most theoretical aspects of computer science. We also require a thesis proposal, completion of a minimum of 96 units (8 graduate
exposure to other areas of computer science (6.031, 6.033, 6.034, subjects), and a thesis containing original research in mathematics.
or 6.036) where mathematical issues may also arise. More details
can be found on the degree chart (p. 473). Interdisciplinary Programs
Some flexibility is allowed in this program. In particular, students
may substitute the more advanced subject 18.701 Algebra I for 18.06
Students with primary interest in computational science may also
Linear Algebra, and, if they already have strong theorem-proving
consider applying to the interdisciplinary Computational Science and
skills, may substitute 18.211 Combinatorial Analysis or 18.212
Engineering (CSE) program, with which the Mathematics Department
Algebraic Combinatorics for 18.062[J] Mathematics for Computer
is aliated. For more information, see the CSE website (http://
Science or 18.200 Principles of Discrete Applied Mathematics.
gradadmissions.mit.edu/programs/cse).
Minor in Mathematics
Mathematics and Statistics
The requirements for a Minor in Mathematics are as follows: six 12-
The Interdisciplinary Doctoral Program in Statistics provides training
unit subjects in mathematics, beyond the Institute's Mathematics
in statistics, including classical statistics and probability as well as
Requirement, of essentially dierent content, including at least three
computation and data analysis, to students who wish to integrate
advanced subjects (rst decimal digit one or higher).
these valuable skills into their primary academic program. The
See the Undergraduate Section for a general description of the minor program is administered jointly by the departments of Aeronautics
program (p. 35). and Astronautics, Economics, Mathematics, and Political Science,
and the Statistics and Data Science Center within the Institute for
Inquiries Data, Systems, and Society. It is open to current doctoral students in
For further information, see the department's website (http:// participating departments, who may apply to enroll in the program
math.mit.edu/academics/undergrad) or contact Math Academic at any time aer the end of their rst year. For more information,
Services, 617-253-2416. see the full program description (p. 379) under Interdisciplinary
Graduate Programs.
326 | 2019–2020 MIT Bulletin

Alan Edelman, PhD

Financial Support Professor of Mathematics
Financial support is guaranteed for up to ve years to students
making satisfactory academic progress. Financial aid aer the rst Pavel I. Etingof, PhD
year is usually in the form of a teaching or research assistantship. Professor of Mathematics
(On leave, spring)
Inquiries Victor W. Guillemin, PhD
For further information, see the department's website (http:// Professor of Mathematics
math.mit.edu/academics/grad) or contact Math Academic Services, (On leave, fall)
617-253-2416.
Lawrence Guth, PhD
Claude E. Shannon (1940) Professor of Mathematics
Michel X. Goemans, PhD Neil and Jane Pappalardo Professor
Professor of Mathematics Professor of Mechanical Engineering
Head, Department of Mathematics Professor of Mathematics
Associate Dean, School of Engineering
William Minicozzi, PhD
Singer Professor of Mathematics
Associate Head, Department of Mathematics David S. Jerison, PhD
Professors
Michael Artin, PhD Steven G. Johnson, PhD
Professor Post-Tenure of Mathematics Professor of Mathematics
Martin Z. Bazant, PhD (On leave, fall)
E.G. Roos Professor
Professor of Chemical Engineering Victor Kac, PhD
Professor of Mathematics Professor of Mathematics
Executive Ocer, Department of Chemical Engineering (On leave)
Bonnie Berger, PhD Jonathan Adam Kelner, PhD

Simons Professor of Mathematics Professor of Mathematics
Ju-Lee Kim, PhD
Member, Health Sciences and Technology Faculty
Roman Bezrukavnikov, PhD
Frank Thomson Leighton, PhD
Alexei Borodin, PhD (On leave)
George Lusztig, PhD
John W. M. Bush, PhD Edward A. Abdun-Nur (1924) Professor of Mathematics
Arthur P. Mattuck, PhD
(On leave)
Professor Post-Tenure of Mathematics
Hung Cheng, PhD
Davesh Maulik, PhD
Tobias Colding, PhD
Richard B. Melrose, PhD
Cecil and Ida Green Distinguished Professor
Haynes R. Miller, PhD
Laurent Demanet, PhD
Professor of Earth, Atmospheric and Planetary Sciences
2019–2020 MIT Bulletin | 327

Elchanan Mossel, PhD Wei Zhang, PhD

Professor of Mathematics Professor of Mathematics
Tomasz S. Mrowka, PhD Joern Dunkel, PhD
Professor of Mathematics Associate Professor of Mathematics
Pablo A. Parrilo, PhD Semyon Dyatlov, PhD
Joseph F. and Nancy P. Keithley Professor Associate Professor of Mathematics
Professor of Mathematics Ankur Moitra, PhD
Member, Institute for Data, Systems, and Society Rockwell International Career Development Professor
Associate Professor of Mathematics
Bjorn Poonen, PhD
Distinguished Professor in Science Philippe Rigollet, PhD
Professor of Mathematics Associate Professor of Mathematics
Alexander Postnikov, PhD
Professor of Mathematics Nike Sun, PhD
Associate Professor of Mathematics
Rodolfo R. Rosales, PhD
Professor of Mathematics Assistant Professors
Paul Seidel, PhD Tristan Collins, PhD
Levinson Professor in Mathematics Assistant Professor of Mathematics
Scott Roger Sheeld, PhD Vadim Gorin, PhD

Leighton Family Professor of Mathematics Assistant Professor of Mathematics
Member, Institute for Data, Systems, and Society (On leave)
Peter W. Shor, PhD Peter Hintz, PhD

Henry Adams Morss and Henry Adams Morss, Jr. (1934) Professor Assistant Professor of Mathematics
Professor of Mathematics (On leave, fall)
Michael Sipser, PhD Andrew Lawrie, PhD

Donner Professor of Mathematics Assistant Professor of Mathematics
Dean, School of Science (On leave, fall)
Gigliola Stalani, PhD Andrei Negut, PhD

Abby Rockefeller Mauzé Professor of Mathematics Class of 1947 Career Development Chair
Assistant Professor of Mathematics
Gilbert Strang, PhD
MathWorks Professor of Mathematics Aaron Pixton, PhD
Member, Institute for Data, Systems, and Society Class of 1957 Career Development Chair
Daniel W. Stroock, PhD (On leave)
Professor Post-Tenure of Mathematics
Giulia Sacca, PhD
David A. Vogan, PhD Assistant Professor of Mathematics
Norbert Wiener Professor of Mathematics (On leave)
Chenyang Xu, PhD Yufei Zhao, PhD

Professor of Mathematics Class of 1956 Career Development Chair
Zhiwei Yun, PhD
Professor of Mathematics Visiting Professors
Thomas Lam, PhD
Visiting Professor of Mathematics
328 | 2019–2020 MIT Bulletin

Kasso Okoudjou, PhD Christos Mantoulidis, PhD

MLK Visiting Professor of Mathematics CLE Moore Instructor of Mathematics
Valerio Toledano Laredo, PhD Yu Pan, PhD

Visiting Professor of Mathematics CLE Moore Instructor of Mathematics
Visiting Associate Professors Casey Rodriguez, PhD

Thibaut Le Gouic, PhD CLE Moore Instructor of Mathematics
Visiting Associate Professor of Mathematics Ananth Shankar, PhD
Raghu Meka, PhD CLE Moore Instructor of Mathematics
Visiting Associate Professor of Mathematics Junliang Shen, PhD
Dev Sinha, PhD CLE Moore Instructor of Mathematics
Visiting Associate Professor of Mathematics Matthew Storegen, PhD
CLE Moore Instructor of Mathematics
Visiting Assistant Professors
Karola Meszaros, PhD Chen Wan, PhD
Visiting Assistant Professor of Mathematics CLE Moore Instructor of Mathematics
Adjunct Professors Yilin Wang, PhD

Henry Cohn, PhD CLE Moore Instructor of Mathematics
Adjunct Professor of Mathematics Junho Whang, PhD
CLE Moore Instructor of Mathematics
Lecturers
Jennifer French, PhD Zhouli Xu, PhD
Lecturer in Digital Learning CLE Moore Instructor of Mathematics
Slava Gerovitch, PhD Xueying Yu, PhD

Lecturer in Mathematics CLE Moore Instructor of Mathematics
Peter J. Kempthorne, PhD Yiming Zhao, PhD

Tanya Khovanova, PhD Ziquan Zhuang, PhD

CLE Moore Instructors Instructors of Applied Mathematics

Tom Bachmann, PhD Keaton Burns, PhD
CLE Moore Instructor of Mathematics Instructor of Applied Mathematics
Charlotte Chan, PhD Diego Cifuentes, PhD

Kyeongsu Choi, PhD Souvik Dhara, PhD

CLE Moore Instructor of Mathematics Schramm Fellow Instructor
Jeremy Hahn, PhD Matthew Durey, PhD

Pei-Ken Hung, PhD William Cole Franks, PhD

Benjamin Landon, PhD Vili Heinonen, PhD

2019–2020 MIT Bulletin | 329

Zilin Jiang, PhD Samuel Schiavone

Instructor of Applied Mathematics Research Scientist of Mathematics
Ousmane Kodio, PhD David I. Spivak, PhD

Laszlo Lovasz, PhD Raymond van Bommel, PhD

Tyler Maunu, PhD

Instructor of Applied Mathematics Professors Emeriti
Richard Dudley, PhD
Christopher Rackauckas, PhD
Professor Emeritus of Mathematics
Instructor of Applied Mathematics
Daniel Z. Freedman, PhD
Elina Robeva, PhD
Instructor of Statistics
Henrik Ronellentsch, PhD
Harvey P. Greenspan, PhD
Stuart Thomson, PhD
Sigurdur Helgason, PhD
Instructors of Pure Mathematics Steven L. Kleiman, PhD

Zarathustra Brady, PhD Professor Emeritus of Mathematics
Instructor of Pure Mathematics
Daniel J. Kleitman, PhD
Laure Flapan, PhD Professor Emeritus of Mathematics
James R. Munkres, PhD
Daniel Kriz, PhD Professor Emeritus of Mathematics
Gerald E. Sacks, PhD
Jonathan Wang, PhD Professor Emeritus of Mathematics
Isadore Manuel Singer, PhD
Research Sta
Principal Research Scientists Richard P. Stanley, PhD

Andrew Victor Sutherland II, PhD Professor Emeritus of Mathematics
Principal Research Scientist of Mathematics
Harold Stark, PhD
Research Scientists Professor Emeritus of Mathematics
Edgar Costa, PhD
Alar Toomre, PhD
Research Scientist of Mathematics
Francesc Fité, PhD
Wanlin Li, PhD

David Roe, PhD

330 | 2019–2020 MIT Bulletin

DEPARTMENT OF PHYSICS
Both options lead to the same degree: the Bachelor of Science in

Physics.
The Department of Physics oers undergraduate, graduate, Physics: Focused Option
and postgraduate training, with a wide range of options for This option—which includes three terms of quantum mechanics, 36
specialization. units of laboratory experience, and a thesis—is ideal preparation for
a career in physics.
The emphasis of both the undergraduate curriculum and the
graduate program is on understanding the fundamental principles In the second year, students take:
that appear to govern the behavior of the physical world, including
8.03 Physics III 12
space and time and matter and energy in all its forms, from the
subatomic to the cosmological and from the elementary to the 8.033 Relativity 12
complex. 8.04 Quantum Physics I 12
8.044 Statistical Physics I 12
The Department of Physics strives to be at the forefront of many
8.223 Classical Mechanics II 6
areas where new physics can be found. Consequently, the
department works on problems where extreme conditions may reveal Important skills for experimentation in physics may be acquired by
new behavior: from clusters of galaxies or the entire universe to starting an Undergraduate Research Opportunities Program (UROP)
elementary particles or the strings that may be the substructure of (p. 45) project.
these particles; from collisions of nuclei at relativistic velocities that
make droplets of matter hotter than anything since the Big Bang In the third year, students normally take laboratory subjects:
to laser-cooled atoms so cold that their wave functions overlap,
resulting in a macroscopic collective state, the Bose-Einstein 8.13 Experimental Physics I 36
condensate; and from individual atoms to unusual materials, such as & 8.14 and Experimental Physics II
high-temperature superconductors and those that are important in 8.05 Quantum Physics II 24
biology. Pushing the limits provides the opportunity to observe new & 8.06 and Quantum Physics III
general principles and test theories of the structure and behavior of
Students should also begin to take the restricted elective subjects,
matter and energy.
one in mathematics and at least two in physics. The mathematics
subjects 18.04 Complex Variables with Applications, 18.075
Methods for Scientists and Engineers, and 18.06 Linear Algebra are
Undergraduate Study
particularly popular with physics majors. Topical elective subjects
in astrophysics, biological physics, condensed matter, plasma, and
Bachelor of Science in Physics (Course 8)
nuclear and particle physics allow students to gain an appreciation
An undergraduate degree in physics provides an excellent basis
of the forefronts of modern physics. Students intending to go on to
not only for graduate study in physics and related elds, but also
graduate school in physics are encouraged to take the theoretical
for professional work in such elds as astrophysics, biophysics,
physics sequence:
engineering and applied physics, geophysics, management,
law, or medicine. The undergraduate curriculum oers students
8.07 Electromagnetism II 12
the opportunity to acquire a deep conceptual understanding of
8.08 Statistical Physics II 12
fundamental physics. The core departmental requirements begin this
process. The student then chooses one of two options to complete 8.09 Classical Mechanics III 12
the degree: the focused option (p. 475) is designed for students
An important component of this option is the thesis, which is a
who plan to pursue physics as a career, and is an excellent choice
physics research project carried out under the guidance of a faculty
for students who want to experience as deep an engagement as
member. Many thesis projects grow naturally out of UROP projects.
possible with physics; the flexible option (p. 476) also provides a
Students should have some idea of a thesis topic by the middle
very strong physics framework, and gives students who may want
of the junior year. A thesis proposal must be submitted before
to pursue additional academic interests the flexibility to do so.
registering for thesis units and no later than Add Date of the fall term
Both programs prepare students very well for graduate studies in
of the senior year.
physics, as well as for a variety of academic or research-related
careers. Either option provides a considerable amount of time for A relatively large amount of elective time usually becomes available
exploration through electives. Students proceed at the pace and during the fourth year and can be used either to deepen one's
degree of specialization best suited to their individual capacities. background in physics or to explore other disciplines.
2019–2020 MIT Bulletin | 331

the HASS requirement. Areas of focus chosen by students have

Physics: Flexible Option included astronomy, biology, computational physics, theoretical
This option is designed for students who wish to develop a strong physics, nanotechnology, history of science, science and technology
background in the fundamentals of physics and then build on policy, philosophy, and science teaching. Some students may
this foundation as they prepare for career paths that may or may choose to satisfy their experimental and exploration requirements in
not involve a graduate degree in physics. Many students nd an the same area as their focus; others may opt for greater breadth by
understanding of the basic concepts of physics and an appreciation choosing other elds to fulll these requirements.
of the physicist's approach to problem solving an excellent
preparation for the growing spectrum of nontraditional, technology- Although students may choose this option at any time in their
related career opportunities, as well as for careers in business, law, undergraduate career, many decide on the flexible major during their
medicine, or engineering. Additionally, the flexible option makes sophomore year in order to have enough time to cra a program that
it more possible for students with diverse intellectual interests to best suits their individual needs. Specic subject choices for the
pursue a second major in another department. experimental and focus requirements require the written approval of
the Flexible Program coordinator, Dr. Sean P. Robinson.
The option begins with the core subjects:
Minor in Physics
8.01 Physics I 12 The Minor in Physics provides a solid foundation for the pursuit of
8.02 Physics II 12 a broad range of professional activities in science and engineering.
8.03 Physics III 12 The requirements for a Minor in Physics are as follows:
8.04 Quantum Physics I 12 1
Select ve Course 8 subjects beyond the General 57-60
8.21 Physics of Energy 12 Institute Requirements
or 8.223 Classical Mechanics II
Total Units 69-72
Students round out their foundation material with either an 1
18.032 Dierential Equations is also acceptable.
additional quantum mechanics subject (8.05 Quantum Physics
II) or a subject in relativity (8.20 Introduction to Special Relativity Students should submit a completed Minor Application Form to
or 8.033 Relativity). There is an experimental requirement of 8.13 Physics Academic Programs, Room 4-315. The Physics Department's
Experimental Physics I or, with the approval of the department, a minor coordinator is Catherine Modica. See Undergraduate
laboratory subject of similar intensity in another department, an Education for more information on minor programs (p. 35).
experimental research project or senior thesis, or an experimentally
oriented summer externship. An exploration requirement consists Minor in Astronomy
of one elective subject in physics. Students can satisfy the The Minor in Astronomy (p. 356), oered jointly with the
departmental portion of the Communication Requirement by taking Department of Earth, Atmospheric, and Planetary Sciences, covers
two of the following subjects: the observational and theoretical foundations of astronomy. For a
description of the minor, see Interdisciplinary Programs.
8.06 Quantum Physics III 12
8.13 Experimental Physics I 18 Inquiries
8.14 Experimental Physics II 18 Additional information concerning degree programs and research
8.225[J] Einstein, Oppenheimer, Feynman: 12 activities may be obtained by contacting the department oce
Physics in the 20th Century ([email protected]), Room 4-315, 617-253-4841.
8.226 Forty-three Orders of Magnitude 12
8.287[J] Observational Techniques of Optical 15
Astronomy
Graduate Study
The Physics Department oers programs leading to the degrees of
The department and the Subcommittee on the Communication
Master of Science in Physics and Doctor of Philosophy.
Requirement may accept substitution of one of the department's two
required CI-M subjects with a CI-M subject in another department if it
forms a natural part of the student's physics program.
Students intending to pursue graduate work in physics should have
Students following this option must also complete a focus as a background the equivalent of the requirements for the Bachelor
requirement—three subjects forming one intellectually coherent unit of Science in Physics from MIT. However, students may make up
in some area (not necessarily physics), subject to the approval of the some deciencies over the course of their graduate work.
department and separate from those used by the student to satisfy
332 | 2019–2020 MIT Bulletin

Laboratory. Additional information can be found under Research and

Master of Science in Physics Study (p. 91). These facilities provide close relationships among the
The normal degree program in the department leads to a PhD research activities of a number of MIT departments and give students
in Physics. Admission to a master's degree program in Physics opportunities for contact with research carried out in disciplines
is available only in special cases (e.g., US military ocers). The other than physics.
requirements for the Master of Science in Physics are the same as
the General Degree Requirements (p. 62) listed under Graduate Inquiries
Education. A master's thesis must represent a piece of independent Additional information on degree programs, research activities,
research work in any of the elds described below, and must be admissions, nancial aid, teaching and research assistantships
carried out under the supervision of a department faculty member. may be obtained by contacting the department oce (physics-
No xed time is set for the completion of a master's program; two [email protected]), Room 4-315, 617-253-4851.
years of work is a rough guideline. There is no language requirement
for this degree.
Peter H. Fisher, PhD
Candidates for the Doctor of Philosophy or Doctor of Science are
expected to enroll in those basic graduate subjects that prepare
Head, Department of Physics
them for the general examination, which must be passed no later
than in the seventh term aer initial enrollment. No specic subjects Nergis Mavalvala, PhD
of study are prescribed, except for the requirement of two subjects Curtis (1963) and Kathleen Marble Professor
in the candidate's doctoral research area and two subjects outside Professor of Physics
the candidate's eld of specialization (breadth requirement). Half of Associate Head, Department of Physics
the breadth requirement may be satised through a departmentally
approved industrial internship. The doctoral thesis must represent Professors
a substantial piece of original research, carried out under the Raymond Ashoori, PhD
supervision of a department faculty member. Professor of Physics
The Physics Department faculty members oer subjects of John Winston Belcher, PhD
instruction and are engaged in research in a variety of elds in Class of 1922 Professor
experimental and theoretical physics. This broad spectrum of Professor of Physics
activities is organized in the divisional structure of the department,
presented below. Graduate students are encouraged to contact Edmund Bertschinger, PhD
faculty members in the division of their choice to inquire about Professor of Physics
opportunities for research, and to pass through an apprenticeship
Wit Busza, PhD
(by signing up for Pre-Thesis Research) as a rst step toward an
engagement in independent research for a doctoral thesis.
Claude R. Canizares, PhD
Research Divisions Bruno B. Rossi Distinguished Professor in Experimental Physics
Faculty and students in the Department of Physics are generally
aliated with one of several research divisions: Deepto Chakrabarty, PhD
• Astrophysics
• Experimental Nuclear and Particle Physics Arup K. Chakraborty, PhD
• Atomic Physics, Biophysics, Condensed Matter Physics, and
Plasma Physics
• Theoretical Nuclear and Particle Physics
Much of the research in the department is carried out as part of Core Faculty, Institute for Medical Engineering and Science
the work of various interdisciplinary laboratories and centers,
Min Chen, PhD
including the Center for Materials Science and Engineering, Francis
Bitter Magnet Laboratory, Haystack Observatory, Laboratory for
Nuclear Science, Microsystems Technology Laboratories, MIT Kavli Isaac L. Chuang, PhD
Institute for Astrophysics and Space Research, Plasma Science and Professor of Electrical Engineering
Fusion Center, Research Laboratory of Electronics, and Spectroscopy Professor of Physics
2019–2020 MIT Bulletin | 333

Janet Conrad, PhD Seth Lloyd, PhD

Professor of Physics Nam Pyo Suh Professor
Bruno Coppi, PhD Professor of Physics
Richard G. Milner, PhD
Joseph A. Formaggio, PhD Professor of Physics
Leonid A. Mirny, PhD
Nuh Gedik, PhD Professor of Physics
Professor of Physics Professor of Medical Engineering and Science
Alan Guth, PhD Core Faculty, Institute for Medical Engineering and Science
Victor F. Weisskopf Professor in Physics Christoph M. E. Paus, PhD
Jacqueline N. Hewitt, PhD Professor of Physics
Julius A. Stratton Professor Miklos Porkolab, PhD
Professor of Physics Professor of Physics
Scott A. Hughes, PhD David E. Pritchard, PhD
Professor of Physics Cecil and Ida Green Professor of Physics
Robert L. Jae, PhD Krishna Rajagopal, PhD
Otto (1939) and Jane Morningstar Professor of Science Professor of Physics
Robert P. Redwine, PhD
Pablo Jarillo-Herrero, PhD Professor of Physics
Cecil and Ida Green Professor of Physics
Gunther M. Roland, PhD
John D. Joannopoulos, PhD Professor of Physics
Francis Wright Davis Professor
Professor of Physics Sara Seager, PhD
Class of 1941 Professor of Planetary Sciences
Steven G. Johnson, PhD Professor of Physics
Professor of Mathematics Professor of Aeronautics and Astronautics
(On leave, fall) Robert A. Simcoe, PhD
Francis L. Friedman Professor of Physics
David I. Kaiser, PhD Professor of Physics
Germeshausen Professor of the History of Science
Professor of Physics Marin Soljačić, PhD
Mehran Kardar, PhD
Francis L. Friedman Professor of Physics Iain Stewart, PhD
Wolfgang Ketterle, PhD
John D. MacArthur Professor Washington Taylor IV, PhD
Patrick A. Lee, PhD Max Erik Tegmark, PhD

William and Emma Rogers Professor Professor of Physics
Samuel C. C. Ting, PhD
Leonid Levitov, PhD Thomas D. Cabot Institute Professor
Hong Liu, PhD Senthil Todadri, PhD

334 | 2019–2020 MIT Bulletin

Vladan Vuletić, PhD Jesse Thaler, PhD

Lester Wolfe Professor Associate Professor of Physics
Mark Vogelsberger, PhD
Xiao-Gang Wen, PhD Associate Professor of Physics
Cecil and Ida Green Professor in Physics
Michael Williams, PhD
Frank Wilczek, PhD Associate Professor of Physics
Herman Feshbach (1942) Professor of Physics
Boleslaw Wyslouch, PhD Riccardo Comin, PhD
Professor of Physics Assistant Professor of Physics
Barton Zwiebach, PhD Ian J. M. Crosseld, PhD
Martin Wolfram Zwierlein, PhD Netta Engelhardt, PhD
Associate Professors Nikta Fakhri, PhD

Joseph George Checkelsky, PhD Thomas D. and Virginia W. Cabot Professor
Associate Professor of Physics Assistant Professor of Physics
Ibrahim I. Cisse, PhD Daniel Harlow, PhD

William Detmold, PhD Philip Harris, PhD

Matthew J. Evans, PhD Or Hen, PhD

Anna L. Frebel, PhD Long Ju, PhD

Liang Fu, PhD Erin Kara, PhD

Biedenharn Career Development Professor Assistant Professor of Physics
Associate Professor of Physics
Kiyoshi Masui, PhD
Je Gore, PhD Assistant Professor of Physics
Michael McDonald, PhD
Aram W. Harrow, PhD Assistant Professor of Physics
Max Metlitski, PhD
Markus Klute, PhD Assistant Professor of Physics
Kerstin Perez, PhD
Yen-Jie Lee, PhD Assistant Professor of Physics
Phiala E. Shanahan, PhD
Nuno F. Loureiro, PhD Assistant Professor of Physics
Associate Professor of Nuclear Science and Engineering
Associate Professor of Physics Salvatore Vitale, PhD
Assistant Professor of Physics
Tracy Robyn Slatyer, PhD
Zacharias Career Development Professor Lindley Winslow, PhD
Associate Professor of Physics Zacharias Career Development Professor
Assistant Professor of Physics
2019–2020 MIT Bulletin | 335

Professors of the Practice Professors Emeriti

William D. Oliver, PhD
Professor of the Practice of Physics Ulrich J. Becker, ScD
Adjunct Professors
George B. Benedek, PhD
William A. Barletta, PhD
Alfred H. Caspary Professor Emeritus of Physics
Adjunct Professor of Physics
Professor Emeritus of Biological Physics
Senior Lecturers Ahmet Nihat Berker, PhD

Peter Dourmashkin, PhD Professor Emeritus of Physics
Senior Lecturer in Physics
Aron M. Bernstein, PhD
Lecturers Professor Emeritus of Physics
Sean P. Robinson, PhD
William Bertozzi, PhD
Lecturer in Physics
Technical Instructor of Physics
Robert J. Birgeneau, PhD
Michelle Tomasik, PhD
Lecturer in Physics
Hale V. Bradt, PhD
Technical Instructors Professor Emeritus of Physics
Caleb C. Bonyun, MS
Technical Instructor of Physics George W. Clark, PhD
Lauren Dana, BS
Technical Instructor of Physics Thomas H. Dupree, PhD
Kay Lowdon, BS Professor Emeritus of Physics
Technical Instructor of Physics
Edward Farhi, PhD
Aidan MacDonagh, BSE Cecil and Ida Green Professor Emeritus of Physics
Technical Instructor of Digital Learning
Daniel Z. Freedman, PhD
Andy Neely, BS Professor Emeritus of Mathematics
Technical Instructor of Physics Professor Emeritus of Physics
Gladys Velez Caideco, BS Jerome I. Friedman, PhD

Technical Instructor of Physics Institute Professor Emeritus
Joshua Wolfe, BS
Technical Instructor of Physics Jerey Goldstone, PhD
Research Sta
Thomas J. Greytak, PhD
Senior Research Scientists
Earl S. Marmar, PhD Lee Grodzins, PhD
Senior Research Scientist of Physics Professor Emeritus of Physics
Jagadeesh Moodera, PhD Erich P. Ippen, PhD

Senior Research Scientist of Physics Elihu Thomson Professor Emeritus
Richard J. Temkin, PhD
Senior Research Scientist of Physics
336 | 2019–2020 MIT Bulletin

Roman Wladimir Jackiw, PhD

Jerrold Zacharias Professor Emeritus of Physics
Paul Christopher Joss, PhD

Marc A. Kastner, PhD

Donner Professor of Science Emeritus
Vera Kistiakowsky, PhD

Professor Emerita of Physics
Daniel Kleppner, PhD

Lester Wolfe Professor Emeritus
Stanley B. Kowalski, PhD

J. David Litster, PhD

Earle L. Lomon, PhD

June Lorraine Matthews, PhD

Professor Emerita of Physics
Ernest J. Moniz, PhD

Cecil and Ida Green Distinguished Professor Emeritus
Professor Emeritus of Engineering Systems
John W. Negele, PhD

William A. Coolidge Professor Emeritus
Irwin A. Pless, PhD

Saul A. Rappaport, PhD

Lawrence Rosenson, PhD

Paul L. Schechter, PhD

William A. M. Burden Professor Emeritus in Astrophysics
Rainer Weiss, PhD

James E. Young, PhD

2019–2020 MIT Bulletin | 337

MIT STEPHEN A. SCHWARZMAN COLLEGE OF COMPUTING
MIT STEPHEN A. SCHWARZMAN COLLEGE OF applicants is provided in the section on Undergraduate Education
(p. 31).
COMPUTING
Advances in computing—including hardware, soware, algorithms, department or program of interest. See the individual department
and articial intelligence (AI)—will be a dening force in the next and program descriptions for specic requirements.
phase of human history. This is perhaps most visible with the
development of AI systems that augment or replace human decision
making and reasoning. These technologies will deliver opportunities Oce of the Dean
we cannot yet imagine. At the same time, they will pose important
Daniel Huttenlocher, PhD
and growing societal and ethical challenges and responsibilities
Professor of Computer Science
regarding issues such as privacy, public safety, trustworthiness of
Dean, MIT Stephen A. Schwarzman College of Computing
information, the nature of work, and security of nations.
Eileen Ng, MBA
In this galvanizing moment, the Institute is creating the MIT
Assistant Dean for Administration
Stephen A. Schwarzman College of Computing to address global
opportunities and challenges presented by the computing and AI era. Terri Park
The College will educate leaders and drive innovation and societal Director of Communications
responsibility for the future.
Beginning in September 2019, the MIT Schwarzman College of

Computing will reshape the Institute to:
• deliver the latest advances in computer science and AI while

leading the rapid evolution and growth of computing elds;
• discover new capabilities of computing across MIT while creating
powerful new collaborations between computing and other
disciplines; and
• develop means of addressing societal and ethical challenges of
computing and AI while building “habits of mind and action” in
those who create and deploy computing technologies.
In realizing this transformative change, MIT will:
• immediately begin the design and construction of a new building

for the College;
• hire 50 new faculty, both within the College and together with
other academic departments across MIT; and
• create new academic structures for collaborative education,
research, and innovation in computing across all of MIT’s
schools.
Admissions

338 | 2019–2020 MIT Bulletin

INTERDISCIPLINARY PROGRAMS
INTERDISCIPLINARY PROGRAMS • History, Anthropology, and Science, Technology and Society

(p. 281)
• Joint Program with Woods Hole Oceanographic Institution
Undergraduate Study (p. 375)
• Leaders for Global Operations (p. 376)
Undergraduate Degrees
• Microbiology (p. 376)
• Chemistry and Biology (Course 5-7) (p. 340)
• Operations Research (p. 378)
• Computation and Cognition (Course 6-9) (p. 340)
• Polymers and So Matter (p. 378)
• Computer Science and Molecular Biology (Course 6-7) (p. 341)
• Social and Engineering Systems (p. 379)
• Computer Science, Economics, and Data Science (Course 6-14)
(p. 341) • Statistics (p. 379)
• Humanities (Course 21) (p. 341) • Supply Chain Management (p. 379)
• Humanities and Engineering (Course 21E) (p. 349) • Technology and Policy (p. 380)
• Humanities and Science (Course 21S) (p. 350) • Transportation (p. 380)
• Urban Science and Planning with Computer Science (Course 11-6)

(p. 350) Graduate Concentrations
• Biophysics (p. 299)
Undergraduate Minors • Molecular and Cellular Neuroscience (p. 299)

• African and African Diaspora Studies (p. 351)
• Ancient and Medieval Studies (p. 352)
• Applied International Studies (p. 354)
• Asian and Asian Diaspora Studies (p. 354)
• Astronomy (p. 356)
• Atmospheric Chemistry (p. 356)
• Biomedical Engineering (p. 356)
• Energy Studies (p. 357)
• Entrepreneurship and Innovation (p. 359)
• Environment and Sustainability (p. 360)
• Latin American and Latino/a Studies (p. 362)
• Middle Eastern Studies (p. 363)
• Polymers and So Matter (p. 364)
• Public Policy (p. 365)
• Russian and Eurasian Studies (p. 366)
• Statistics and Data Science (p. 366)
• Women's and Gender Studies (p. 367)
Graduate Study
Graduate Degrees
• Advanced Urbanism (p. 370)
• Computation for Design and Optimization (p. 370)
• Computational and Systems Biology (p. 371)
• Computational Science and Engineering (p. 373)
• Computer Science and Molecular Biology (p. 373)
• Design and Management (Integrated Design and Management &
System Design and Management) (p. 374)
• Harvard-MIT Health Sciences and Technology Program (p. 375)
2019–2020 MIT Bulletin | 339

UNDERGRADUATE PROGRAMS
UNDERGRADUATE PROGRAMS
Computer Science, Economics, and Data Science (Course 6-14)
1
SB Computer Science, Economics, and Data Science
2
INTERDISCIPLINARY UNDERGRADUATE DEGREES Humanities (Course 21)
SB Humanities
MIT oers seven interdisciplinary undergraduate degrees:
SB Humanities and Engineering
• Chemistry and Biology (p. 340), a joint program oered by the SB Humanities and Science
Departments of Chemistry and Biology (School of Science).
• Computation and Cognition (p. 340), a joint program oered Urban Science and Planning with Computer Science (Course
by the Department of Electrical Engineering and Computer 11-6)
1
Science (School of Engineering) and the Department of Brain and SB Urban Science and Planning with Computer Science
Cognitive Sciences (School of Science). 1
• Computer Science and Molecular Biology (p. 341), a joint
program oered by the Department of Electrical Engineering and 2
Students majoring in one of the designated interdisciplinary major elds
Computer Science (School of Engineering) and the Department of within SHASS receive the generic SB degree in Course 21, Humanities.
Biology (School of Science).
• Computer Science, Economics, and Data Science (p. 341), a
joint program oered by the Department of Electrical Engineering
and Computer Science (School of Engineering) and the
CHEMISTRY AND BIOLOGY
Department of Economics (School of Arts, Humanities, and Social
Sciences). Bachelor of Science in Chemistry and Biology (Course 5-7)
• Humanities (p. 341), a program oered by the Department The Department of Biology (p. 302) and the Department of Chemistry
of Humanities that encompasses six elds of interdisciplinary (p. 314) oer a joint curriculum leading to a Bachelor of Science in
study. Chemistry and Biology (p. 478) that focuses on the intersection of
• Humanities and Engineering (p. 349), a joint program in which these two subject areas, encompassing biochemistry and chemical
a student combines coursework from a degree program in the biology. The curriculum provides strong foundations in both biology
School of Engineering and one of 17 programs in the School of and chemistry, with flexibility in elective subjects that enable
Humanities, Arts, and Social Sciences. students to tailor their major program to their specic interests
• Humanities and Science (p. 350), a joint program in which within the broad interface of biology and chemistry. Students in the
a student combines coursework from a degree program in the program are full members of both departments, with one academic
School of Science and one of 17 programs in the School of advisor from each department.
Humanities, Arts, and Social Sciences.
The Bachelor of Science in Chemistry and Biology prepares students
• Urban Science and Planning with Computer Science (p. 350),
for careers that involve applications of both subjects, including the
a joint program oered by the Department of Urban Studies
pharmaceutical and biotechnology industries, as well as further
and Planning (School of Architecture and Planning) and the
graduate study in biochemistry, molecular biology, and chemical
Department of Electrical Engineering and Computer Science
biology. The interdepartmental major program also provides a strong
(School of Engineering).
foundation for the study of clinical and research careers in medicine
and related health professions.
Interdisciplinary Undergraduate Degrees
Chemistry and Biology (Course 5-7) COMPUTATION AND COGNITION

1
SB Chemistry and Biology
Bachelor of Science in Computation and Cognition (Course
Computation and Cognition (Course 6-9) 6-9)
1
SB Computation and Cognition
The Department of Electrical Engineering and Computer Science
(p. 190) and the Department of Brain and Cognitive Sciences
Computer Science and Molecular Biology (Course 6-7)
1
(p. 309) oer a joint curriculum leading to a Bachelor of Science
SB Computer Science and Molecular Biology
in Computation and Cognition (p. 480) that focuses on the
emerging eld of computational and engineering approaches to
340 | 2019–2020 MIT Bulletin

COMPUTER SCIENCE AND MOLECULAR BIOLOGY
brain science, cognition and machine intelligence. The curriculum

provides flexibility (p. 489) to accommodate students with a
wide diversity of interests in this area—from biologically-inspired COMPUTER SCIENCE, ECONOMICS, AND DATA SCIENCE
approaches to articial intelligence, to reverse engineering circuits
in the brain. This joint program prepares students for careers that Bachelor of Science in Computer Science, Economics, and
include advanced applications of articial intelligence and machine Data Science (Course 6-14)
learning, as well as further graduate study in systems and cognitive
neuroscience. Students in the program are full members of both Contemporary electronically mediated platforms for market-level
departments, with one academic advisor from each department. and individual exchange combine complex human decisions with
intensive computation and data processing, all interacting within
an engineered economic environment. Examples include: online
markets, crowdsourcing platforms, spectrum auctions, nancial
COMPUTER SCIENCE AND MOLECULAR BIOLOGY platforms, crypto currencies, and large scale matching/allocation
systems such as kidney exchange and public school choice systems.
Bachelor of Science in Computer Science and Molecular These platforms encompass a growing slice of economic activity
Biology (Course 6-7) and are shiing the scope and eciency of market and non-market
exchanges. Some forms of exchange that were simply infeasible
The Department of Biology (p. 302) and the Department of Electrical due to coordination or information frictions (centralized kidney
Engineering and Computer Science (EECS) (p. 190) oer a joint exchange, vehicle sharing) are suddenly available and important.
curriculum leading to a Bachelor of Science in Computer Science Other market activities that were previously thought to require
and Molecular Biology (p. 482) that focuses on the emerging eld centralization and oversight, can now be decentralized and self-
of computational and molecular biology. The curriculum provides regulated (crypto-currency being the leading example). Moreover,
strong foundations in both biology and computer science and the technology enabling that decentralization (so-called blockchain)
features innovative, integrative, capstone, and elective subjects. is likely to have many further applications.
The goal is to produce an entirely new cadre of graduates who are
uniquely qualied to address the challenges and opportunities at the The Bachelor of Science in Computer Science, Economics and Data
interface of computational and molecular biology. Students in the Science (Course 6-14) (p. 484) is aimed at educating students
program are full members of both departments and of two schools, at this intellectual nexus and equipping them with a foundational
Science and Engineering, with one academic advisor from each knowledge of economic analysis, computing, optimization and data
department. science, as well as hands-on experience with empirical analysis of
economic data, to identify, analyze and solve real-world challenges
The Bachelor of Science in Computer Science and Molecular Biology in real and virtual settings.
prepares students for careers that leverage computational biology
(e.g., pharmaceuticals, bioinformatics, medicine, etc.) as well as
further graduate study in biology, in computer science, and in
emerging programs at the interface. Students in this program who HUMANITIES
have a strong academic record will be oered an opportunity to The Bachelor of Science in Humanities (Course 21) (p. 433) oers
continue through the ve-year master's program, leading to the students six interdisciplinary areas of study from which to choose:
Master of Engineering in Computer Science and Molecular Biology
(p. 373). • American Studies
Inquiries • Asian and Asian Diaspora Studies
• Latin American and Latino/a Studies
Information about these programs is available from the EECS
Undergraduate Oce (http://www.eecs.mit.edu), Room 38-476, • Russian and Eurasian Studies
617-253-4654, and the Biology Undergraduate Oce (https:// • Women's and Gender Studies
biology.mit.edu), Room 68-120, 617-253-4718 .
All options for this major are by special arrangement and must
be approved by the Dean of the School of Humanities, Arts, and
Social Sciences. Students must le a proposal that identies all the
subjects to be taken in the chosen program. Contact information for
each program is included in its description.
2019–2020 MIT Bulletin | 341

HUMANITIES
21L.006 American Literature

American Studies 21L.011 The Film Experience
21L.432 Understanding Television
American Studies at MIT oers students the opportunity to organize
subjects from various elds (e.g., history, anthropology, literature, 21L.487 Modern Poetry
political science, music, art, architecture, and urban planning) 21L.501 The American Novel
into personally constructed interdisciplinary programs as a way 21L.504[J] Race and Identity in American
of gaining an integrated understanding of American society and Literature
culture. Students can focus on any of several areas of interest, 21L.512 American Authors
such as American literature; folklore and popular culture; black
21M.215 Music of the Americas
history and culture; women's studies; American history, politics,
21M.226 Jazz
or law; the history of science and technology; and American art,
architecture, or music. Thus, a program in American Studies is 21M.283 Musicals
ideal for preparing students for further work not only in the various 21M.284 Film Music
humanistic elds, but also in law, urban planning, management, 21M.295 American Popular Music
architecture, engineering, medicine, teaching, and the media. 21W.742[J] Writing about Race
The program has three primary objectives: 24.912[J] Black Matters: Introduction to Black
Studies
• To understand the underlying system of beliefs that informs Area II: Social Sciences; Science, Technology, and
every aspect of American culture—its myths, institutions, politics Society
and literature, its characteristic dreams and rituals.
17.20 Introduction to the American Political
• To understand the uses and limits of dierent methods and Process
intellectual disciplines as tools for exploring the complexities of
17.251 Congress and the American Political
a culture.
System I
• To understand the American present in relation to the American
17.261 Congress and the American Political
past.
System II
As noted in the degree chart (p. 433), the program includes a pre- 17.263 Electoral Politics, Public Opinion,
thesis tutorial (21.THT), a thesis (21.THU), and a minimum of nine and Democracy
restricted electives (108 units) selected from at least two of the 17.265 Public Opinion and American
following three disciplinary areas: Democracy
17.267 Democracy in America
• Area I: Humanities and the Arts
17.269 Race, Ethnicity, and American Politics
• Area II: Social Sciences; Science, Technology, and Society
17.28[J] The War at Home: American Politics
• Area III: Historical Studies 1
and Society in Wartime
Up to six subjects (72 units) may be used for both the major and the 17.317 US Social Policy
GIRs, but the units from those subjects may not count toward the 17.40 American Foreign Policy: Past,
180 units required beyond the GIRs. No more than one subject that Present, and Future
counts toward the distribution component of the HASS Requirement
17.483 US Military Power
may also be counted toward American Studies requirements. In
21A.120 American Dream: Exploring Class in
addition, at least eight of the subjects required for the program
the US
cannot count toward any other major or minor.
The list of restrictive electives below is not exhaustive. Additional STS.026 History of Manufacturing in America
information can be obtained from the American Studies advisor,
STS.027[J] The Civil War and the Emergence of
Professor Christopher Capozzola ([email protected]), E51-284, 1
Modern America: 1861-1890
617-452-4960, or from the SHASS academic administrator, Andrea
STS.048 African Americans in Science,
Wirth ([email protected]), 4-240, 617-253-4441.
Technology, and Medicine
Restricted Electives STS.049 The Long War Against Cancer
Select 9-12 subjects from at least two of the following STS.050 The History of MIT
areas: WGS.225[J] The Science of Race, Sex, and Gender
Area I: Humanities and the Arts Area III: Historical Studies
342 | 2019–2020 MIT Bulletin

HUMANITIES
11.013[J] American Urban History a special claim to our interest from the fact that the record is so full
11.014[J] History of the Built Environment in and multiform and that much of it is of exceptionally high quality at
the US once in substance and form.
17.28[J] The War at Home: American Politics The program in Ancient and Medieval Studies is designed for
1
and Society in Wartime students who are seeking a fuller understanding of the forces which
21G.043[J] Introduction to Asian American shaped the ancient and medieval world. The geographical and
Studies: Historical and Contemporary chronological scope of the program is broadly conceived and is
Issues intended to be comparative. Subjects range in content from Classical
21H.101 American History to 1865 Greece and Rome, and the ancient societies of Asia and South
21H.102 American History since 1865 America, to medieval Europe and Japan. Students will be required to
demonstrate intermediate level language prociency in either Greek,
21H.201 The American Revolution
Latin or a medieval vernacular, but they need not concentrate their
21H.211 The United States in the Nuclear Age
other subjects on the area associated with that language. Students
21H.214 War and American Society are also expected to have some distribution across the ancient and
21H.220[J] Metropolis: A Comparative History of medieval time periods. We expect that students will consult closely
New York City with the program advisor in order to devise a coherent program of
21H.226[J] Riots, Strikes, and Conspiracies in study.
American History
As noted in the degree chart (p. 433), the program includes a
21H.227 Constitutional Law in US History
minimum of nine subjects (108 units) beyond the pre-thesis tutorial
21H.228 American Classics (21.THT) and thesis (21.THU). The nine subjects must include one
21H.229 The Black Radical Tradition in language subject in Area I (or equivalent prociency); the eight
America remaining subjects must be selected from at least two of the three
21H.281 MIT and Slavery: Research other disciplinary areas (Areas II–IV), with at least one subject in
21H.282 MIT and Slavery: Publication both Ancient and Medieval periods. To satisfy the communication-
intensive (CI-M) component of the program, students may select two
21H.315 American Consumer Culture
subjects from among 3.990 Seminar in Archaeological Method and
21H.319 Race, Crime, and Citizenship in
Theory, 21H.331 Julius Caesar and the Fall of the Roman Republic,
American Law
21H.240 The World of Charlemagne, 21H.390 Theories and Methods
21H.320[J] Gender and the Law in US History in the Study of History, or any Literature seminar (21L.715-21L.715)
21H.321[J] Downtown with an ancient or medieval focus.
21H.322 Christianity in America
• Area I: Languages
STS.027[J] The Civil War and the Emergence of
1 • Area II: Arts and Architecture
Modern America: 1861-1890
• Area III: Literary Studies
1
Counts as Area II or III, but not both. • Area IV: Material and Historical Studies
Up to six subjects (72 units) may be used for both the major and the
Ancient and Medieval Studies GIRs, but the units from those subjects may not count toward the
180 units required beyond the GIRs. No more than one subject that
Through a wide variety of subjects drawn from a number of counts toward the distribution component of the HASS Requirement
disciplines, this program provides a curricular framework for may also be counted toward the requirements of the Ancient and
exploring topics in ancient and medieval studies which range from Medieval Studies program. In addition, at least eight of the subjects
the history of ideas and institutions to that of material artifacts, required for the program cannot count toward any other major or
literature and certain of the original languages. The chronological minor.
span of the program includes some 6,500 years between 5000 BC
and 1500 AD. The list of restricted electives below is not exhaustive. Additional
information can be obtained from the advisors for the program,
The goal of this program is to develop knowledge and understanding Professor Eric Goldberg ([email protected]), E51-290,
of the more distant past both for itself, in its uniqueness, and as an 617-324-2420, and Professor Arthur Bahr ([email protected]),
object of specically modern questions and methods of inquiry. We 14N-424, 617-253-3616, or from the History Oce, E51-255,
are interested in the structure of institutions and social systems, 617-324-5134.
and in relationships between the social order and learned traditions,
values, ideologies and ideas. Ancient and medieval studies derive Restricted Electives
2019–2020 MIT Bulletin | 343

HUMANITIES
1, 2
Area I: Languages 3.987 Human Evolution: Data from
Select one of the following for a total of 12 units: Palaeontology, Archaeology, and
21L.601[J] Old English and Beowulf
3 Materials Science
21L.611 Latin I 3.993 Archaeology of the Middle East

& 21L.612 and Latin II 21H.007[J] Introduction to Ancient and Medieval
5
21L.607 Greek I Studies
& 21L.608 and Greek II 21H.130 The Ancient World: Greece
21L.613 Latin Readings 21H.132 The Ancient World: Rome
3
& 21L.614 and Advanced Latin Readings 21H.230 Barbarians, Saints, and Emperors
Two intermediate-level subjects in Greek, Latin, 21H.331 Julius Caesar and the Fall of the
4
Italian, Norse, or Arabic Roman Republic (CI-M)
5
Select eight subjects from at least two of the following 21H.333 Early Christianity
disciplinary areas. At least one subject must be taken 21H.336 The Making of a Roman Emperor
in both the Ancient and Medieval periods: CC.117[J] Humane Warfare: Ancient and
Area II: Arts and Architecture Medieval Perspectives on Ethics in
5
Ancient War
5
4.605 A Global History of Architecture Medieval
21H.237 The City of Athens in the Age of 21H.133 The Medieval World
Pericles 21H.134[J] Medieval Economic History in
21H.239 The City of Rome in the Age of the Comparative Perspective
Caesars 21H.160 Islam, the Middle East, and the West
Medieval 21H.238 The Vikings
4.614 Building Islam 21H.240 The World of Charlemagne (CI-M)
4.635 Early Modern Architecture and Art 21H.383 Technology and the Global Economy,
21M.220 Medieval and Renaissance Music (CI- 1000-2000
M) CC.116 How to Rule the World: The Promises
6
Area III: Literary Studies and Pitfalls of Politics, War, and
6
Ancient Empire
21L.001 Foundations of Western Literature: 1
5 Students are required to take at least 12 units in a pre-modern language.
Homer to Dante Two six-unit subjects in a pre-modern language may be combined to
5
21L.021 Comedy satisfy this requirement (e.g., Latin I and II or, for students who enter with
21L.455 Ancient Authors strong Latin from high school, two dierent iterations of 21L.6xx Latin
Readings). Greek, Latin and Old English are currently oered at MIT, but
21L.458 The Bible
students may substitute another pre-modern language taken elsewhere.
21L.613 Latin Readings 2
3, 5 Students with equivalent prociency in a pre-modern language may
& 21L.614 and Advanced Latin Readings substitute the Area I requirement with one more subject from areas II–IV.
24.200 Ancient Philosophy 3
Counts as Area I or III, but not both.
Medieval 4
MIT does not oer these languages; consult with advisor
21L.460 Arthurian Literature concerning appropriate coursework at Harvard University or Wellesley
3 College. Arabic is required for students proposing a specialty in the
medieval Islamic world.
Area IV: Material and Historical Studies 5
Counts as either Ancient or Medieval, but not both.
Ancient 6
Any seminar-tier subject in Literature with a substantially ancient and/or
3.981 Communities of the Living and the medieval focus counts toward Area III and satises a CI-M.
Dead: the Archaeology of Ancient
Egypt
3.982 The Ancient Andean World Asian and Asian Diaspora Studies
This program is designed for students interested in serious intensive
3.986 The Human Past: Introduction to research on the languages, history, politics, and cultures of Asia
Archaeology and/or the Asian diasporas. The geographic region of Asia includes
344 | 2019–2020 MIT Bulletin

HUMANITIES
countries such as Bangladesh, China, India, Japan, Korea, Mongolia, Restricted Electives
Pakistan, the Philippines, Taiwan, and Vietnam. In consultation Select two subjects in the same language from Area I
with the program advisor, students may focus their coursework on and seven subjects from at least two of Areas II, III or
a sub-region of Asia, on one of the Asian diasporas, or design their IV.
1
program to oer a comparative study across dierent regions and/ 2
Area I: Language
or cultural groups. The goal of the program is to provide balanced
coverage of language, humanistic and social science oerings on
the region and to expose students to some comparative perspectives 21G.104 Chinese IV (Regular)
within the region. The MIT Departments of Global Studies and 21G.105 Chinese V (Regular): Discovering
Languages, History, and Political Science oer a substantial number Chinese Cultures and Societies
of subjects related to Asia and the Asian diasporas. 21G.106 Chinese VI (Regular): Discovering
Chinese Cultures and Societies
As noted in the degree chart (p. 433), the program includes a
21G.109 Chinese III (Streamlined)
minimum of nine subjects (108 units) beyond the pre-thesis tutorial
(21.THT) and thesis (21.THU). The nine subjects must include two 21G.110 Chinese IV (Streamlined)
language subjects in Area I (or equivalent prociency); the seven 21G.113 Chinese V (Streamlined)
remaining subjects must be selected from at least two of the three 21G.120 Business Chinese
other disciplinary areas (Areas II–IV). 21G.503 Japanese III
• Area I: Language 21G.504 Japanese IV
• Area II: Humanities and the Arts 21G.505 Japanese V
• Area III: Social Sciences 21G.506 Japanese VI
• Area IV: Historical Studies 21G.903 Korean III (Regular)
21G.904 Korean IV (Regular)
For the thesis requirement, students choose a topic in consultation
Two intermediate-level subjects in another Asian
with an MIT faculty member whose specialty falls within Asian 3
language
Studies; the thesis research may include knowledge of an Asian 4
Area II: Humanities and the Arts
language.
21G.011 Topics in Indian Popular Culture
Up to six subjects (72 units) may be used for both the major and the 21G.027[J] Visualizing Japan in the Modern
GIRs, but the units from those subjects may not count toward the World
21G.030[J] Introduction to East Asian Cultures:
From Zen to K-Pop
may also be counted toward the requirements of the Asian and Asian
21G.036[J] Advertising and Media: Comparative
Diaspora Studies program. In addition, at least eight of the subjects
Perspectives
required for the program cannot count toward any other major or
minor. 21G.038 China in the News: The Untold
Stories
The language requirement can be satised by taking two 21G.039[J] Gender and Japanese Popular Culture
intermediate (Levels III and IV) subjects in an Asian language.
21G.040 A Passage to India: Introduction to
Students with prociency at this level in the spoken and written
Modern Indian Culture and Society
language can either take two more advanced language subjects
21G.044[J] Classics of Chinese Literature in
(highly recommended), or two more courses from Areas II, III and
Translation
IV. Chinese and Japanese are taught at MIT. Subjects about Asia
and the Asian diaspora, as well as subjects in Asian languages, 21G.046 Modern Chinese Fiction and Cinema
are also available from Harvard University and Wellesley College 21G.063 Anime: Transnational Media and
through cross-registration. Students must receive permission from Culture
the advisor prior to registering for a class at another institution. 21G.064 Introduction to Japanese Culture
21G.065 Japanese Literature and Cinema
The list of restricted electives below is not exhaustive. Additional
information can be obtained from the advisor for the program, 21G.067 Digital Media in Japan and Korea
Professor Emma Teng ([email protected]), 14N-303, 617-253-4536, 21G.094 Cinema in Japan and Korea
or from the SHASS academic administrator, Andrea Wirth 21G.111 Chinese Calligraphy
([email protected]), 4-240, 617-253-4441. 21G.199 Chinese Youths and Web Culture
21M.291 Music of India
2019–2020 MIT Bulletin | 345

HUMANITIES
3
21M.700 China on Stage Other languages may be taken at Harvard or Wellesley through cross-
registration, with the permission of the advisor, or at other institutions
21M.706 Asian American Theater
during IAP or the summer, with permission from the relevant transfer
21W.788[J] South Asian America: Transnational credit examiner.
Media, Culture, and History 4
21G.590, 21G.591, 21G.592, 21G.593, 21G.594, 21G.596, and 21G.597 are
WGS.226[J] Science, Gender and Social acceptable alternatives for 21G.027[J], 21G.039[J], 21G.064, 21G.065,
Inequality in the Developing World 21G.094, 21G.063, and 21G.067 respectively. 21G.190, 21G.192, 21G.193,
Area III: Social Sciences 21G.194, and 21G.195 are acceptable alternatives for 21G.036[J],
21G.046, 21G.030[J], 21G.038, and 21G.044[J], respectively. These 13-unit
17.407 Chinese Foreign Policy
alternatives include a research project that is conducted in the language
17.433 International Relations of East Asia of study.
17.53 The Rise of Asia
17.537 Politics and Policy in Contemporary
Japan Latin American and Latino/a Studies
21A.140[J] Cultures of East Asia
This program is designed for students interested in the language,
21A.141[J] Images of Asian Women: Dragon history, politics, and culture of Latin America and of Hispanics living
Ladies and Lotus Blossoms in the US. Students are encouraged to develop a program that is
Area IV: Historical Studies both international and comparative in perspective and that takes into
21G.043[J] Introduction to Asian American account the heterogeneous cultural experiences of people living in
Studies: Historical and Contemporary the vast territory encompassed by the term Latin America, as well as
Issues of those people living in the United States who identify themselves
21G.045 Global Chinese Food as Latino/a.
21G.075[J] The Global Chinese: Chinese As noted in the degree chart (p. 433), the program includes a
Migration, 1567-Present minimum of eight subjects (96 units) beyond the introductory
21H.151 Traditional China: Earliest Times to course (17.55[J] Introduction to Latin American Studies), the pre-
1644 thesis tutorial (21.THT), and thesis (21.THU). The eight subjects must
21H.152 Modern China: 1644 to the Present include two language subjects in Area I (or equivalent prociency);
21H.154 Inventing the Samurai the six remaining subjects must be selected from at least two of the
three other disciplinary areas (Areas II–IV).
21H.155 Modern Japan: 1600 to Present
21H.157 Modern South Asia • Area I: Language
21H.350 Business in China Since 1800 • Area II: Humanities and the Arts
21H.351[J] Shanghai and China's Modernization • Area III: Social Sciences
21H.354 World War II in Asia • Area IV: Historical Studies
21H.357 South Asian Migrations
21H.358 Colonialism in South Asia and Africa
GIRs, but the units from those subjects may not count toward the
1 180 units required beyond the GIRs. No more than one subject that
Students who are not required to take Area I subjects (see footnote 2)
must take all subjects from Areas II, III, and IV, with at least one subject counts toward the distribution component of the HASS Requirement
from each area. may also be counted toward the requirements of the Latin American
2
The language requirement can be satised by taking two intermediate and Latino/a Studies program. In addition, at least eight of the
(Levels III and IV, or Very Fast Track equivalent) subjects in an Asian subjects required for the program cannot count toward any other
language. Students with prociency at this level are encouraged to major or minor.
take two more advanced language subjects, such as 21G.105 Chinese
V (Regular): Discovering Chinese Cultures and Societies and 21G.106 Subjects in Latin American and Latino Studies are also available
Chinese VI (Regular): Discovering Chinese Cultures and Societies or from Harvard University and Wellesley College through cross-
21G.505 Japanese V and 21G.506 Japanese VI. Alternatively, they may take registration. Students must receive permission from the program
two more subjects from Areas II, III, and IV. In cases where the student advisor prior to registering for a class at another institution.
is specializing in an Asian country where English is one of the ocial
languages, in an English-speaking region of the diaspora, or is a native The list of restricted electives below is not exhaustive. Additional
speaker of an Asian language, the Area I component would be replaced by information may be obtained from the advisor for the program,
other subjects in consultation with the program advisor. Professor Tanalís Padilla ([email protected]), E51-293, 617-324-7544,
346 | 2019–2020 MIT Bulletin

HUMANITIES
or from the SHASS Academic Administrator, Andrea Wirth 21L.639[J] Globalization and its Discontents:
([email protected]), 4-240, 617-253-4441. Spanish-speaking Nations
21L.640[J] The New Spain: 1977-Present
1 Subjects taught in Portuguese:
Area I: Language
21G.820 Topics in Modern Portuguese
Select two subjects in the same language from among
Literature and Culture
the following:
21G.821 The Beat of Brazil: Portuguese
21G.703 Spanish III
Language and Brazilian Society
21G.704 Spanish IV Through its Music
21G.710 Advanced Communication in Area III: Social Studies
Spanish: Topics in Language and
17.55[J] Introduction to Latin American
Culture
Studies (Required)
21G.711 Advanced Spanish Conversation
Additional options:
and Composition: Perspectives on
Technology and Culture
21G.712 Spanish Conversation and
Composition 17.56 The Politics of Crime and Policing
21G.713 Spanish through Film: Mexico, Chile, 21A.506 The Anthropology of Politics:
Argentina, and Spain Persuasion and Power
21G.714 Spanish for Heritage Learners Area IV: Historical Studies
21G.715 Topics in Medicine and Public Health 21H.171 Latin America: Revolution,
in the Hispanic World Dictatorship, and Democracy, 1850 to
Present
21G.803 Portuguese III
21H.172[J] Latin America Through Film (Latin
21G.804 Portuguese IV
America Through Film)
Select seven subjects, including 17.55[J], from at least
2 21H.273 From Coca to Cocaine: Drug
two of the following disciplinary areas:
Economies in Latin America
Appropriate subjects oered at Harvard or
Subjects taught in English:
Wellesley
21G.070 Latin America and the Global Sixties:
1
Counterculture and Revolution Two language subjects beginning at Levels III and IV, either in Spanish
21G.072 The New Latin American Novel or Portuguese, satisfy the Area I language requirement. MIT oers Levels
III and IV of Spanish every semester and oers Level III of Portuguese
21G.074 Topics in Portuguese Popular Culture
every fall semester and Level IV every spring semester. Students who
21L.019 Introduction to European and Latin demonstrate competence beyond Level IV may either take two advanced
American Fiction language subjects (highly recommended) or two more subjects from
Subjects taught in Spanish: Areas II, III, and IV.
2
21G.731[J] Creation of a Continent: Students who are not required to take Area I subjects and opt not to take
Representations of Hispanic America, advanced language subjects (see footnote 1 above) must take all subjects
from Areas II, III, and IV, with at least one subject from each area.
1492-1898, in Literature and Film
Russian and Eurasian Studies
Literature and Film This program is intended for students seeking an interdisciplinary
21G.736 The Short Form: Literature and New program of study centered on Russia and Eurasia. The program is
Media Cultures in the Hispanic World regional in spirit, meaning that students can take courses in a wide
range of countries of East/Central Europe, the Slavic states, and
21L.636[J] Introduction to Contemporary
Central Asia.
21L.637[J] Introduction to Hispanic Culture As noted in the degree chart (p. 433), the program includes a
21L.638[J] Literature and Social Conflict: minimum of nine subjects (108 units) beyond the pre-thesis tutorial
Perspectives on the Hispanic World (21.THT) and thesis (21.THU). The nine subjects must include two
language subjects in Area I (or equivalent prociency); the seven
2019–2020 MIT Bulletin | 347

HUMANITIES
remaining subjects must be selected from at least two of the three Appropriate subjects oered at Harvard or
other disciplinary areas (Areas II–IV). At least six subjects must be Wellesley
MIT subjects or subjects taken at Harvard or Wellesley under cross-
1
registration. (Students must receive permission from the program Two intermediate (Levels III and IV) subjects in the Russian language
advisor prior to registering for a class at another institution.) The are required to satisfy Area I. Students with the equivalent prociency,
but who are not native speakers, can either take two advanced language
program includes four areas of study:
subjects beyond Level IV (highly recommended) or two additional subjects
• Area I: Language from Areas II, II, and IV. Native speakers may substitute other subjects
with the permission of the program advisor.
• Area II: Humanities and the Arts 2
Students who are not required to take Area I subjects must take all
• Area III: Social Sciences
subjects from Areas II, III, and IV, with at least one subject from each area.
• Area IV: Historical Studies 3
Though students may opt for either subject, it is preferred that they take
21G.618 Introduction to the Classics of Russian Literature - Russian
Language Option.
GIRs, but the units from those subjects may not count toward the
may also be counted toward the requirements of the Russian and
Women's and Gender Studies
Eurasian Studies program. In addition, at least eight of the subjects This program (p. 433) oers students an academic framework for
required for the program cannot count toward any other major or the study of women, gender, and sexuality using the analytical tools
minor. and methodologies of a variety of disciplines in the humanities,
arts, and social sciences. It includes a minimum of seven subjects
The list of restricted electives below is not exhaustive. Additional
(84 units) beyond WGS.101 Introduction to Women's and Gender
information may be obtained from the advisor for the program,
Studies, WGS.301[J] Feminist Thought, the pre-thesis tutorial
Professor Elizabeth Wood ([email protected]), E51-282,
(21.THT), and thesis (21.THT). However, students may request a two-
617-253-3255, or from the SHASS academic administrator, Andrea
class substitution for the pre-thesis/thesis requirement for a total of
Wirth ([email protected]), 4-240, 617-253-4441.
11 courses in that case.
1
Area I: Language GIRs, but the units from those subjects may not count toward the
21G.613 Russian III (Regular) 180 units required beyond the GIRs. No more than one subject that
21G.614 Russian IV (Regular) counts toward the distribution component of the HASS Requirement
Select seven subjects from at least two of the may also be counted toward the requirements of the Women's and
following areas:
2 Gender Studies program. In addition, at least eight of the subjects
required for the program cannot count toward any other major or
minor.
21G.077[J] Introduction to the Classics of
3
Russian Literature The list of restricted electives below is not exhaustive. Students
or 21G.618 Introduction to the Classics of Russian Literature - interested in this interdisciplinary program should consult with
Russian Language Option the Women's and Gender Studies program manager, Emily Neill
Appropriate subjects oered at Harvard or ([email protected]), Room 14E-316, 617-253-2642, and then arrange
Wellesley a meeting with the current director, Professor Elizabeth Wood
([email protected]).
Area III: Social Sciences
17.569 Russia's Foreign Policy: Toward the Restricted Electives
Post-Soviet States and Beyond Tier I
21H.245[J] Soviet and Post-Soviet Politics and WGS.101 Introduction to Women's and Gender
Society: 1917 to the Present Studies (Required)
Appropriate subjects oered at Harvard or Tier II
Wellesley
Select seven subjects, including at least one from each
Area IV: Historical Studies category below:
1
21H.244[J] Imperial and Revolutionary Russia: Humanities (HASS-H) and Arts (HASS-A) subjects
2
Culture and Politics, 1700-1917
WGS.109 Women and Global Activism in Media
and Politics
348 | 2019–2020 MIT Bulletin

HUMANITIES AND ENGINEERING
WGS.110[J] Sexual and Gender Identities WGS.250 HIV/AIDS in American Culture

WGS.111[J] Gender and Media Studies WGS.270[J] Violence, Human Rights, and Justice
WGS.115 Gender and Technology WGS.271[J] Dilemmas in Biomedical Ethics:
WGS.123 The History of Women in Science and Playing God or Doing Good?
Engineering WGS.274[J] Images of Asian Women: Dragon
WGS.140[J] Race and Identity in American Ladies and Lotus Blossoms
Literature WGS.275[J] Gender, Race, and Environmental
WGS.141[J] International Women's Voices Justice
WGS.142 Narrative and Identity: Writing and WGS.276[J] Cultures of Computing
Film by Contemporary Women of WGS.321[J] French Feminist Literature: Yesterday
Color and Today
WGS.145[J] Globalization: The Good, the Bad and Tier III
the In-Between WGS.301[J] Feminist Thought (Required)
WGS.154[J] Gender and Japanese Popular Culture WGS.310[J] Gender
WGS.161[J] Gender and the Law in US History
1
One of the Tier II subjects may be taken at Harvard or Wellesley with the
WGS.181 Queer Cinema and Visual Culture
permission of the director.
WGS.190[J] Black Matters: Introduction to Black 2
Subjects 21L.430, 21L.460, 21L.512, 21L.702, 21L.704, 21L.705, 21L.715,
Studies and 21W.745 may be taken for credit as a Women's and Gender Studies
WGS.220[J] Women and Gender in the Middle subject when their content meets WGS criteria. For more information,
East and North Africa consult the program oce ([email protected]).
3
WGS.226[J] Science, Gender and Social With the permission of the director, an advanced Women's and Gender
Inequality in the Developing World Studies subject may be substituted for WGS.301[J].
WGS.231[J] Writing about Race

WGS.233[J] New Culture of Gender: Queer France
WGS.234[J] The Invention of French Theory: A HUMANITIES AND ENGINEERING
History of Transatlantic Intellectual
Life since 1945 Bachelor of Science in Humanities and Engineering
WGS.235[J] Classics of Chinese Literature in (Course 21E)
Translation
This joint degree program (p. 435) draws from both humanistic
WGS.236[J] Introduction to East Asian Cultures:
and engineering studies, providing students with a basic command
From Zen to K-Pop
of each mode of inquiry. One component is selected from the
WGS.240[J] Jane Austen undergraduate degree curriculum of an engineering department
WGS.245[J] Identities and Intersections: Queer (p. 145), which is approved by a faculty member in the eld. The
Literatures other component consists of subjects in a humanities eld, chosen
Social Science (HASS-S) subjects by the student in consultation with an advisor from the appropriate
WGS.125[J] Games and Culture humanities faculty. This unique arrangement yields a humanities
program of considerable depth while allowing for continued serious
WGS.151 Gender, Medicine, and Public Health
commitment to an engineering interest. In most cases, a senior
WGS.172[J] For Love and Money: Rethinking the
thesis or sequence of advanced seminars is also required.
Family
WGS.221 Women in the Developing World Available humanities elds include:
WGS.222[J] Women and War
• American Studies
WGS.224 Race, Gender and Social Inequality:
Reproductive Health Care in the
• Anthropology
United States
• Asian and Asian Diaspora Studies
WGS.225[J] The Science of Race, Sex, and Gender
• Comparative Media Studies
WGS.228 Psychology of Sex and Gender
• Global Studies and Languages (in French, German, or Spanish)
WGS.229 Race, Culture, and Gender in the
US and Beyond: A Psychological • History
Perspective • Latin American and Latino/a Studies
2019–2020 MIT Bulletin | 349

HUMANITIES AND SCIENCE
• Literature
• Music
URBAN SCIENCE AND PLANNING WITH COMPUTER
• Russian and Eurasian Studies
SCIENCE
• Science, Technology, and Society
• Theater Arts
Bachelor of Science in Urban Science and Planning with
• Women's and Gender Studies Computer Science (Course 11-6)
• Writing
Urban settlements and technology around the world are rapidly co-
For more information about this degree, contact Andrea Wirth evolving as flows of population, nance, and politics are reshaping
([email protected]), academic administrator, School of Humanities, the very identity of cities and nations globally. We already see
Arts, and Social Sciences. rapid and profound change, especially in mega-cities, including
pervasive sensing, the growth and availability of continuous data
streams, advanced analytics, interactive communications and
social networks, and distributed intelligence. Examples of new
HUMANITIES AND SCIENCE
technologies facilitated by or requiring big data and new informatics
concentrated in urban areas include, but are not limited to,
Bachelor of Science in Humanities and Science (Course autonomous vehicles, sensor-enabled self-management of natural
21S) resources, cybersecurity for critical infrastructure biometric identity,
This joint degree program (p. 438) draws from both humanistic and the sharing or gig-economy, and continuous public engagement
scientic studies, providing students with a basic command of each opportunities through social networks and data and visualization.
mode of inquiry. One component is selected from the undergraduate The Bachelor of Science in Urban Science and Planning with
degree curriculum of a science department (p. 299), which is Computer Science (Course 11-6) (p. 486) emphasizes the
approved by a faculty member in the eld. The other component development of fundamental skills in urban planning and policy,
consists of subjects in a humanities eld, chosen by the student in including ethics and justice; statistics, data science, geospatial
consultation with an advisor from the appropriate humanities faculty. analysis, and visualization; and computer science, robotics, and
This arrangement yields a humanities program of considerable depth machine learning. The Course 11-6 program provides numerous
while allowing for continued serious commitment to a scientic opportunities for eld-based problem-solving experience through
interest. In most cases, a senior thesis or sequence of advanced labs, UROP assignments and client-based courses in which students
seminars is also required. synthesize and empirically integrate what they are learning
Available humanities elds include: about theory and practice at the intersection of computer and
urban science. Students also have the opportunity to specialize
• American Studies though the selection of a customized concentration of upper-level
• Ancient and Medieval Studies electives in data visualization, applied spatial analysis, design,
• Anthropology and public policy. Students in the program are full members of both
departments and of two schools, Architecture and Planning and
• Asian and Asian Diaspora Studies
Engineering.
• Comparative Media Studies
• Global Studies and Languages (in French, German, or Spanish) For more information, email ([email protected]) or call
• History 617-253-9403.
• Latin American and Latino/a Studies

• Literature
• Music MINORS
• Russian and Eurasian Studies The objective of any minor is to provide a depth of understanding
• Science, Technology, and Society and expertise in an area outside of, or complementary to, a student's
major. This depth and expertise must be sucient to enable the
• Theater Arts
student to appreciate the complexities and issues that are central
• Women's and Gender Studies
to the minor, and to perform at a level sucient to solve realistic
• Writing problems and/or to make a contribution to the eld.
For more information about this program, contact Andrea Wirth In order to be designated as an interdisciplinary minor at MIT, the
([email protected]), academic administrator, School of Arts, content and working skills associated with the program must,
Humanities, and Social Sciences. in addition, be suciently broadly based that they cannot be
350 | 2019–2020 MIT Bulletin

MINOR IN AFRICAN AND AFRICAN DIASPORA STUDIES
reasonably addressed by a minor within a single department. take at least one subject which deals with the other area or with
Thus, interdisciplinary minors at MIT represent collaborative eorts interactions between them.
among distinct academic units, a characteristic that distinguishes
them from departmental minors. Interdisciplinary minors may The minor consists of six subjects (at least three of which must be
be organized among departments within a School or among MIT subjects), arranged in four areas of study:
departments in dierent Schools. The interdisciplinary minors • Area I: Language
oered at MIT are as follows:
• Area II: Humanities and the Arts
• African and African Diaspora Studies (p. 351) • Area III: Social Sciences
• Ancient and Medieval Studies (p. 352) • Area IV: Historical Studies
• Applied International Studies (p. 354)
Subjects about Africa and the African diaspora, as well as subjects
• Asian and Asian Diaspora Studies (p. 354) in indigenous African languages, are also available from Harvard
• Astronomy (p. 356) University and Wellesley College through cross-registration.
• Atmospheric Chemistry (p. 356) Students must receive permission from the minor advisor prior to
• Biomedical Engineering (p. 356) registering for a class at another institution.
• Energy Studies (p. 357) Five of the six subjects taken for the minor may be counted toward
• Entrepreneurship and Innovation (p. 359) the eight-subject HASS Requirement. Of these ve, at most one may
• Environment and Sustainability (p. 360) count toward the distribution component of the HASS Requirement.
• Latin American and Latino/a Studies (p. 362) Of the six subjects required for the minor, at least four cannot be
• Middle Eastern Studies (p. 363) counted toward a major or another minor.
• Polymers and So Matter (p. 364) Area I: Language

1
• Public Policy (p. 365) Select one of the following: 24

• Russian and Eurasian Studies (p. 366) 21G.303 French III
• Statistics and Data Science (p. 366) & 21G.304 and French IV
• Women's and Gender Studies (p. 367) 21G.703 Spanish III
& 21G.704 and Spanish IV
See the Undergraduate Education section for general information
21G.803 Portuguese III
about minor programs (p. 35).
& 21G.804 and Portuguese IV
Two intermediate-level subjects in an indigenous
African language, or other ocial language of the
MINOR IN AFRICAN AND AFRICAN DIASPORA STUDIES region of study
The Minor in African and African Diaspora Studies is designed Select four subjects from at least two of the following 48
2
for students interested in the cultures and experiences of the areas
peoples of African descent on the continent and elsewhere. The Area II: Humanities and the Arts
goal of the minor program is to emphasize the importance of Africa Select from among the following:
and people of African descent in world cultural, economic, and
21G.026 Global Africa: Creative Cultures
social developments, and to provide a balance between language,
humanistic, historical, and contemporary study. The minor includes 21G.028 African Migrations
study of economic and political systems as they reflect the African 21L.007 World Literatures
continent and areas of the African diaspora, and the histories, 21L.504[J] Race and Identity in American
languages, and literatures of Africans and peoples of African descent Literature
elsewhere. 21M.030 Introduction to World Music
All of Africa falls within the geographical scope of the minor. A 21M.226 Jazz
student may concentrate on a particular region or on any of the broad 21M.293 Music of Africa
groupings of African cultures, such as Arabic-speaking, Anglophone, 21M.460 MIT Senegalese Drum Ensemble
Francophone, or Lusophone Africa. Equally, a student choosing 21W.742[J] Writing about Race
to focus on the African diaspora may concentrate on any group of 24.912[J] Black Matters: Introduction to Black
African-descended populations in the Americas. Students focusing Studies
on either principal area (Africa or the African diaspora) must also
2019–2020 MIT Bulletin | 351

MINOR IN ANCIENT AND MEDIEVAL STUDIES
2
WGS.142 Narrative and Identity: Writing and For students who are not required to take Area I subjects (see footnote 1
Film by Contemporary Women of above), all six subjects for the minor must be taken from Areas II, III, and
Color IV, with at least one subject from each area.
Area III: Social Sciences The subject list above is not exhaustive. Additional information
Select from among the following: can be obtained from the minor advisor, Professor Danielle Wood
11.164[J] Human Rights at Home and Abroad ([email protected]), Room E14-574N, 617-253-1631, or from
11.166 Law, Social Movements, and the SHASS academic administrator, Andrea Wirth ([email protected]),
Public Policy: Comparative and 4-240, 617-253-4441.
International Experience
17.269 Race, Ethnicity, and American Politics
17.523 Ethnic Conflict in World Politics MINOR IN ANCIENT AND MEDIEVAL STUDIES
17.571 Engineering Democratic Through a wide variety of subjects drawn from a number of
Development in Africa disciplines, this program provides a curricular framework for
11.135[J] Violence, Human Rights, and Justice exploring topics in ancient and medieval studies which range from
21G.025 Africa and the Politics of Knowledge the history of ideas and institutions to that of material artifacts,
24.908 Creole Languages and Caribbean literature, and certain of the original languages. The chronological
Identities span of the program includes some 6,500 years between 5000 BC
and 1500 AD.
WGS.228 Psychology of Sex and Gender The goal of this program is to develop knowledge and understanding
WGS.229 Race, Culture, and Gender in the of the more distant past both for itself, in its uniqueness, and as an
US and Beyond: A Psychological object of specically modern questions and methods of inquiry. The
Perspective program has an interest in the structure of institutions and social
Area IV: Historical Studies systems, and in relationships between the social order and learned
traditions, values, ideologies, and ideas. Ancient and medieval
Select from among the following:
studies derive a special claim to our interest from the fact that the
21H.165 A Survey of Modern African History
record is so full and multiform and that much of it is of exceptionally
21H.229 The Black Radical Tradition in high quality at once in substance and form.
America
21H.319 Race, Crime, and Citizenship in The minor is designed for students who, in addition to the focus of
American Law their major program of study, are seeking a fuller understanding
of the forces which shaped the ancient and medieval world. The
21H.358 Colonialism in South Asia and Africa
geographical and chronological scope of the minor program is
21H.385[J] The Ghetto: From Venice to Harlem
broadly conceived and is intended to be comparative. Subjects
24.912[J] Black Matters: Introduction to Black range in content from Classical Greece and Rome, and the ancient
Studies societies of Asia and South America, to medieval Europe and
STS.048 African Americans in Science, Japan. Students will be required to demonstrate intermediate level
Technology, and Medicine language prociency in either Greek, Latin, or a medieval vernacular,
STS.088 Africa for Engineers but they need not concentrate their other subjects on the area
WGS.220[J] Women and Gender in the Middle associated with that language. Students are also expected to have
East and North Africa some distribution across the ancient and medieval time periods.
Students are expected to consult closely with the minor advisor in
Total Units 72
order to devise a coherent program of study.
1
Students are expected to have two intermediate (Levels III and IV)
The minor consists of six subjects (at least three of which must be
subjects in either the ocial language of the region of study or in an
MIT subjects), arranged in four primary areas of study:
indigenous African language. In cases where the student is specializing
in Anglophone Africa or an English-speaking region of the diaspora, • Area I: Languages
and does not undertake study of an indigenous language, or is a native
• Area II: Arts and Architecture
speaker of the ocial language(s) of a country or region of emphasis, this
component would be replaced by literature or other humanities subjects. • Area III: Literary Studies
• Area IV: Material and Historical Studies
352 | 2019–2020 MIT Bulletin

MINOR IN ANCIENT AND MEDIEVAL STUDIES
Subjects in Ancient and Medieval Studies are also available from Ancient
Harvard University and Wellesley College through cross-registration. 3.981 Communities of the Living and the
Students must receive permission from the minor advisor prior to Dead: the Archaeology of Ancient
registering for a class at another institution. Egypt
Five of the six minor subjects may be counted toward the eight- 3.982 The Ancient Andean World
subject Institute HASS Requirement. Of these ve, at most one shall 3.983 Ancient Mesoamerican Civilization
count toward satisfaction of the HASS Distribution Requirement. 3.986 The Human Past: Introduction to
Of the six subjects required for the minor, at least four cannot be Archaeology
counted toward a major or another minor. 3.987 Human Evolution: Data from
1, 2 Palaeontology, Archaeology, and
Area I: Language
Materials Science
Select one of the following for a total of 12 units: 12
3
21H.007[J] Introduction to Ancient and Medieval
21L.611 Latin I Studies
5
& 21L.612 and Latin II
21H.130 The Ancient World: Greece
21L.607 Greek I
21H.132 The Ancient World: Rome
& 21L.608 and Greek II
21H.230 Barbarians, Saints, and Emperors
21L.613 Latin Readings
3 21H.331 Julius Caesar and the Fall of the
& 21L.614 and Advanced Latin Readings
Roman Republic
An intermediate-level subject in Greek, Latin, 5
4 21H.333 Early Christianity
Italian, Norse, or Arabic
21H.336 The Making of a Roman Emperor
Select ve subjects from at least two of the following 60
areas. At least one subject must be taken in both the CC.117[J] Humane Warfare: Ancient and
Ancient and Medieval periods: Medieval Perspectives on Ethics in
5
War
Area II: Arts and Architecture
Medieval
Ancient
5 21H.133 The Medieval World
4.605 A Global History of Architecture
21H.134[J] Medieval Economic History in
21H.237 The City of Athens in the Age of
Comparative Perspective
Pericles
21H.160 Islam, the Middle East, and the West
21H.239 The City of Rome in the Age of the
Caesars 21H.238 The Vikings
Medieval 21H.240 The World of Charlemagne
4.614 Building Islam 21H.383 Technology and the Global Economy,
1000-2000
4.635 Early Modern Architecture and Art
CC.116 How to Rule the World: The Promises
21M.220 Medieval and Renaissance Music
6 and Pitfalls of Politics, War, and
Area III: Literary Studies 5
Empire
Ancient
Total Units 72
21L.001 Foundations of Western Literature:
5
Homer to Dante 1
Students are required to take at least 12 units in a pre-modern language.
5
21L.021 Comedy Two six-unit subjects in a pre-modern language may be combined to
21L.455 Ancient Authors satisfy this requirement (e.g., Latin I and II or, for students who enter with
strong Latin from high school, two dierent iterations of 21L.6xx Latin
21L.458 The Bible
Readings). Greek, Latin, and Old English are currently oered at MIT, but
21L.613 Latin Readings students may substitute another pre-modern language taken elsewhere.
3, 5
& 21L.614 and Advanced Latin Readings 2
Students with equivalent prociency in a pre-modern language may
24.200 Ancient Philosophy substitute the Area I requirement with one more subject from Areas II–IV.
3
Medieval Counts as Area I or III, but not both.
21L.460 Arthurian Literature

3
Area IV: Material and Historical Studies
2019–2020 MIT Bulletin | 353

MINOR IN APPLIED INTERNATIONAL STUDIES
4
MIT does not oer these languages; consult with advisor concerning E53-483, 617-253-3649, or minor advisor Professor Ben Schneider
appropriate coursework at Harvard University or Wellesley College. Arabic ([email protected]).
is required for students proposing a specialty in the medieval Islamic
world.
5
Counts as either Ancient or Medieval, but not both.
6
Any seminar-tier subject in Literature with a substantially ancient and/or
MINOR IN ASIAN AND ASIAN DIASPORA STUDIES
medieval focus counts toward Area III. The Minor in Asian and Asian Diaspora Studies is designed for
students interested in the language, history, politics, and culture
The subject list above is not exhaustive. Additional information
of Asia and/or the Asian diasporas. In consultation with the minor
can be obtained from the minor advisors, Professor Eric Goldberg
advisor, students may focus their coursework on a subregion of Asia,
([email protected]), E51-290, 617-254-2420, Professor Stephanie
on one of the Asian diasporas, or design their program to oer a
Frampton ([email protected]), 14N-434, 617-253-4452, or from the
comparative study across dierent regions and/or cultural groups.
History Oce, E51-255, 617-253-4965.
The goal of the minor program is to provide balanced coverage of
language, humanistic and social science oerings on the region, and
to expose students to comparative perspectives.
MINOR IN APPLIED INTERNATIONAL STUDIES
The Minor in Applied International Studies is designed to help MIT subjects), arranged in four areas of study:
students integrate a practical, applied international experience
into a coherent course of study. The minor is built around four key • Area I: Language
components: • Area II: Humanities and the Arts
• Local understanding with a global perspective
• Area IV: Historical Studies
• Theory combined with in-the-eld experience
• Cross-cultural communication skills Subjects about Asia and the Asian diaspora, as well as subjects in
• Independent research Asian languages, are also available from Harvard University and
Wellesley College through cross-registration. Students must receive
The result is a comprehensive plan of study that allows students to permission from the minor advisor prior to registering for a class at
combine academic work with foreign experience to gain the skills another institution.
and perspective necessary for a productive, sustainable career in the
global economy. Five of the six subjects taken for the minor may be counted toward
the eight-subject HASS Requirement. Of these ve, at most one may
The Minor in Applied International Studies consists of six count toward the distribution component of the HASS Requirement.
internationally-oriented subjects from any program in the School of Of the six subjects required for the minor, at least four cannot be
Humanities, Art, and Social Sciences, including: counted toward a major or another minor.
• At least two subjects focused on one area of the world, including 1

Area I: Language
at least one in the social sciences. Qualifying subjects will be
Select from among the following: 21-24
determined with the help of the minor advisor.
• The equivalent of four semesters of college language training
21G.104 Chinese IV (Regular)
related to the student's geographical specialization. Upper-level
language subjects (beyond rst-year subjects) may count toward 21G.105 Chinese V (Regular): Discovering
the six-subject total. Chinese Cultures and Societies
• An intensive international experience (MISTI, D-Lab, or other 21G.106 Chinese VI (Regular): Discovering
experience for at least two months). Chinese Cultures and Societies
• A research seminar in international studies and social science, 21G.109 Chinese III (Streamlined)
17.591 Research Seminar in Applied International Studies. 21G.110 Chinese IV (Streamlined)
In consultation with the instructor, students pick a topic for 21G.113 Chinese V (Streamlined)
extensive independent research and, over the course of the 21G.120 Business Chinese
semester, complete a lengthy term paper.
21G.503 Japanese III
Students seeking additional information or wishing to plan 21G.504 Japanese IV
their minor should contact Tobie Weiner ([email protected]), 21G.505 Japanese V
21G.506 Japanese VI
354 | 2019–2020 MIT Bulletin

MINOR IN ASIAN AND ASIAN DIASPORA STUDIES
21G.903 Korean III (Regular) Area IV: Historical Studies

21G.904 Korean IV (Regular) Select from among the following:
Two intermediate-level subjects in another Asian 21G.043[J] Introduction to Asian American
2
language Studies: Historical and Contemporary
Select four subjects from at least two of the following 48 Issues
3
areas: 21G.045 Global Chinese Food
Area II: Humanities and the Arts 21G.075[J] The Global Chinese: Chinese
4 Migration, 1567-Present
21G.011 Topics in Indian Popular Culture 21H.151 Traditional China: Earliest Times to
21G.027[J] Visualizing Japan in the Modern 1644
World 21H.152 Modern China: 1644 to the Present
21G.030[J] Introduction to East Asian Cultures: 21H.154 Inventing the Samurai
From Zen to K-Pop 21H.155 Modern Japan: 1600 to Present
21G.036[J] Advertising and Media: Comparative 21H.157 Modern South Asia
Perspectives 21H.350 Business in China Since 1800
21G.038 China in the News: The Untold 21H.351[J] Shanghai and China's Modernization
Stories 21H.354 World War II in Asia
21G.039[J] Gender and Japanese Popular Culture 21H.357 South Asian Migrations
21G.040 A Passage to India: Introduction to 21H.358 Colonialism in South Asia and Africa
Modern Indian Culture and Society
Total Units 69-72
21G.044[J] Classics of Chinese Literature in
Translation 1
The language requirement can be satised by taking two intermediate
21G.046 Modern Chinese Fiction and Cinema (Levels III and IV, or Very Fast Track equivalent) subjects in an Asian
21G.063 Anime: Transnational Media and language. Students with prociency at this level are encouraged to
take two more advanced language subjects, such as 21G.105 Chinese
Culture
V (Regular): Discovering Chinese Cultures and Societies and 21G.106
21G.064 Introduction to Japanese Culture Chinese VI (Regular): Discovering Chinese Cultures and Societies or
21G.065 Japanese Literature and Cinema 21G.505 Japanese V and 21G.506 Japanese VI. Alternatively, they may take
21G.067 Digital Media in Japan and Korea two more subjects from Areas II, III, and IV. In cases where the student
is specializing in an Asian country where English is one of the ocial
21G.094 Cinema in Japan and Korea
languages, in an English-speaking region of the diaspora, or is a native
21G.111 Chinese Calligraphy speaker of an Asian language, the Area I component would be replaced by
21G.199 Chinese Youths and Web Culture other subjects in consultation with the minor advisor.
2
21M.291 Music of India Other languages may be taken at Harvard, Wellesley, or other institutions
during IAP or the summer, with permission from the minor advisor.
21M.700 China on Stage 3
For students who are not required to take Area I subjects (see footnote 1
above), all six subjects for the minor must be taken from Areas II, III, and
21W.788[J] South Asian America: Transnational IV, with at least one subject from each area.
Media, Culture, and History 4
21G.590, 21G.591, 21G.592, 21G.593, 21G.594, 21G.596, and 21G.597 are
WGS.226[J] Science, Gender and Social acceptable alternatives for 21G.027[J], 21G.039[J], 21G.064, 21G.065,
Inequality in the Developing World 21G.094, 21G.063, and 21G.067, respectively. 21G.138, 21G.190, 21G.192,
Area III: Social Sciences 21G.193, 21G.194, and 21G.195 are acceptable alternatives for 21G.909,
21G.036[J], 21G.046, 21G.030[J], 21G.038, and 21G.044[J], respectively.
These 13-unit alternatives include a research project that is conducted in
17.407 Chinese Foreign Policy the language of study.
17.433 International Relations of East Asia
can be obtained from the minor advisor, Professor Emma Teng
([email protected]), 14N-303, 617-253-4536, or from the SHASS
Japan
academic administrator, Andrea Wirth ([email protected]), 4-240,
21A.140[J] Cultures of East Asia 617-253-4441.
21A.141[J] Images of Asian Women: Dragon
Ladies and Lotus Blossoms
2019–2020 MIT Bulletin | 355

MINOR IN ASTRONOMY
with burgeoning global, regional, and local challenges, including

those in energy and public health. The minor is oered by the
MINOR IN ASTRONOMY Departments of Earth, Atmospheric, and Planetary Sciences (p. 319),
The Minor in Astronomy, oered jointly by the Department of Earth, Civil and Environmental Engineering (p. 177), Chemistry (p. 314), and
Atmospheric, and Planetary Sciences (p. 319) and the Department Aeronautics and Astronautics (p. 150), and the Institute for Data,
of Physics (p. 331), covers the observational and theoretical Systems, and Society (p. 183). The minor requires ve subjects.
foundations of astronomy. The minor requires seven subjects as The core of the minor consists of three required subjects spanning
follows: thermodynamics and kinetics, atmospheric and ocean dynamics, air
pollution, and atmospheric physics and chemistry, complemented by
Astronomy, Mathematics, and Physics (at least) one subject in observations/applications, and one subject
8.03 Physics III 12 in the links of atmospheric chemistry to policy.
8.282[J] Introduction to Astronomy 9
Chemistry, Dynamics, and the Atmosphere
1
Required Subjects
Astrophysics
1.085[J] Air Pollution and Atmospheric 12
8.284 Modern Astrophysics 12 Chemistry
or 8.286 The Early Universe or 12.306 Atmospheric Physics and Chemistry
Planetary Astronomy 5.60 Thermodynamics and Kinetics 12
Select one of the following: 12 12.003 Introduction to Atmosphere, Ocean, 12
12.400 The Solar System and Climate Dynamics
12.420 Essentials of Planetary Science Observations/Applications
12.425[J] Extrasolar Planets: Physics and Select one of the following: 12
Detection Techniques 1.080 Environmental Chemistry
Instrumentation and Observations 12.310 An Introduction to Weather
Select one of the following: 12-18 & 12.IND Forecasting
12.410[J] Observational Techniques of Optical and Independent Study
Astronomy 12.335 Experimental Atmospheric Chemistry
12.43[J] Space Systems Engineering 12.338 Aerosol and Cloud Microphysics and
12.431[J] Space Systems Development Chemistry
Independent Project in Astronomy Linkages of Atmospheric Chemistry to Policy
Select one of the following: 9-12 Select one of the following: 9-12
8.UR Undergraduate Research 12.301 Climate Science
or 12.UR Undergraduate Research 12.346[J] Global Environmental Negotiations
8.THU Undergraduate Physics Thesis 12.385 Science, Politics, and Environmental
or 12.THU Undergraduate Thesis Policy
12.411 Astronomy Field Camp Total Units 57-60
Total Units 78-87 A minimum of four subjects taken for the atmospheric chemistry
1 minor cannot also count toward a major or another minor.
18.032 Dierential Equations is also an acceptable alternative.
Further information on the minor may be obtained from Professor
A maximum of three subjects can count toward the astronomy minor,
Susan Solomon ([email protected]), or from Dr. Megan Jordan
and a major or another minor. Further information on the minor can
([email protected]), EAPS Academic Program Administrator,
be obtained from Professor Richard Binzel ([email protected]), 54-426,
54-910, 617-253-3380.
617-253-6486.
MINOR IN BIOMEDICAL ENGINEERING

MINOR IN ATMOSPHERIC CHEMISTRY
The Biomedical Engineering Minor (BME) program requires a total
Atmospheric Chemistry is an interdisciplinary eld that blends
of seven subjects selected from a series of categories as outlined
fundamental science with engineering and policy. It is a domain that
below.
is growing in scope, complexity, and demand as society grapples
356 | 2019–2020 MIT Bulletin

MINOR IN ENERGY STUDIES
Programming and Computational Modeling Core 9.24 Disorders and Diseases of the
2
6.0001 Introduction to Computer Science 6 Nervous System
Programming in Python 9.26[J] Principles and Applications
6.0002 Introduction to Computational 6 of Genetic Engineering for
2
Thinking and Data Science Biotechnology and Neuroscience
Mathematics Core 9.35 Perception
1 2
Select two of the following options: 18-24 9.40 Introduction to Neural Computation
2
Option A 10.424 Pharmaceutical Engineering
Select one of the following: 10.443 Future Medicine: Drug Delivery,
2
Therapeutics, and Diagnostics
10.495 Molecular Design and Bioprocess
3.016A Computational and Mathematics 2
Development of Immunotherapies
& 3.016B Preparation for Materials Scientists
and Engineers I 20.310[J] Molecular, Cellular, and Tissue
2
and Computational and Mathematics Biomechanics
2
Preparation for Materials Scientists 20.345[J] Bioinstrumentation Project Lab
and Engineers II 20.352 Principles of Neuroengineering
Option B 20.390[J] Computational Systems Biology:
18.06 Linear Algebra Deep Learning in the Life Sciences
Option C Total Units 72-84
Select one of the following:
A minimum of four subjects taken for the biomedical engineering
minor cannot also count toward a major or another minor.
6.041 Introduction to Probability
1
9.07 Statistics for Brain and Cognitive Contact minor advisor for additional 6–12 unit subjects that satisfy
Science requirement.
2
Human Physiology Core Subject has prerequisites that are outside of the program.
3
At least one of the subjects must be taken outside the student's major.
See the BME Minor website (https://be.mit.edu/academic-programs/
6.022[J] Quantitative and Clinical Physiology current-undergraduate/minor-programs/minor-program-biomedical-
2
7.20[J] Human Physiology engineering) for potential substitutions.
4
9.01 Introduction to Neuroscience Approved biomedical engineering UROPs with sucient medical focus
Biomedical Engineering and Applications carried out by students with junior or senior standing with prior approval
3, 4 may be substituted for up to 12 units.
Select three of the following: 30-36
2.184 Biomechanics and Neural Control of Students should consult with their departmental BME minor advisor,
2
Movement preferably in sophomore year and no later than the end of the fall
2 term of junior year, to choose a course of study, which must be
2.750[J] Medical Device Design
3.052 Nanomechanics of Materials and approved in advance by the BME minor advisor. For the list of BME
Biomaterials
2 minor advisors and other information, please visit the Biological
Engineering website (http://web.mit.edu/be) or contact the BE
3.054 Cellular Solids: Structure, Properties,
2 Academic Oce, Room 56-651, 617-253-1712.
Applications
3.055[J] Biomaterials Science and
2
Engineering
6.021[J] Cellular Neurophysiology and MINOR IN ENERGY STUDIES
Computing The Energy Studies Minor complements the deep expertise obtained
6.811[J] Principles and Practice of Assistive in any MIT major with broad, interdisciplinary training in science,
2
Technology technology, and the social sciences, including policy issues
7.37[J] Molecular and Engineering Aspects surrounding energy and climate change.
2
of Biotechnology
2
Students take classes in four core areas, plus 24 units of electives.
9.17 Systems Neuroscience Laboratory The core consists of:
2019–2020 MIT Bulletin | 357

MINOR IN ENERGY STUDIES
• Science Foundations: fundamental laws and principles that 1.079 Rock-on-a-Chip: Microfluidic
govern energy sources, conversion, and uses; Technology for Visualization of Flow
1
• Economics Foundations: how economic principles underlie every in Porous Media
aspect of energy; 1.801[J] Environmental Law, Policy, and
• Social Science Foundations: social scientic perspectives that Economics: Pollution Prevention and
help explain human behavior in an energy context, and; Control
1
• Energy Technology/Engineering in Context: the application of 2.005 Thermal-Fluids Engineering I
laws and principles to a specic energy context. 1
1
2.570 Nano-to-Macro Transport Processes
The elective component (generally two classes) allows students to
focus on their individual areas of interest. 2.603 Fundamentals of Smart and Resilient
1
Grids
Developed and administered by the MIT Energy Initiative, the Energy 2.612 Marine Power and Propulsion
1
Studies Minor sets students on the path to tackle the world’s
2.627 Fundamentals of Photovoltaics
complex climate and energy challenges. Through the minor, students
2.813 Energy, Materials, and Manufacturing
build strong foundational knowledge of diverse energy topics 1
while beneting from hands-on learning opportunities to work with
world-renowned researchers, policy analysts, and thought leaders. 3.003 Principles of Engineering Practice
Students also make groundbreaking discoveries and prepare for or 3.004 Principles of Engineering Practice
exciting careers in industry, government, and academia. 3.012 Fundamentals of Materials Science
and Engineering
Core Curriculum
3.022 Microstructural Evolution in Materials
Science Foundations
3.154[J] Materials Performance in Extreme
8.21 Physics of Energy 12 Environments
1
or 12.021 Earth Science, Energy, and the Environment 3.18 Materials Science and Engineering of
Economics Foundations 1
Clean Energy
14.01 Principles of Microeconomics 9-12 4.401 Environmental Technologies in
or 15.0111 Economic Analysis for Business Decisions Buildings
Social Science Foundations 4.432 Modeling Urban Energy Flows
Select one of the following: 12 for Sustainable Cities and
Neighborhoods
11.142 Geography of the Global Economy
5.352 Synthesis of Coordination
14.44[J] Energy Economics and Policy 1
Compounds and Kinetics
15.0201[J] Economics of Energy, Innovation, and 1
5.372 Chemistry of Renewable Energy
Sustainability
5.60 Thermodynamics and Kinetics
15.2191[J] Global Energy: Politics, Markets, and
Policy 6.061 Introduction to Electric Power
1
Systems
Energy Technology/Engineering in Context
1
6.131 Power Electronics Laboratory
6.152[J] Micro/Nano Processing Technology
2.60[J] Fundamentals of Advanced Energy
1 1
Conversion 6.701 Introduction to Nanoelectronics
11.165 Urban Energy Systems and Policy 10.04 A Philosophical History of Energy
22.081[J] Introduction to Sustainable Energy 10.05 Foundational Analyses of Problems in
Energy and the Environment
EC.711[J] Introduction to Energy in Global
Development 10.213 Chemical and Biological Engineering
1
Thermodynamics
Electives
2 10.27 Energy Engineering Projects
Select 24 units from the following: 24 1
Laboratory
1.018[J] Fundamentals of Ecology
10.28 Chemical-Biological Engineering
1.020 Engineering Sustainability: Analysis 1
1 Laboratory
and Design 1
1 10.302 Transport Processes
1.071[J] Global Change Science 1
10.426 Electrochemical Energy Systems
358 | 2019–2020 MIT Bulletin

MINOR IN ENTREPRENEURSHIP AND INNOVATION
11.162 Politics of Energy and the combination of conceptual and practical elements that draws on a
Environment wealth of prior educational activities in this domain.
12.213 Alternate Energy Sources
Students who complete the E&I Minor will have developed
12.346[J] Global Environmental Negotiations knowledge and skills in:
14.42 Environmental Policy and Economics
• The innovation process from the conception of an initial
15.026[J] Global Climate Change: Economics,
invention and the problem it may solve to the renement of
Science, and Policy
the solution, to the considerations needed in the scale-up and
16.001 Unied Engineering: Materials and
1 delivery of the solution, to the launch of an appropriately funded
Structures
entity.
16.002 Unied Engineering: Signals and
1 • Communication, teamwork, decision making and leadership
Systems
skills as well as the integrity and character that are necessary to
1
16.003 Unied Engineering: Fluid Dynamics engage with stakeholders and develop the invention into a real-
16.004 Unied Engineering: world product or process.
1
Thermodynamics • Strategies and methods to engage in rigorous iterations to
17.051 Ethics of Energy Policy identify and deeply understand societal needs/problems and
22.033 Nuclear Systems Design Project develop robust, scalable solutions.
22.04[J] Social Problems of Nuclear Energy • Types of organizational models and designs for the delivery of
22.054[J] Materials Performance in Extreme innovations to the world.
Environments • A range of global contexts for entrepreneurship and innovation,
22.06 Engineering of Nuclear Systems
1 including variations in the interface with key stakeholders whose
interests may enable or limit the potential eectiveness of
STS.032 Energy, Environment, and Society
innovation and entrepreneurship.
Total Units 69-72
The minor requires ve courses: a core curriculum of two E&I
1
Subject has prerequisites that are outside of the program. Foundations subjects and an elective subject in each of the three
2
See the Energy Studies Minor website (http://energy.mit.edu/minor) for domains—E&I in Context, Leadership of Teams and Organizations,
potential elective and core subject substitutions or additions. and E&I Experiential.
Students who take more than the required subjects from any of the Core Curriculum
core curriculum subject lists may count the additional coursework
15.359[J] Engineering Innovation: Moving 12
toward the elective requirement. A minimum of three subjects (or 36
Ideas to Impact
units) taken for the Energy Studies Minor cannot also count toward a
15.373[J] Venture Engineering 12
student's major or other minor.
Electives
Contact Rachel Shulman ([email protected]), academic E&I in Context
coordinator, MIT Energy Initiative Education Oce, Room E19-306C,
617-324-7236, or visit the Energy Studies Minor website (http://
3.086 Innovation and Commercialization of
energy.mit.edu/minor) for more information.
Materials Technology
6.805[J] Foundations of Information Policy
MINOR IN ENTREPRENEURSHIP AND INNOVATION Development
The Minor in Entrepreneurship and Innovation (E&I Minor) educates 11.123 Big Plans and Mega-Urban
students to serve as leaders in the innovation economy with the Landscapes
knowledge, skills, and condence to develop, scale, and deliver 11.142 Geography of the Global Economy
breakthrough solutions to real-world problems. They will be 1
11.165 Urban Energy Systems and Policy
prepared to do so within a range of organizational contexts: an
14.46 Innovation Policy and the Economy
entrepreneurial start-up of their own, as key members of a founding
team, or as an entrepreneurial member of a large organization. 15.3641 Regional Entrepreneurship
Acceleration Leaders (REAL)
Jointly oered by the Schools of Engineering and Management, the 17.307 American Public Policy for
minor is designed as an interdisciplinary program with a coherent Washington Interns
2019–2020 MIT Bulletin | 359

MINOR IN ENVIRONMENT AND SUSTAINABILITY
1
17.309[J] Science, Technology, and Public Subject has prerequisites that are outside the program.
2
Policy Students in the GEL1 Certicate program may satisfy the requirement by
17.315 Health Policy completing a combined 12 units of 6.902, 6.911, and 6.912.
3
With permission of the minor advisor, one 9- or 12-unit D-Lab subject
STS.002 Finance and Society
meeting the criteria for this category may be substituted.
STS.004 Intersections: Science, Technology,
and the World In special cases, other advanced project coursework may be
STS.011 Engineering Life: Biotechnology and substituted with the approval of the minor advisor. A minimum
Society of three subjects (or 36 units) taken for the Entrepreneurship and
STS.032 Energy, Environment, and Society Innovation minor cannot also count toward a student's major or other
STS.081[J] Innovation Systems for Science, minor.
Technology, Energy, Manufacturing, For more information, contact the Innovation Initiative senior
and Health program manager, Thomas Luly ([email protected]), Room E70-1211,
STS.088 Africa for Engineers 617-452-5073.
EC.701[J] D-Lab: Development
Leadership of Teams and Organizaitons
2
Select one of the following: 9-12 MINOR IN ENVIRONMENT AND SUSTAINABILITY
2.96 Management in Engineering
The Environment and Sustainability Minor (E&S Minor) provides
6.915[J] Leading Innovation in Teams an integrative foundation in the scientic, engineering, social,
10.02 Foundations of Entrepreneurship for and humanistic dimensions of humanity’s interaction with the
Engineers environment. The minor will equip students with knowledge and
15.301 People, Teams, and Organizations experience that will make it possible to understand, diagnose,
Laboratory and develop solutions to complex problems faced by society as
15.3941 Entrepreneurial Founding and Teams it strives for social and environmental sustainability. Students
who complete the minor will be prepared to apply the principles of
E&I Experiential
sustainability in diverse workplace contexts, including business/
industry, government, civil society, and academia.
2.009 The Product Engineering Process
2.750[J] Medical Device Design The E&S Minor combines a wide range of elds of inquiry to directly
engage environmental and climate challenges facing ecosystems
2.752 Development of Mechanical Products
and populations around the globe. Fundamentally, these challenges
2.760 Global Engineering
aect both human systems and the earth systems on which we
3.042 Materials Project Laboratory depend: people and the planet. Planetary challenges include global
6.170 Soware Studio changes in the climate and oceans, degradation to both biodiversity
6.811[J] Principles and Practice of Assistive and material resources, and fundamental transformations of
Technology biogeochemical cycles. Challenges facing society include (but are
10.807[J] Innovation Teams not limited to) widespread and intransigent environmental injustice,
expanding urban and agricultural pollution, technological and
11.127[J] Design and Development of Games
economic lock-in of infrastructure and all manner of production and
for Learning
consumption systems, and a global dependence on carbon intensive
15.3781 Building an Entrepreneurial Venture:
energy.
Advanced Tools and Techniques
15.3901 New Enterprises The minor prioritizes integrative, interdisciplinary learning that is
15.3991 Entrepreneurship Lab critical for eectively understanding and addressing the complexities
of environmental issues today and in the future, and is structured
CMS.339 Virtual Reality and Immersive Media
on four pillars: Earth Systems and Climate Science, Environmental
Production
Governance, Environmental Histories and Cultures, and Engineering
CMS.610 Media Industries and Systems: The
for Sustainability.
Art, Science and Business of Games
CMS.611[J] Creating Video Games The E&S Minor is comprised of ve subjects (a minimum of 57 units).
3 Students take two core subjects that address the fundamentals of
each pillar, and select a minimum of 36 units of elective subjects
Total Units 51-60
to cra a program that reflects their own particular interests. In
360 | 2019–2020 MIT Bulletin

MINOR IN ENVIRONMENT AND SUSTAINABILITY
consultation with the minor advisor, students may either concentrate 1.801[J] Environmental Law, Policy, and 12
in one of the four pillars or explore various areas by selecting classes Economics: Pollution Prevention and
from multiple pillars. Control
1.802[J] Regulation of Chemicals, Radiation, 12
Minor Requirements and Biotechnology
11.123 Big Plans and Mega-Urban 9
Core Curriculum
Landscapes
12.387[J] People and the Planet: 9
11.142 Geography of the Global Economy 12
Environmental Governance and
11.148 Environmental Justice: Law and 12
Science
Policy
11.162 Politics of Energy and the 12
Environmental Histories and
Environment
Engineering
11.169 Global Climate Policy and 12
Electives
Sustainability
In consultation with the minor advisor, select a 36-39
12.385 Science, Politics, and Environmental 9
minimum of 36 units from the list of electives 4
Policy
Total Units 57-60
15.2191[J] Global Energy: Politics, Markets, and 12
Policy
Electives
17.181 Sustainability: Political Economy, 12
Earth Systems and Climate Science
Science, and Policy
17.309[J] Science, Technology, and Public 12
1.078 Soil and Environmental 12 Policy
Biogeochemistry
17.411 Globalization, Migration, and 12
1.080 Environmental Chemistry 12 International Relations
1.089 Earth's Microbiomes 12 21A.410 Environmental Struggles 12
2.981 New England Coastal Ecology 3 EC.701[J] D-Lab: Development
1, 2
12
1
3.982 The Ancient Andean World 9 EC.711[J] Introduction to Energy in Global 12
8.21 Physics of Energy 12 2
Development
2
12.000 Solving Complex Problems 9 EC.715 D-Lab: Water, Sanitation and Hygiene 12
1, 2
12.001 Introduction to Geology 12
2
12.002 Introduction to Geophysics and 12 EC.716 9
Planetary Science 2
EC.733[J] D-Lab: Supply Chains 12
12.003 Introduction to Atmosphere, Ocean, 12 IDS.062[J] Global Environmental Negotiations 6
and Climate Dynamics Environmental Histories and Cultures
12.007 Geobiology: History of Life on Earth 12 1.016[J] Design for Complex Environmental 9
12.021 Earth Science, Energy, and the 12 Issues: Building Solutions and
Environment 2
Communicating Ideas
12.104 Geochemistry of Natural Waters 12 2
3.094 Materials in Human Experience 9
12.170 Essentials of Geology 12 4
3.982 The Ancient Andean World 9
12.174 Biogeochemistry of Natural and 12 2
3.983 Ancient Mesoamerican Civilization 9
Perturbed Systems 4.622 Islamic Gardens and Geographies 12
12.307 Weather and Climate Laboratory 12 10.04 A Philosophical History of Energy 12
12.335 Experimental Atmospheric Chemistry 12 10.05 Foundational Analyses of Problems in 12
12.349 Mechanisms and Models of the 12 Energy and the Environment
Global Carbon Cycle 11.016[J] The Once and Future City 12
12.385 Science, Politics, and Environmental 9 17.051 Ethics of Energy Policy 12
3
Policy
24.03 Good Food: The Ethics and Politics of 12
20.106[J] Applied Microbiology 12 Food
Environmental Governance 21A.155 Food, Culture, and Politics 12
2019–2020 MIT Bulletin | 361

MINOR IN LATIN AMERICAN AND LATINO/A STUDIES
3
21A.303[J] The Anthropology of Biology 12 EC.716 9
21G.417 Cultural Geographies of Germany: 12 EC.719 D-Lab: Water, Climate Change, and 12
Nature, Culture, and Politics Health
21H.185[J] Environment and History 12 EC.724 D-Lab: Smallholder Agriculture 9
3
21H.380[J] People and Other Animals 12 EC.733[J] D-Lab: Supply Chains 12
21H.383 Technology and the Global Economy, 12 1
Subject also counts toward Environmental Histories and Cultures.
1000-2000 2
Subject also counts toward Engineering for Sustainability.
21L.449 The Wilds of Literature 12 3
Subject also counts toward Environmental Governance.
21W.012 Writing and Rhetoric: Food for 12 4
Subject also counts toward Earth Systems and Climate Science.
Thought
21W.036 Science Writing and New Media: 12 A minimum of four subjects (or 48 units) taken for the Environment
Writing and the Environment and Sustainability minor cannot also count toward a student's major
21W.775 Writing about Nature and 12 or other minor.
Environmental Issues
2, 3 For more information about the minor and about potential subject
EC.701[J] D-Lab: Development 12
substitutions, contact Sarah Meyers ([email protected]), Education
EC.715 D-Lab: Water, Sanitation and Hygiene 12 Program Manager, MIT Environmental Solutions Initiative (ESI), Room
2, 3
E70-1201, 617-715-2606, or visit the ESI's education website (https://
SP.360 Terrascope Radio 12 environmentalsolutions.mit.edu/environment-sustainability-minor).
STS.009 Evolution and Society 12
STS.032 Energy, Environment, and Society 12
Engineering for Sustainability MINOR IN LATIN AMERICAN AND LATINO/A STUDIES
1.007 Big Engineering: Small Solutions 6
The Minor in Latin American and Latino/a Studies is designed for
with a Large Impact
students interested in the languages, history, politics, and cultures
1.016[J] Design for Complex Environmental 9 of Latin America and in its presence in the United States. Students
Issues: Building Solutions and are encouraged to develop a program that is both international
1
Communicating Ideas and comparative in perspective, and that takes into account the
2.00A Fundamentals of Engineering Design: 9 heterogeneous cultural experiences of people living in the vast
Explore Space, Sea and Earth territory encompassed by the term Latin America, as well as of those
2.627 Fundamentals of Photovoltaics 12 living in the United States who identify themselves as Latino/a.
1
3.094 Materials in Human Experience 9
1
3.983 Ancient Mesoamerican Civilization 9 MIT subjects, including required subject 17.55[J] Introduction to Latin
4.401 Environmental Technologies in 12 American Studies), arranged in four areas of study:
Buildings
• Area I: Language
4.411[J] D-Lab Schools: Building Technology 12
Laboratory • Area II: Humanities and the Arts
4.432 Modeling Urban Energy Flows 12 • Area III: Social Sciences

for Sustainable Cities and • Area IV: Historical Studies
Neighborhoods
4 Subjects in Latin American and Latino/a Studies are also available
12.000 Solving Complex Problems 9
from Harvard University and Wellesley College through cross-
12.213 Alternate Energy Sources 6 registration. Students must receive permission from the minor
22.033 Nuclear Systems Design Project 15 advisor prior to registering for a class at another institution.
22.04[J] Social Problems of Nuclear Energy 12
Five of the six subjects taken for the minor may be counted toward
22.081[J] Introduction to Sustainable Energy 12
1, 3
EC.701[J] D-Lab: Development 12 count toward the distribution component of the HASS Requirement.
EC.711[J] Introduction to Energy in Global 12 Of the six subjects required for the minor, at least four cannot be
3
Development counted toward a major or another minor.
EC.715 D-Lab: Water, Sanitation and Hygiene 12 1
1, 3 Area I: Language
Select two from among the following: 24
362 | 2019–2020 MIT Bulletin

MINOR IN MIDDLE EASTERN STUDIES
21G.703 Spanish III 21G.820 Topics in Modern Portuguese

21G.793 Spanish III in Madrid Literature and Culture
21G.704 Spanish IV 21G.821 The Beat of Brazil: Portuguese
21G.710 Advanced Communication in Language and Brazilian Society
Spanish: Topics in Language and Through its Music
Culture Area III: Social Studies
21G.711 Advanced Spanish Conversation 17.55[J] Introduction to Latin American
and Composition: Perspectives on Studies (Required)
Technology and Culture Additional options:
21G.712 Spanish Conversation and 3.982 The Ancient Andean World
Composition 3.983 Ancient Mesoamerican Civilization
21G.713 Spanish through Film: Mexico, Chile, 17.56 The Politics of Crime and Policing
Argentina, and Spain 21A.506 The Anthropology of Politics:
21G.714 Spanish for Heritage Learners Persuasion and Power
21G.715 Topics in Medicine and Public Health Area IV: Historical Studies
in the Hispanic World Select from among the following:
21G.795 Advanced Spanish Communication in 21H.171 Latin America: Revolution,
Spain Dictatorship, and Democracy, 1850 to
21G.803 Portuguese III Present
21G.804 Portuguese IV 21H.172[J] Latin America Through Film
Select four subjects, including 17.55[J], from at least 48 21H.273 From Coca to Cocaine: Drug
2, 3
two of the following areas: Economies in Latin America
Area II: Humanities and the Arts Appropriate subjects oered at Harvard or
Subjects taught in English: Wellesley
21G.070 Latin America and the Global Sixties: Total Units 72
Counterculture and Revolution
1
21G.072 The New Latin American Novel Two language subjects beginning at Levels III and IV, either in Spanish
or Portuguese, satisfy the Area I language requirement. MIT oers Levels
21G.074 Topics in Portuguese Popular Culture
III and IV of Spanish every semester and oers Level III of Portuguese
21L.019 Introduction to European and Latin every fall semester and Level IV every spring semester. Students who
American Fiction demonstrate competence beyond Level IV may either take two advanced
Subjects taught in Spanish: language subjects (highly recommended) or two more subjects from
Areas II, III, and IV.
21G.731[J] Creation of a Continent: 2
For students who are not required to take Area I subjects and opt not to
Representations of Hispanic America,
take advanced language subjects (see footnote 1 above), all six subjects
for the minor must be taken from Areas II, III, and IV, with at least one
21G.732[J] The Making of the Latin American subject from each area.
City: Culture, Gender, and Citizenship 3
Students may not take more than one subject focused on the Iberian
21G.735 Advanced Topics in Hispanic Peninsula.
Literature and Film
21G.736 The Short Form: Literature and New
can be obtained from the minor advisor, Professor Tanalís Padilla
Media Cultures in the Hispanic World
([email protected]), E51-293, 617-254-7544, or from the SHASS
21L.636[J] Introduction to Contemporary
academic administrator, Andrea Wirth ([email protected]), 4-240,
617-253-4441.
21L.637[J] Introduction to Hispanic Culture
21L.638[J] Literature and Social Conflict:
MINOR IN MIDDLE EASTERN STUDIES
21L.639[J] Globalization and its Discontents:
Spanish-speaking Nations Middle Eastern Studies at MIT oers students the opportunity to
21L.640[J] The New Spain: 1977-Present explore the connections among culture, society, politics, economics,
technology, and environment in the Middle East, including North
Subject taught in Portuguese:
2019–2020 MIT Bulletin | 363

MINOR IN POLYMERS AND SOFT MATTER
Africa. MIT oers a number of subjects open to undergraduates that 21H.262 Palestine and the Arab-Israeli
provide a variety of perspectives on the ancient, Islamic, and modern Conflict
Middle East. The goal of the HASS Minor Program in Middle Eastern 21H.365 Minorities and Majorities in the
Studies is to lead the student from the basic language into survey Middle East
subjects and then into more focused studies of individual countries
Total Units 72
or specic historical periods, and to encourage analysis of the main
methodological and conceptual issues in Middle Eastern Studies. 1
The advisor may also approve other Middle Eastern languages, such as
Armenian, Greek, or Kurdish. Because MIT does not oer instruction in
these languages, students may satisfy the Area I language requirement
MIT subjects), arranged in four areas of study:
at Harvard University or Wellesley College. They may also satisfy the
language requirement at other institutions, provided they receive
• Area I: Language
permission in advance from the minor advisor. Students who can
• Area II: Humanities and the Arts demonstrate competence beyond the intermediate level may either take
• Area III: Social Sciences two more advanced language subjects (highly recommended) or two more
• Area IV: Historical Studies subjects from Areas II, III, and IV.
2
For students who are not required to take Area I subjects and opt not to
Subjects in Middle Eastern Studies are also available from take advanced language subjects (see footnote 1 above), all six subjects
Harvard University and Wellesley College through cross- for the minor must be taken from Areas II, III, and IV, with at least one
registration. Students must receive permission from the minor subject from each area.
advisor prior to registering for a class at another institution.
Five of the six subjects taken for the minor may be counted toward can be obtained from the minor advisor, Professor Philip S. Khoury
the eight-subject HASS Requirement. Of these ve, at most one may ([email protected]), Room 10-280, 617-253-0887, or from the SHASS
count toward the distribution component of the HASS Requirement. academic administrator, Andrea Wirth ([email protected]), 4-240,
Of the six subjects required for the minor, at least four cannot be 617-253-4441.
counted toward a major or another minor.
1
Area I: Language
Two intermediate (Levels III and IV) subjects in one of 24
MINOR IN POLYMERS AND SOFT MATTER
the following Middle Eastern languages are required: Polymers and so materials are critical components of existing
Arabic, Hebrew, Persian, Turkish. and next-generation technologies. The Minor in Polymers and So
Select four subjects from at least two of the following 48 Matter is designed to equip students with the basic knowledge of
2 polymer science and engineering required to solve problems in this
areas:
Area II: Humanities and the Arts diverse and essential eld. Students pursuing the minor complete
four foundational subjects focusing on organic chemistry, polymer
physics, and polymer engineering; a half-subject (6 units) on the
4.614 Building Islam
basics of ethical guidelines for research; and one elective subject or
4.622 Islamic Gardens and Geographies approved UROP experience. Only one subject taken for the Minor in
WGS.220[J] Women and Gender in the Middle Polymers and So Matter can also count toward a student's major or
East and North Africa another minor.
Area III: Social Sciences
Required Subjects
10.01 Ethics for Engineers 6
17.565 Israel: History, Politics, Culture, and
Identity Select one of the following:
or 17.567 Israel: History, Politics, Culture, and Identity 3.063 Polymer Physics
21H.260 Cities in the Middle East: History, 3.016A Computational and Mathematics
Politics and Society & 3.016B Preparation for Materials Scientists
and Engineers I
21H.381[J] Women and War
and Computational and Mathematics
Area IV: Historical Studies Preparation for Materials Scientists
Select from among the following: and Engineers II
21H.160 Islam, the Middle East, and the West 1
21H.161 The Modern Middle East 2.001 Mechanics and Materials I
364 | 2019–2020 MIT Bulletin

MINOR IN PUBLIC POLICY
3.012 Fundamentals of Materials Science interdisciplinary Minor in Public Policy enables students from across
and Engineering the Institute to develop their understanding of public problems and
5.60 Thermodynamics and Kinetics how governments attempt to address them, with emphasis on the
process and outcomes of policymaking.
10.10 Introduction to Chemical Engineering
20.110[J] Thermodynamics of Biomolecular Students benet from increased engagement with and
Systems understanding of emerging real-world issues that aect society's
2 greatest challenges, including energy, globalization, health care,
Electives
3
9-15 conflict resolution, science and technology policy, and public-private
1 collaboration.
2.001 Mechanics and Materials I
2.627 Fundamentals of Photovoltaics The six-subject minor is a three-tiered program. The rst tier
3.012 Fundamentals of Materials Science provides foundational knowledge of public and private institutions
1 where public policy decisions are made and implemented, as well
and Engineering
3.032 Mechanical Behavior of Materials as an introduction to the rationales for government action and the
policymaking process. The second tier explores qualitative and
3.034 Organic and Biomaterials Chemistry
quantitative methods of analyzing and assessing the impacts of
policy change. In the third tier, students choose an in-depth, three-
Engineering
subject program of study in a substantive eld of policymaking. All
5.07[J] Introduction to Biological Chemistry minors specialize in an area of public policy, such as science and
5.13 Organic Chemistry II technology policy, and take three subjects within that specialty.
1 Students majoring in Planning (Course 11) are not permitted to minor
5.60 Thermodynamics and Kinetics
in Public Policy. Political Science (Course 17) majors can minor in
10.00 Molecule Builders Public Policy, but subjects being used to fulll their major cannot be
10.10 Introduction to Chemical Engineering used toward the minor.
1
10.443 Future Medicine: Drug Delivery, Tier I: Introduction to Markets, Politics, and Public
Therapeutics, and Diagnostics Policy
20.110[J] Thermodynamics of Biomolecular 11.002[J] Making Public Policy 12

Systems 14.01 Principles of Microeconomics 12
Total Units 39-48 Tier II: Policy Analysis

11.003[J] Methods of Policy Analysis 12
1
These subjects can count as part of the required subjects or as restricted or 14.03 Microeconomic Theory and Public Policy
electives, but not both. Students majoring in Course 2, 2-A, or 2-OE
Tier III: Policy Concentration
cannot count 2.001 toward the minor. Students majoring in Course 3, 3-A,
1
or 3-C cannot count 3.012 toward the minor. Students majoring in Course Select three subjects in one of the following tracks: 36
5 cannot count 5.60 toward the minor. Students majoring in Course 10, Social and Educational Policy
10-B, 10-C, or 10-ENG cannot count 10.10 toward the minor. Students
Energy and Environmental Policy
majoring in Course 20 cannot count 20.110[J] toward the minor.
2 Infrastructure Policy
Students must select an elective subject that is outside of the major eld
of study as approved by their minor advisor. As a general guideline, the Science and Technology Policy
elective should be from outside of the student's major department. Labor and Industrial Policy
3
Students can substitute a one-semester UROP (12 units) in an area of International Development Policy
research relevant to polymers and so matter science or engineering. The
Security and Defense Policy
UROP must be approved by minor advisor.
Urban and Regional Policy
Further information on the minor can be obtained from Professor Health Policy
Jeremiah A. Johnson ([email protected]), Room 18-296, 617-253-1819.
Total Units 72
1
Students may propose their own track for approval by their minor advisor.
See the minor's website (http://web.mit.edu/polisci/undergraduate/
MINOR IN PUBLIC POLICY
minor/pp.html) for a list of approved public policy subjects by track.
Some of the most far-reaching decisions about science,
technology, and enterprise are made in the public policy arena. The Students can obtain additional information from the minor's website
(http://web.mit.edu/polisci/undergraduate/minor/pp.html); Ellen
2019–2020 MIT Bulletin | 365

MINOR IN RUSSIAN AND EURASIAN STUDIES
Rushman ([email protected]), undergraduate administrator in Area IV: Historical Studies

Urban Studies and Planning, Room 9-413, 617-253-9403; or Tobie Select from among the following:
Weiner ([email protected]), undergraduate administrator in
21H.244[J] Imperial and Revolutionary Russia:
Political Science, Room E53-483, 617-253-3649.
Culture and Politics, 1700-1917
Appropriate subjects oered at Harvard or
Wellesley
MINOR IN RUSSIAN AND EURASIAN STUDIES Total Units 72
The Minor in Russian and Eurasian Studies is intended for students 1
seeking an interdisciplinary program of study centered on Russia Two intermediate (Levels III and IV) subjects in the Russian language
are required to satisfy Area I. Students with the equivalent prociency,
and Eurasia. The program is regional in spirit, meaning that students
but who are not native speakers, can either take two advanced language
can take subjects about a wide range of countries of Eastern/Central
subjects beyond Level IV (highly recommended) or two additional subjects
Europe, the Slavic states, and Central Asia.
from Areas II, III, or IV. Native speakers may substitute other subjects, with
the permission of the minor advisor.
The minor consists of six subjects (at least three of which must be 2
MIT subjects or subjects taken at Harvard University or Wellesley Students who are not required to take Area I subjects must take all six
subjects for the minor from Areas II, III, and IV, with at least one subject
College through cross-registration), arranged in four areas of study:
from each area.
3
• Area I: Language Students may choose either subject but it is preferred that they take
• Area II: Humanities and the Arts 21G.618 Introduction to the Classics of Russian Literature - Russian
Language Option.
• Area IV: Historical Studies The subject list above is not exhaustive. Additional information
can be obtained from the minor advisor, Professor Elizabeth
Students must receive permission from the minor advisor prior to Wood ([email protected]), Room E51-282, 617-253-3255, or from
registering for a class at another institution. the SHASS academic administrator, Andrea Wirth ([email protected]),
Five of the six subjects taken for the minor may be counted toward 4-240, 617-253-4441.
count toward the distribution component of the HASS Requirement.
Of the six subjects required for the minor, at least four cannot be MINOR IN STATISTICS AND DATA SCIENCE
counted toward a major or another minor.
Statistics, the science of making inferences and decisions under
1 uncertainty, is becoming increasingly relevant in the modern world
Area I: Language
Select from among the following: 24 due to the widespread availability of and access to unprecedented
amounts of data and computational resources. Unlike classical
21G.613 Russian III (Regular)
statistics, the need to process and manage massive amounts of
21G.614 Russian IV (Regular) data has become a key feature of modern statistics. This aspect
Select four subjects from at least two of the following 48 of managing and processing data is popularly referred to as “data
2
areas: science.”
Through six required subjects, the Minor in Statistics and Data
21G.077[J] Introduction to the Classics of
3 Science provides students with a working knowledge base in
Russian Literature
statistics, probability, and computation, along with an ability to
or 21G.618 Introduction to the Classics of Russian Literature - perform data analysis.
Russian Language Option
Appropriate subjects oered at Harvard or Foundation
Wellesley Select one of the following: 6-12
Area III: Social Sciences 2.087 Engineering Mathematics: Linear
Select from among the following: Algebra and ODEs
17.569 Russia's Foreign Policy: Toward the 6.0001 Introduction to Computer Science
Post-Soviet States and Beyond & 6.0002 Programming in Python
21H.245[J] Soviet and Post-Soviet Politics and and Introduction to Computational
Society: 1917 to the Present Thinking and Data Science
Appropriate subjects oered at Harvard or 6.01 Introduction to EECS via Robotics
Wellesley 18.03 Dierential Equations
366 | 2019–2020 MIT Bulletin

MINOR IN WOMEN'S AND GENDER STUDIES
18.06 Linear Algebra See the Statistics and Data Science Minor webpage (http://
Statistics 1 idss.mit.edu/academics) for additional information. Inquiries about
1 the undergraduate program may be directed to the IDSS Academic
Oce (idss_academic_o[email protected]).
9.07 Statistics for Brain and Cognitive
Science
14.30 Introduction to Statistical Methods in The interdisciplinary Women's and Gender Studies Minor oers
Economics students an academic framework for the study of women, gender,
15.0791 Introduction to Applied Probability and sexuality using the analytical tools and methodologies
of a variety of disciplines in the humanities, arts, and social
16.09 Statistics and Probability
sciences. The minor program consists of six Women's and Gender
18.600 Probability and Random Variables
Studies subjects, arranged into three levels of study as follows:
Statistics 2
Select one of the following: 12 Tier I
14.32 Econometric Data Science WGS.101 Introduction to Women's and Gender 12
Studies
15.075[J] Statistical Thinking and Data
Analysis Tier II
18.650[J] Fundamentals of Statistics Select four subjects, including at least one from each 48
1
category below:
Computation & Data Analysis
2
Humanities (HASS-H) and Arts (HASS-S) subjects
WGS.109 Women and Global Activism in Media
1.00 Engineering Computation and Data
and Politics
Science
WGS.110[J] Sexual and Gender Identities
Mechanical Engineers WGS.111[J] Gender and Media Studies
6.008 Introduction to Inference WGS.115 Gender and Technology
6.036 Introduction to Machine Learning WGS.140[J] Race and Identity in American
Literature
6.802[J] Computational Systems Biology:
2 WGS.141[J] International Women's Voices
6.819 Advances in Computer Vision WGS.142 Narrative and Identity: Writing and
Film by Contemporary Women of
14.36 Advanced Econometrics
Color
15.053 Optimization Methods in Business
WGS.145[J] Globalization: The Good, the Bad and
Analytics
the In-Between
16.90 Computational Modeling and Data
2 WGS.154[J] Gender and Japanese Popular Culture
Analysis in Aerospace Engineering
WGS.161[J] Gender and the Law in US History
18.065 Matrix Methods in Data Analysis,
Signal Processing, and Machine WGS.181 Queer Cinema and Visual Culture
Learning WGS.190[J] Black Matters: Introduction to Black
18.642 Topics in Mathematics with Studies
2
Applications in Finance WGS.220[J] Women and Gender in the Middle
Capstone Subject East and North Africa
IDS.012[J] Statistics, Computation and 12 WGS.226[J] Science, Gender and Social
Applications Inequality in the Developing World
WGS.231[J] Writing about Race
1
Consult minor advisor about potential substitutions.
2
WGS.233[J] New Culture of Gender: Queer France
WGS.234[J] The Invention of French Theory: A
A minimum of four subjects taken for the Statistics and Data Science History of Transatlantic Intellectual
Minor cannot also count toward a major or another minor. Life since 1945
2019–2020 MIT Bulletin | 367

WGS.235[J] Classics of Chinese Literature in

Translation
WGS.236[J] Introduction to East Asian Cultures:
From Zen to K-Pop
WGS.240[J] Jane Austen
WGS.245[J] Identities and Intersections: Queer
Literatures
Social Science (HASS-S) subjects
WGS.125[J] Games and Culture
WGS.151 Gender, Medicine, and Public Health
WGS.172[J] For Love and Money: Rethinking the
Family
WGS.221 Women in the Developing World
WGS.222[J] Women and War
WGS.224 Race, Gender and Social Inequality:
Reproductive Health Care in the
United States
WGS.228 Psychology of Sex and Gender
WGS.229 Race, Culture, and Gender in the
US and Beyond: A Psychological
Perspective
WGS.270[J] Violence, Human Rights, and Justice
WGS.271[J] Dilemmas in Biomedical Ethics:
Playing God or Doing Good?
WGS.274[J] Images of Asian Women: Dragon
Ladies and Lotus Blossoms
WGS.275[J] Gender, Race, and Environmental
Justice
WGS.276[J] Cultures of Computing
WGS.321[J] French Feminist Literature: Yesterday
and Today
Tier III
3
WGS.301[J] Feminist Thought 12
Total Units 72
1
One of the Tier II subjects may be taken at Harvard or Wellesley with the
permission of the director.
2
Subjects 21L.430, 21L.460, 21L.512, 21L.701, 21L.702, 21L.704, 21L.705,
21L.707, 21L.715, and 21W.745 may be taken for credit as a Women's and
Gender Studies subject when their content meets WGS criteria. For more
information, consult the program oce ([email protected]).
3
With the permission of the director, an advanced Women’s and Gender
Studies subject may be substituted for WGS.301[J].
For more information, contact the program manager, Emily Neill

([email protected]), Women's and Gender Studies, Room 14E-316,
617-253-2642, or visit the WGS website (https://wgs.mit.edu).
368 | 2019–2020 MIT Bulletin

INTERDISCIPLINARY GRADUATE PROGRAMS
INTERDISCIPLINARY GRADUATE PROGRAMS

Computational and Systems Biology
1
PhD Computational and Systems Biology
At MIT, students and faculty from dierent elds work together in a
variety of collaborative programs that extend beyond departmental
or school boundaries. The following programs oer a number of 1
interdisciplinary graduate degrees:
1
• Advanced Urbanism (p. 370) PhD, ScD Computational Science and Engineering
1
• Computation and Cognition (p. 370) PhD, ScD Computational Earth, Science and Planetary Sciences
1
• Computation for Design and Optimization (p. 370)
• Computational and Systems Biology (p. 371)
• Computational Science and Engineering (p. 373) Computer Science and Molecular Biology (Course 6-7)
1
MEng Computer Science and Molecular Biology
• Computer Science and Molecular Biology (p. 373)
• Harvard-MIT Health Sciences and Technology (p. 375)
• History, Anthropology, and Science, Technology and Society
(p. 281) 1
SM Engineering and Management
• Integrated Design and Management (p. 374)
• Joint Program with Woods Hole Oceanographic Institution Health Sciences and Technology (HST)
(p. 375) SM Health Sciences and Technology
• Leaders for Global Operations (p. 376) MD Medical Sciences (degree from Harvard Medical
• Microbiology (p. 376) School)
• Operations Research (p. 378) ScD, PhD Health Sciences and Technology
• Polymers and So Matter (p. 378) ScD, PhD Health Sciences and Technology—Bioastronautics
• Social and Engineering Systems (p. 379) ScD, PhD Health Sciences and Technology—Bioinformatics and
Integrative Genomics
• Statistics (p. 379)
ScD, PhD Health Sciences and Technology—Medical
• Supply Chain Management (p. 379)
Engineering and Medical Physics
• System Design and Management (p. 374)
• Technology and Policy (p. 380) History, Anthropology, and Science, Technology and Society
• Transportation (p. 380) PhD History, Anthropology, and Science, Technology and
Society
Several programs of study oer students from participating
departments opportunities to focus on a particular area of
Oceanography and Applied Ocean Science and Engineering
interdisciplinary research as part of their home department’s degree 2
SM Oceanographic Engineering
program:
ScD, PhD Applied Ocean Science and Engineering
• Biophysics (p. 299) ScD, PhD Biological Oceanography
• Molecular and Cellular Neuroscience (p. 299) ScD, PhD Chemical Oceanography
ScD, PhD Marine Geology and Geophysics
ScD, PhD Physical Oceanography
Interdisciplinary Graduate Degrees
Advanced Urbanism 1
1 SM/MBA Engineering/Management
PhD Advanced Urbanism
Microbiology
Computation and Cognition (Course 6-9P) 1
PhD Microbiology
Operations Research
Computation for Design and Optimization 1
1 SM Operations Research
SM Computation for Design and Optimization 1
PhD Operations Research
2019–2020 MIT Bulletin | 369

ADVANCED URBANISM
History, Theory and Criticism of Architecture and Art program in the

Polymers and So Matter Department of Architecture. The application deadline for Architecture
1 PhD programs is December 31; the application deadline for the DUSP
PhD, ScD Polymers and So Matter
PhD program is January 3.
Statistics
Applicants must meet all admissions requirements of the respective
PhD Aeronautics and Astronautics and Statistics
PhD program and should indicate their interest in an advanced
PhD Cognitive Science and Statistics urbanism doctoral fellowship in their applications. During
PhD Economics and Statistics application review, the departmental admissions committees will
PhD Mathematics and Statistics identify strong applicants who t the advanced urbanism program
PhD Neuroscience and Statistics prole and nominate them for further consideration by a joint
PhD Political Science and Statistics advanced urbanism admissions committee. Applicants selected by
PhD Social and Engineering Systems and Statistics this joint committee would, in turn, be admitted as part of the regular
PhD admissions process.
MASc Supply Chain Management
1 Degree Requirements
1
MEng Supply Chain Management Students are expected to complete all the doctoral requirements
of their home department plus additional requirements for the
Technology and Policy advanced urbanism concentration. See each department or LCAU for
SM Technology and Policy information on specic requirements.
Transportation
1
Financial Support
SM Transportation
PhD, ScD Transportation
1 Tuition support and research assistantships are provided by LCAU.
Additional details (http://lcau.mit.edu/center/education) can be
1
See Interdisciplinary Programs (p. 339). found on the LCAU website.
2
With the exception of engineering, the SM is only available as an interim
degree for doctoral candidates or for those who leave the program before
the completion of the doctoral degree. COMPUTATION AND COGNITION
Master of Engineering in Computation and Cognition

ADVANCED URBANISM (Course 6-9P)
The Norman B. Leventhal Center for Advanced Urbanism (LCAU) The Department of Electrical Engineering and Computer Science
(http://lcau.mit.edu), together with the Department of Architecture (p. 192) and the Department of Brain and Cognitive Sciences
(p. 127) and Department of Urban Studies and Planning (DUSP) (p. 310) oer a joint curriculum leading to a Master of Engineering
(p. 137), have established a collaborative, doctoral-level in Computation and Cognition (p. 489) that focuses on the
concentration in advanced urbanism. Advanced urbanism at MIT emerging eld of computational and engineering approaches to
integrates research on urban design, urbanization, and urban brain science, cognition and machine intelligence. The curriculum
culture. This doctoral concentration is intended for those who have provides flexibility to accommodate students with a wide diversity
at least one professional design degree (in architecture, landscape of interests in this area—from biologically-inspired approaches to
architecture, urban design, etc.). A successful applicant will have articial intelligence, to reverse engineering circuits in the brain.
research interests in urbanism that align with faculty research in This joint program prepares students for careers that include
both Architecture and DUSP. In this spirit, the student’s dissertation advanced applications of articial intelligence and machine
committee is expected to include faculty from both departments. learning, as well as further graduate study in systems and cognitive
More broadly, an advanced urbanism student is expected to engage neuroscience. Students in the program are full members of both
with the research community at the LCAU and within their home departments, with one academic advisor from each department.
department throughout their time at MIT.
Admissions COMPUTATION FOR DESIGN AND OPTIMIZATION

Admissions applications are submitted either to the DUSP PhD Computation for Design and Optimization (CDO) is an
program or the Building Technology, Design and Computation, or interdisciplinary master's degree program that provides students
370 | 2019–2020 MIT Bulletin

COMPUTATIONAL AND SYSTEMS BIOLOGY
with a strong foundation in computational methods for the study, computational and systems biology require multidisciplinary teams
design, and operation of complex engineered and scientic systems. with skill in applying principles and tools from engineering and
The CDO program is administered by the Center for Computational computer science to solve problems in biology and medicine. To
Engineering (p. 93). provide education in this emerging eld, the Computational and
Systems Biology (CSB) program integrates MIT's world-renowned
The CDO SM program educates students in the formulation, analysis, disciplines in biology, engineering, mathematics, and computer
implementation, and application of computational approaches in science. Graduates of the program are uniquely prepared to
science and engineering. The curriculum's common core serves all make novel discoveries, develop new methods, and establish
science and engineering disciplines, while an elective component new paradigms. They are also well-positioned to assume critical
focuses on particular applications. The program emphasizes: leadership roles in both academia and industry, where this eld is
• Breadth through introductory courses in numerical analysis and becoming increasingly important.
simulation, and optimization Computational and systems biology, as practiced at MIT, is organized
• Depth in optimization methods and numerical methods for around "the 3 Ds" of description, distillation, and design. In many
partial dierential equations research programs, systematic data collection is used to create
• Multidisciplinary aspects of computation detailed molecular- or cellular-level descriptions of a system in one
• Hands-on experience through projects, assignments, and a or more dened states. Given the complexity of biological systems
master's thesis and the number of interacting components and parameters, system
modeling is oen conducted with the aim of distilling the essential
Participating faculty come from the Schools of Engineering, Science, or most important subsystems, components, and parameters,
and Management, including the Departments of Aeronautics and and of obtaining simplied models that retain the ability to
Astronautics, Biological Engineering, Chemical Engineering, Civil accurately predict system behavior under a wide range of conditions.
and Environmental Engineering, Electrical Engineering and Computer Distillation of the system can increase the interpretability of the
Science, Mathematics, Mechanical Engineering, and Nuclear Science models in relation to evolutionary and engineering principles such
and Engineering. as robustness, modularity, and evolvability. The resulting models
may also serve to facilitate rational design of perturbations to test
The research interests of CDO faculty cover a great variety of
understanding of the system or to change system behavior (e.g.,
computationally intensive areas in engineering, science, and
for therapeutic intervention), as well as eorts to design related
mathematics. Recent research has included such far-ranging topics
systems or systems composed of similar biological components.
as micromachined devices, guidance/control systems, imaging
systems, distribution networks, telecommunications systems, More than 70 faculty members at the Institute participate in
and transportation systems. CDO faculty research encompasses MIT's Computational and Systems Biology Initiative (CSBi).
applications in areas such as aircra design, materials design, These investigators span nearly all departments in the School of
manufacturing operations scheduling, and applied optimization in Science and the School of Engineering, providing CSB students
operations and industrial engineering. the opportunity to pursue thesis research in a wide variety of
dierent MIT laboratories. It is also possible for students to arrange
Inquiries collaborative thesis projects with joint supervision by faculty
members with dierent areas of expertise. Areas of active research
For more information about the CDO program (https:// include behavioral genetics and genomics; bioengineering and
computationalengineering.mit.edu/programs/master-of-science- neuroengineering; biological networks and machine learning;cancer
program-in-computation-for-design-and-optimization/program- systems biology; cellular biophysics; chemical biology and
overview), contact Kate Nelson ([email protected]), Room 35-434, metabolomics; epigenomics; evolutionary and computational
617-253-3725; or visit the website. biology; microbiology and systems ecology; molecular biophysics
and structural biology; precision medicine and medical genomics;
quantitative imaging; regulatory genomics and proteomics; single
COMPUTATIONAL AND SYSTEMS BIOLOGY cell manipulations and measurement; stem cell and developmental
systems biology; and synthetic biology and biological design.
The eld of computational and systems biology represents a
synthesis of ideas and approaches from the life sciences, physical The CSB PhD program is an Institute-wide program that has been
sciences, computer science, and engineering. Recent advances jointly developed by the Departments of Biology, Biological
in biology, including the human genome project and massively Engineering, and Electrical Engineering and Computer Science.
parallel approaches to probing biological samples, have created new The program integrates biology, engineering, and computation to
opportunities to understand biological problems from a systems address complex problems in biological systems, and CSB PhD
perspective. Systems modeling and design are well established students have the opportunity to work with CSBi faculty from across
in engineering disciplines but are newer in biology. Advances in the Institute. The curriculum has a strong emphasis on foundational
2019–2020 MIT Bulletin | 371

COMPUTATIONAL AND SYSTEMS BIOLOGY
material to encourage students to become creators of future tools 7.52 Genetics for Graduate Students
and technologies, rather than merely practitioners of current 7.58 Molecular Biology
approaches. Applicants must have an undergraduate degree in
7.68[J] Molecular and Cellular Neuroscience
biology (or a related eld), bioinformatics, chemistry, computer
Core II
science, mathematics, statistics, physics, or an engineering
discipline, with dual-emphasis degrees encouraged.
6.878[J] Advanced Computational Biology:
All students pursue a core curriculum that includes classes in biology Genomes, Networks, Evolution
and computational biology, along with a class in computational 7.81[J] Systems Biology
and systems biology based on the scientic literature. Advanced
20.490 Computational Systems Biology:
electives in science and engineering enhance both the breadth
and depth of each student's education. During their rst year, in
addition to coursework, students carry out rotations in multiple
Advanced Electives
research groups to gain a broader exposure to work at the frontier of
To develop breadth and depth, add to the base of the diversied
this eld, and to identify a suitable laboratory in which to conduct
core, and contribute strength in areas related to their interest and
thesis research. CSB students also serve as teaching assistants
research direction, students must take four advanced electives.
during one semester in the second year to further develop their
Each student designs a program of advanced electives that satises
teaching and communication skills and facilitate their interactions
the distribution and area requirements in close consultation with
across disciplines. Students also participate in training in the
members of the graduate committee.
responsible conduct of research to prepare them for the complexities
and demands of modern scientic research. The total length of Two subjects in the student's research area or
the program, including classwork, qualifying examinations, thesis department
research, and preparation of the thesis is roughly ve years.
One subject in engineering
One subject in science
Curriculum
The CSB curriculum has two components. The rst is a core that Additional Subjects
provides foundational knowledge of both biology and computational CSB PhD students may take classes beyond the required diversied
biology. The second is a customized program of electives that is core and advanced electives described above. These additional
selected by each student in consultation with members of the CSB subjects can be used to add breadth or depth to the proposed
graduate committee. The goal is to allow students broad latitude curriculum, and might be useful to explore advanced topics relevant
in dening their individual area of interest, while at the same time to the student's thesis research in later years. The CSB Graduate
providing oversight and guidance to ensure that training is rigorous Committee works with each graduate student to develop a path
and thorough. through the curriculum appropriate for his or her background and
research interests.
Core Curriculum
The core curriculum consists of three classroom subjects plus a set of Training in the Responsible Conduct of Research
three research rotations in dierent research groups. The classroom Throughout the program, students will be expected to attend
subjects are comprised of modern biology, computational biology, workshops and other activities that provide training in the ethical
and a literature-based exploration of current research frontiers conduct of research. This is particularly important in interdisciplinary
and paradigms, which is required of all rst-year students in the elds such as computational and systems biology, where dierent
program. Students also participate in three research rotations of one disciplines oen have very dierent philosophies and conventions.
to two months' duration during their rst year to expose them to a By the end of the h year, students will have had about 16 hours of
range of research activities in computation and systems biology, and training in the responsible conduct of research.
to assist them in choosing a lab. Students are encouraged to gain
experience in experimental and computational approaches taken Qualifying Exams
across dierent disciplines at MIT. In addition to coursework and a research thesis, each student
must pass a written and an oral qualifying examination at the
CSB.100[J] Topics in Computational and Systems 12 end of the second year or the beginning of the third year. The
Biology written examination involves preparing a research proposal based
CSB.110 Research Rotations in Computational 12 on the student's thesis research, and presenting the proposal
and Systems Biology to the examination committee. This process provides a strong
Select one of the following: 12 foundation for the thesis research, incorporating new research
ideas and renement of the scope of the research project. The
7.51 Principles of Biochemical Analysis
372 | 2019–2020 MIT Bulletin

COMPUTATIONAL SCIENCE AND ENGINEERING
oral examination is based on the coursework taken and on related Nelson ([email protected]), Room 35-434, 617-253-3725, or visit the
published literature. The qualifying exams are designed to develop program website.
and demonstrate depth in a selected area (the area of the thesis
research) as well as breadth of knowledge across the eld of
computational and systems biology.
COMPUTER SCIENCE AND MOLECULAR BIOLOGY
Thesis Research
Research will be performed under the supervision of a CSBi faculty Master of Engineering in Computer Science and Molecular
member, culminating in the submission of a written thesis and its Biology (Course 6-7P)
oral defense before the community and thesis defense committee. The Department of Biology (p. 302) and the Department of Electrical
By the second year, a student will have formed a thesis advisory Engineering and Computer Science (EECS) (p. 190) oer a joint
committee that they will meet with on an annual basis. curriculum that focuses on the emerging eld of computational
and molecular biology. The curriculum provides strong foundations
in both biology and computer science and features innovative,
COMPUTATIONAL SCIENCE AND ENGINEERING integrative, capstone, and elective subjects. The goal is to produce
an entirely new cadre of graduates who are uniquely qualied
Computational Science and Engineering (CSE) (https://
to address the challenges and opportunities at the interface of
computationalengineering.mit.edu/cse) allows students to
computational and molecular biology. Students in the program are
specialize at the doctoral level in a computation-related eld of
full members of both departments and of two schools, Science and
their choice via focused coursework and a doctoral thesis through
Engineering, with one academic advisor from each department.
a number of participating host departments, including Aeronautics
and Astronautics; Chemical Engineering; Civil and Environmental The Master of Engineering in Computer Science and Molecular
Engineering; Earth, Atmospheric and Planetary Sciences; Mechanical Biology (p. 492) program builds on the Bachelor of Science in
Engineering; Mathematics; and Nuclear Science and Engineering. Computer Science and Molecular Biology program (Course 6-7)
The emphasis of thesis research activities is the development of (p. 482), which prepares students for careers that leverage
new computational methods and/or the innovative application of computational biology (e.g., pharmaceuticals, bioinformatics,
computational techniques to important problems in engineering and medicine, etc.) as well as further graduate study in biology, in
science. computer science, and in emerging programs at the interface of
these elds. The master's program provides additional depth in
The CSE program is administered jointly by the Center for
computational and/or molecular biology through coursework and
Computational Engineering (CCE) and the host departments.
a substantial thesis. The student selects (with departmental review
Students must submit an online application (https://
and approval) 42 units of advanced graduate subjects, which include
gradapply.mit.edu/cse/apply/login/?next=/cse) to the CSE PhD
two concentration subjects in biology and/or computational biology
program, indicating the department they wish to be hosted in. To
plus a third subject in electrical engineering and computer science
gain admission, CSE program applicants must receive approval
and/or biology. A further 24 units of electives are chosen from a
from both the host department graduate admission committee
restricted departmental list of math electives.
and the CCE graduate admission committee. See the website for
more information about the application process, requirements, and The Master of Engineering degree also requires 24 units of thesis
relevant deadlines (https://computationalengineering.mit.edu/ credit. While a student may register for more than this number of
admissions/doctorate-in-computational-science-and-engineering). thesis units, only 24 units count toward the degree requirement.
Once admitted, doctoral degree candidates are expected to Recipients of a Master of Engineering degree normally receive a
complete the host department's degree requirements (including Bachelor of Science degree simultaneously. No thesis is explicitly
qualifying exam) with CSE deviations relating to coursework, thesis required for the Bachelor of Science degree. However, every program
committee composition and thesis submission that are specic must include a major project experience at an advanced level,
to the CSE program and are discussed in more detail (https:// culminating in written and oral reports. Normally, the thesis for
computationalengineering.mit.edu/programs/mit-doctoral-program- the Master of Engineering degree will provide this experience for
in-computational-science-and-engineering-cse/program-overview) students receiving both degrees simultaneously.
on the CSE website.
Programs leading to the ve-year Master of Engineering degree
or to the four-year Bachelor of Science degree can be arranged
Inquiries to be identical through the junior year. At the end of the junior
For more information about the CSE program (https:// year, students with a strong academic record will be oered the
computationalengineering.mit.edu/programs/mit-doctoral-program- opportunity to continue through the ve-year master's program. A
in-computational-science-and-engineering-cse), contact Kate student in the Master of Engineering program must be registered
2019–2020 MIT Bulletin | 373

DESIGN AND MANAGEMENT
as a graduate student for at least one regular (non-summer) term. approach has been demonstrated time and again to produce new
To remain in the program and to receive the Master of Engineering business paradigms, great products, and the creative courage to
degree, students will be expected to maintain a strong academic solve complex, hard-to-dene problems.
record. Admission to the Master of Engineering program is open only
to undergraduate students who have completed their junior year in IDM’s core curriculum is taught in the Integrated Design Lab (ID
the Course 6-7 Bachelor of Science program. Lab), a design studio environment, where interdisciplinary teams
have dedicated team space to practice the human-centered design
process, complete with state-of-the-art tools ranging from 3D
Financial Support printers to robotic arms. In this action-based environment, empathy
The h year of study toward the Master of Engineering degree is generated, trial and error is encouraged, failure is celebrated, and
can be supported by a combination of personal funds, an award the potential for success is realized.
such as a National Science Foundation Fellowship, a fellowship, or
IDM is a track within the System Design and Management Program.
a graduate assistantship. Assistantships require participation in
research or teaching in the department or in one of the associated
laboratories. Full-time assistants may register for no more than two
System Design and Management
scheduled classroom or laboratory subjects during the term, but
may receive academic credit for their participation in the teaching or MIT's System Design and Management (SDM) (http://sdm.mit.edu)
research program. Support through an assistantship may extend the program, oered jointly by the MIT Sloan School of Management
period required to complete the Master of Engineering program by an and School of Engineering, is a master's program for experienced
additional term or two. Support is granted competitively to graduate engineers and product development professionals who seek to
students and will not be available for all of those admitted to the build upon their technical background and advance to positions
Master of Engineering program. If provided, department support of leadership in their careers. Program applicants have signicant
for Master of Engineering candidates is normally limited to the rst engineering and/or managerial experience, in addition to a scientic
three terms as a graduate student, unless the Master of Engineering or engineering education. On average, SDM student-fellows have
thesis has been completed or the student has served as a teaching about 10 years of work experience. Program participants come
assistant or has been admitted to the doctoral program, in which from both private and government institutions, either as company-
cases a fourth term of support may be permitted. sponsored or self-sponsored students. Most SDM students have
advanced degrees in other elds, and over half come from countries
other than the United States.
Inquiries
Information about these programs is available from the EECS The SDM program leads to a Master of Science in Engineering and
Undergraduate Oce (http://www.eecs.mit.edu), Room 38-476, Management. The program focuses on developing competencies in
617-253-4654, and the Biology Undergraduate Oce (https:// the areas of systems thinking, management skills, leadership, and
biology.mit.edu), Room 68-120, 617-253-4718. an end-to-end understanding of systems development. Students
take subjects drawn from three areas: systems (systems engineering,
architecture, and optimization), management, and a technical area
of the student's choosing. Application deadlines are in mid-January,
DESIGN AND MANAGEMENT and mid-March. Applicants receive a decision within four to six
weeks aer the deadline by which the complete application was
received. For additional information, contact the SDM Program Oce
Integrated Design and Management
([email protected]), Room E40-315, 617-452-2432.
The Integrated Design and Management (IDM) (https://idm.mit.edu)
program, leading to a master’s of science degree in engineering and System Design and Management Program
management, is dedicated to enabling the learning and development SDM oers a full-time on-campus option for resident degree
of extraordinary, innovative leaders who will bring new levels students, and a commuter and distance learning instruction option
of creativity, vision, and integrity to business and society. The for technical professionals who are continuing in their positions
curriculum combines the inspired, intuitive methods taught in the at remote locations while enrolled in the program. The subject
world’s best design schools with the systematic, analytical methods requirements are the same for all options, and all programs begin on
of the world’s best engineering and business schools. campus in late August, two weeks before the start of the fall term.
To achieve balance, the backgrounds of IDM’s student body and Full-time Residential Option
faculty are composed of equal parts engineering, business, and The full-time program requires 12 months in residence at MIT.
design. Through exposure and interaction of these dierent
backgrounds, students learn to appreciate and integrate the value
of the other disciplines in their activities. This balanced, integrated
374 | 2019–2020 MIT Bulletin

Financial aid, oered as research assistantships or fellowships to

Commuter and Distance Learning Options most entering graduate students, is sucient to cover tuition and
The commuter and distance learning program options require 21 fees and provide a stipend. Upon admission, students register in the
months to complete. Students in both options take three semesters appropriate MIT department and at WHOI simultaneously, and are
of core classes (oered at a distance, for those in that option) in the assigned academic advisors at each institution.
rst year, and must attend two one-week seminars held on campus
in IAP (January) and at the end of the spring term. Distance learning Research at WHOI is devoted to using the basic sciences and
students also must spend one semester in residence at MIT in their engineering to gain a better understanding of the marine
second year, taking the required foundation and elective units. environment. Some 200 scientists and engineers and a support sta
of about 600 work in laboratories located in the village of Woods
Hole and on the nearby Quisset Campus. Another 75 people operate
three research vessels (ranging from 177 to 279 feet in length), the
HARVARD-MIT HEALTH SCIENCES AND TECHNOLOGY deep-diving submersible ALVIN, and smaller coastal vessels. WHOI
PROGRAM also has remotely-operated research vehicles and autonomous
The Harvard-MIT Health Sciences and Technology (HST) Program’s underwater vehicles. Computer services provided within WHOI
unique interdisciplinary educational program brings engineering include links to other institutions and to national networks.
as well as the physical and biological sciences from the scientist’s
A videoconferencing system between MIT and Woods Hole provides
bench to the patient’s bedside. Conversely, it brings clinical insight
interactive transmission for classes, meetings, and other joint
from the patient’s bedside to the laboratory bench. In this way, HST
events. Specialized research facilities include the National Ocean
students are trained to have deep understanding of engineering,
Sciences Accelerator Mass Spectrometry Facility and the North-East
physical sciences, and the biological sciences, complemented with
Regional Ion Microprobe Facility. The library facilities shared with the
hands-on experience in the clinic; and they become conversant with
Marine Biological Laboratory are supplemented by collections of the
the underlying quantitative and molecular aspects of medicine and
Northeast Fisheries Center of the National Marine Fisheries Service
biomedical science.
and the US Geological Survey's Oce of Marine Resources Branch of
HST’s academic programs are described in the Harvard-MIT Health Atlantic Geology, all located in Woods Hole. The village is situated on
Sciences and Technology Program (p. 203) section. the southwest corner of Cape Cod, about 80 miles from Boston.
Subjects, seminars, and opportunities for research participation are

oered at both MIT and WHOI. Place of residence is determined by
JOINT PROGRAM WITH WOODS HOLE OCEANOGRAPHIC the student's selected program of study and research interests, and
INSTITUTION transportation is provided between institutions. Students have the
opportunity to participate in oceanographic cruises during graduate
MIT and the Woods Hole Oceanographic Institution (WHOI) on
study.
Cape Cod oer joint doctoral degrees (http://mit.whoi.edu) in
oceanography and doctoral, professional, and master's degrees in The faculty of MIT, together with the WHOI scientic sta, oer a
oceanographic engineering. wide variety of formal and informal subjects in various aspects
of oceanography and areas directly applicable to ocean science
Graduate study in oceanography encompasses virtually all of the
and engineering; both faculties are equally involved in all levels of
basic sciences as they apply to the marine environment: physics,
instruction. The subjects are supplemented by numerous seminars,
chemistry, geology, geophysics, and biology. Applied ocean science
directed studies, and cross-registration privileges with Harvard,
and engineering allows for concentration in the major engineering
Brown, and the Boston University Marine Program. Complete
elds of aeronautics and astronautics, civil and environmental,
listings can be found in the subject descriptions of each individual
mechanical, and electrical engineering and computer science.
department.
The graduate programs administered by joint MIT-WHOI committees
draw from the faculty and sta of both institutions. Students Physical Oceanography
accepted to the Joint Program have access to the extensive
Physical oceanography is the study of the physics of the ocean. Its
intellectual and physical resources available for advanced study at
central goal is to describe and explain the complex motions of the
both Woods Hole and MIT.
ocean. Principal research areas include general circulation, air-sea
The Joint Program involves several departments at MIT—Biology, interaction, shelf dynamics, mesoscale processes, and small-scale
and Earth, Atmospheric, and Planetary Sciences in the School of processes. The Department of Earth, Atmospheric, and Planetary
Science; and Aeronautics and Astronautics, Civil and Environmental Sciences oers programs in physical oceanography with WHOI,
Engineering, Electrical Engineering and Computer Science, and which lead to the Doctor of Science or Doctor of Philosophy degree.
Mechanical Engineering in the School of Engineering.
2019–2020 MIT Bulletin | 375

LEADERS FOR GLOBAL OPERATIONS
Chemical Oceanography Inquiries

Chemical oceanographers study the chemical composition of Application for admission to the Joint Program in Oceanography
the marine environment and the processes that have produced and Applied Ocean Science and Engineering with the Woods Hole
the present composition of sea water and sediments. Principal Oceanographic Institution (WHOI) should be made using the
research areas include water column geochemistry, sedimentary graduate application (https://gradapply.mit.edu/whoi). Requests
geochemistry, seawater-basalt interactions, and atmospheric for further information may be addressed to the MIT-WHOI Joint
chemistry. The Departments of Earth, Atmospheric, and Planetary Program, Woods Hole Oceanographic Institution, Woods Hole, MA
Sciences and Civil and Environmental Engineering oer programs 02543, 508-289-2225, or to the MIT Joint Program Oce, Room
with WHOI in chemical oceanography and marine geochemistry. 54-820, 617-253-7544. More information is available on the website
These programs lead to the Doctor of Science or Doctor of (http://mit.whoi.edu).
Philosophy.
Marine Geology and Geophysics LEADERS FOR GLOBAL OPERATIONS

The goal of Marine Geology and Geophysics is to understand the The Leaders for Global Operations (LGO) (http://lgo.mit.edu) program
physical and chemical processes that determine the structure is an educational and research partnership among global
and evolution of the ocean basins and their margins. Research operations companies, MIT's School of Engineering, and the MIT
is being conducted in a wide range of specialties including Sloan School of Management. The 24-month program combines
micropaleontology, paleoceanography, petrology and volcanic graduate education in engineering and management for those
processes, seismology, gravity, magnetics, heat flow, sediment with previous postgraduate work experience. Students complete
dynamics, and isotope geology. The Department of Earth, a six-month internship at one of LGO's partner companies, where
Atmospheric, and Planetary Sciences at MIT oers programs with they conduct research that forms the basis of a dual-degree
WHOI in marine geology and geophysics which lead to the Doctor of thesis. Graduates nish the program with two MIT degrees: an
Science or Doctor of Philosophy. MBA (or SM in management) and an SM from one of seven
engineering programs. Graduates take on leadership responsibilities
Biological Oceanography at top global manufacturing and operations companies. LGO
coordinates with the Aeronautics and Astronautics, Biological
Biological oceanography seeks to describe and understand the Engineering, Chemical Engineering, Civil and Environmental
biological processes which are active in the marine and bordering Engineering, Electrical Engineering and Computer Science, and
environments. The research of biological oceanographers is diverse, Mechanical Engineering departments in the School of Engineering,
including ecology, toxicology, biochemistry, animal behavior and and with the Operations Research Center in the Sloan School of
physiology, and molecular biology. The Department of Biology, and Management.
the Department of Earth, Atmospheric, and Planetary Sciences at
MIT oers programs with WHOI in biological oceanography, and may Visit the LGO website (http://lgo.mit.edu) for more information on
involve research in other MIT departments such as the Department each engineering program's curriculum.
of Civil and Environmental Engineering. The programs lead to the
Doctor of Science or Doctor of Philosophy.
MICROBIOLOGY GRADUATE PROGRAM
Applied Ocean Science and Engineering
Applied ocean science and engineering involves the application Doctoral Program in Microbial Science and Engineering
of physics and the engineering sciences to the study of oceanic The Microbiology Graduate Program (http://microbiology.mit.edu)—
processes and the design of instruments, systems, and an interdepartmental and interdisciplinary initiative at MIT
structures required to observe, measure, and work in the ocean. —integrates educational resources across the participating
The Departments of Aeronautics and Astronautics, Civil and departments to build connections among faculty with shared
Environmental Engineering, Electrical Engineering and Computer interests and to build an educational community for training
Science, and Mechanical Engineering oer joint programs with students in the study of microbial systems.
WHOI in oceanographic engineering. The programs lead to the
master's degree, engineer's degree, Doctor of Science, or Doctor of The study of microbes has been critical in our current understanding
Philosophy. of basic biological processes, evolution, and the functions of the
biosphere, and has contributed to numerous elds of engineering.
Microbes have the amazing ability to grow in extreme conditions,
376 | 2019–2020 MIT Bulletin

MICROBIOLOGY GRADUATE PROGRAM
to grow slowly or rapidly, and to readily exchange DNA. They are

essential for life as we know it, but can also be agents of disease. Elective Subjects
They are instrumental in shaping the environment, in evolution, Students must take three elective subjects, totaling 36 units, from
and in modern biotechnology. Microbes are amenable to virtually the following list. Electives can be chosen to provide depth in a
all modern approaches in science and engineering. As such, specic area of interest or additional breadth in training. Subjects
they provide natural engineering laboratories for creating new from some other areas may also fulll the requirement, with the
capabilities for industry (e.g., pharmaceuticals, chemicals, energy) approval of the Graduate Education committee.
and are the foundation of pioneering eorts in synthetic biology,
i.e., building life from its component parts. Eective study of 1.89 Earth's Microbiomes 12
microbes and their applications demands multiple interdisciplinary 5.062 Principles of Bioinorganic Chemistry 6
approaches that cross all scales of biological organization, from 5.52 Tutorial in Chemical Biology 12
molecules to vast ecosystems. 5.64[J] Frontiers of Interdisciplinary Science 12
in Human Health and Disease
Research in microbiology takes place throughout MIT and involves
more than 50 faculty. These faculty are from several departments 5.78 Biophysical Chemistry Techniques 6
in both the Schools of Science and Engineering, including Biology; 6.874[J] Computational Systems Biology: 12
Biological Engineering; Chemical Engineering; Chemistry; Civil Deep Learning in the Life Sciences
and Environmental Engineering; Earth, Atmospheric and Planetary 7.58 Molecular Biology 12
Sciences; Electrical Engineering and Computer Science; Materials 7.62 Microbial Physiology 12
Sciences and Engineering; and Physics. Many labs take multiple
7.63[J] Immunology 12
approaches to studying and manipulating microbial systems and
7.66 Molecular Basis of Infectious Disease 12
the expertise and research covers a wide range of areas, including
biochemistry, biofuels, biotechnology, cell and molecular biology, 7.70 Regulation of Gene Expression 12
chemical and biological engineering, computational biology, 7.77 Nucleic Acids, Structure, Function, 12
ecology, environmental biology, evolutionary biology, genetics, Evolution and Their Interactions with
genomics, geobiology, immunology, pathogenesis, structural Proteins
biology, synthetic biology, systems biology, and virology. 8.591[J] Systems Biology 12
10.542 Biochemical Engineering 9
Interdisciplinary training in microbiology is in increasing demand
in both public and private sectors. This program provides a broad 10.544 Metabolic and Cell Engineering 12
exposure to underlying elements of modern microbiological research 10.546[J] Statistical Thermodynamics 12
and engineering as well as in-depth research experience in specic 20.420[J] Principles of Molecular 12
areas of microbiology. Program graduates will be prepared to work in Bioengineering
a range of elds in microbial science and engineering, and will have 20.440 Analysis of Biological Networks 15
excellent career options in academia, industry, and government.
20.450 Applied Microbiology 12
20.490 Computational Systems Biology: 12
Curriculum Deep Learning in the Life Sciences
The major components of the training program are required HST.508 Evolutionary and Quantitative 12
coursework, elective coursework, rotations and thesis research, Genomics
teaching, training in the ethical conduct of research, and qualifying
exams. Rotations and Thesis Research
During the rst year, students will rotate through three labs of MIT
Required Subjects faculty that participate in the Microbiology Graduate Program. These
7.492[J] Methods and Problems in 12 rotations will help provide students broad exposure to microbiology
Microbiology research and will be used to select a lab for their thesis research
7.493[J] Microbial Genetics and Evolution 12 by the end of the rst year. Given the interdisciplinary nature of the
program and many research programs, students may be able to work
7.499 Research Rotations in Microbiology
jointly with more than one research supervisor.
7.57 Quantitative Biology for Graduate 12
Students
Teaching Experience
7.51 Principles of Biochemical Analysis 12 Learning to eectively communicate scientic ideas is an important
or 7.80 Biological Chemistry II skill. Students in the Microbiology program will have an opportunity
to improve their communication skills through teaching. Each
student will serve as a teaching assistant for one term in an
2019–2020 MIT Bulletin | 377

OPERATIONS RESEARCH
undergraduate or graduate subject related to microbiology. This will

typically take place in the second year.
OPERATIONS RESEARCH
Training in the Ethical Conduct of Research Operations research (OR) is the discipline of applying advanced
All students will participate in a course on the ethical conduct of analytical methods to help make better decisions. It uses
research. mathematical modeling, analysis, and optimization in a holistic
approach to improving our knowledge of systems and designing
Qualifying Exams useful, ecient systems. Its applications range from engineering to
Students will proceed to PhD candidacy aer successful completion management, and from industry to the public sector.
of a qualifying exam, typically during the second year. Students
will submit a written research proposal in the style of a grant or Operations research has helped advance the mathematics of
fellowship application based on their planned thesis project. optimization, applied probability, and statistics. OR researchers,
Students will then present and discuss the research proposal with a collaborating with colleagues in related elds, have created
small committee of faculty. innovative methods for pricing goods and services, and for
marketing them. They have contributed to improving transportation,
developing new nancial instruments and auctions, and analyzing
Student Advising
biological and medical information, as well as many more areas. In
In the rst year, students will be advised by members of the graduate today's complex and interconnected world, the rigorous techniques
committee. Once students join a thesis lab, the research mentor will and methodologies of operations research have become especially
be the primary advisor. Early in the second year, students will form important aids to informed decision making.
a thesis committee and meet at least annually. The committee will
consist of faculty with expertise in the student's area of research and The Operations Research Center (ORC) (p. 114) coordinates a PhD
collectively provide the breadth expected by the program. The thesis degree and SM degree in operations research, providing a strong
committee will primarily provide advice on research. In addition, background in OR theory as well as the practical techniques used in
in the student's early years the thesis committee will also provide building models for a wide variety of applications. In addition, the
advice on coursework to ensure that students have the appropriate ORC, in collaboration with the Sloan School of Management, oers
breadth and depth for their educational program. In later years, a specialized one-year Master of Business Analytics (MBAn) (http://
the graduate and thesis committees will also provide students with mitsloan.mit.edu/master-of-business-analytics).
advice on career options.
Founded as an interdepartmental program, the Operations Research
Center has maintained its interdisciplinary roots. Its faculty comes
Financial Support and Fellowships from nine dierent departments at MIT, including the Sloan School of
Management, ve of the engineering departments, the Department
Students in the program will be nancially supported throughout
of Mathematics, the Department of Economics, and the Department
their training. This support includes tuition, stipend, and health
of Urban Studies and Planning.
insurance. All students in the program will receive a stipend that
is sucient to support living in the Cambridge/Boston area. The Information about the Operations Research Center and its degree
stipend will be approximately the same as for graduate students in programs is available on the ORC website (http://web.mit.edu/orc/
other MIT departments. www). For further information, contact Laura Rose ([email protected]),
Room E40-107, 617-253-9303. Email ([email protected]) for
During the rst year, students are supported by the Microbiology
more information on the MBAn program.
program. In subsequent years, students will be supported as
research assistants in their thesis lab.
Although students will be supported, they are strongly encouraged

PROGRAM IN POLYMERS AND SOFT MATTER
to apply for fellowships.
The Schools of Engineering and Science have established a
graduate-level Program in Polymers and So Matter (PPSM). It is
Inquiries
open to qualied students admitted to the graduate program(s) of
Email ([email protected]) us for further information about the one of the following ve MIT departments: Biological Engineering,
Microbiology Graduate Program (http://web.mit.edu/microbiology), Chemical Engineering, Chemistry, Materials Science and
Room 68-230A. Engineering, and/or Mechanical Engineering.
PPSM consists of an initial academic phase in which all students

participate (regardless of previous background and research
interest); followed by research in a selected area of specialization.
378 | 2019–2020 MIT Bulletin

SOCIAL AND ENGINEERING SYSTEMS
The program leads to the doctoral degree; if desired, a master's The program is administered jointly by the Statistics and Data
degree can be obtained through the student's home department. Science Center and the participating academic units. Students
enrolled in a doctoral program in a participating department
The core curriculum, taken by all students, provides a common base may choose to be considered for the Interdisciplinary Doctoral
in the eld of polymers and so matter. It is broad, rigorous, and Program in Statistics. Please refer to the program's website (https://
covers both elementary and advanced subjects spanning the entire stat.mit.edu/academics/idps) for details on the selection process.
range from the molecular level to the continuum. This curriculum
takes up the rst two terms in the graduate program. Selected students will complete the home department’s degree
requirements (including the qualifying exam) along with specied
The transition from the academic phase to research is marked by the statistics requirements including a doctoral seminar, coursework in
qualifying exam, which consists of both oral and written sections. probability, statistics, computation and statistics, and data analysis,
The exams are oered at the end of each spring term and are based and a dissertation that utilizes statistical methods in a substantial
on the PPSM core curriculum. Successful completion of the exam way.
leads to selection of a research project and the preparation and
defense of a thesis proposal. Inquiries
Any participating faculty member at MIT can act as a research For more information about the program, contact the Statistics
supervisor. The thesis supervisor(s) advises the graduate student Academic Administrator ([email protected]).
on a continuing basis throughout the time of the research project.
Completion and successful defense of the thesis before PPSM and
departmental faculty fulll the requirements for the doctoral degree. SUPPLY CHAIN MANAGEMENT PROGRAM
For more information, including admission and nancial aid The Supply Chain Management Program (SCM) (http://scm.mit.edu)
procedures, contact the director, Professor Alfredo Alexander-Katz is designed to provide the global logistics industry with a new
([email protected]), Room NE46-605, 617-452-2238, or visit the type of supply chain professional who is highly trained in both
website (http://polymerscience.mit.edu). analytical problem solving and change management leadership.
This professional degree program, oered through MIT’s Center
for Transportation and Logistics (CTL), prepares graduates for
logistics and supply chain management careers in manufacturing,
SOCIAL AND ENGINEERING SYSTEMS
distribution, retail, transportation, logistics, consulting, and
The Doctoral Program in Social and Engineering Systems (SES) soware development organizations. It is designed for early career
oered by the Institute for Data, Systems, and Society is a unique professionals in supply chain, operations, and industrial engineering
research program focused on addressing concrete and societally to step out of the workforce for a short amount of time, receive
signicant problems by combining methods from computing, intense training in supply chain fundamentals and leadership
data science and statistics, engineering, and the social sciences. skills, and then return to the workforce at a much higher level of
Core classes provide students with a grounding in probability, responsibility.
statistics, microeconomic theory, and empirical research in the
social sciences. Students then build on that foundation with The SCM program leads to one of two degrees:
coursework in information, systems, and decision science; social • The Master of Engineering (MEng) in Supply Chain Management
sciences; and classes in their particular area of applied research. is appropriate for students who wish to continue on in research
Additional information about this degree program is available or who plan to pursue a PhD.
under the section on the Institute for Data, Systems, and Society's • The Master of Applied Science (MASc) in Supply Chain
graduate academic programs (p. 183). Management is appropriate for students who wish to pursue a
career in either industry or consulting.
Details on the subject requirements for each degree can be found on

INTERDISCIPLINARY DOCTORAL PROGRAM IN the SCM degree charts page (p. 495).
STATISTICS
The SCM program consists of two dierent cohorts of students each
The Interdisciplinary Doctoral Program in Statistics (p. 493) is an year. The "residential" students (SCMr) spend ten months from
opportunity for students in a multitude of disciplines to specialize August through May on the MIT campus in Cambridge. The "blended"
at the doctoral level in a statistics-grounded view of their eld. students (SCMb) have already earned the MicroMasters Credential
Participating programs include Aeronautics and Astronautics, Brain in Supply Chain Management (http://scm.mit.edu/micromasters)
and Cognitive Sciences, Economics, Mathematics, Political Science, through edX and thus spend only ve months on MIT’s campus from
and IDSS’s Social and Engineering Systems Doctoral Program. January through May. In each case, during their time on campus,
2019–2020 MIT Bulletin | 379

TECHNOLOGY AND POLICY PROGRAM
students take specialized subjects taught by leading logistics and School of Engineering, the Sloan School of Management, and the
supply chain professionals in areas such as logistics systems, supply School of Architecture and Planning, with many activities covering
chain design, inventory planning, and transportation management. interdisciplinary topics that prepare students for future industry,
Students also take subjects in leadership, business writing, public government, or academic careers.
speaking, and strategy. During the January Independent Activities
Period (IAP), students participate on teams with their peers from A variety of graduate degrees are available to students interested in
MIT's Supply Chain and Logistics Excellence (SCALE) Network centers transportation studies and research, including the interdepartmental
in Spain, Malaysia, Luxembourg, China, and Latin America. Each master of science program (MST) and doctoral program in
student writes either a master’s thesis (MEng degree) or a capstone transportation (PhD in Transportation), described below, and
report (MASc degree) based on a real-world project sponsored by a the Master of Engineering in Logistics, described under Supply
participating company, agency, or nongovernmental organization. Chain Management (p. 379). MST and PhD in Transportation
SCM students also participate in week-long study treks to domestic students are registered in the Department of Civil and Environmental
and international locations to expand their education and see supply Engineering or the Department of Urban Studies and Planning.
chain in action. The interdepartmental structure of these two programs allows
students flexibility in developing individual programs of study that
Both programs are primarily for students with industry experience are cross-disciplinary and engage students in research with faculty
but are open to anyone who can meet the admission requirements. supervisors across many departments.
Applicants should have a background in college-level calculus,
economics, probability, and statistics. SCMr applicants must Opportunities are also available for students to obtain dual master's
take either the GRE or GMAT exam, or take the rst three online degrees. Students who wish to pursue this option must follow
MicroMasters subjects. SCMb students do not take the GRE or the regular admissions procedure to be admitted to each degree
GMAT test. Applicants whose rst language is not English must take program. Common dual degree pairings include the Master of
the IELTS or TOEFL exam or recieve a waiver. The three admission Science in Transportation with:
deadlines for both SCM programs are in the late fall and early spring. • Master in City Planning
• Master of Science in Electrical Engineering and Computer Science
• Master of Science in Operations Research
TECHNOLOGY AND POLICY PROGRAM • Master of Science in Technology and Policy
The Master of Science in Technology and Policy (p. 503) is an
Information on requirements for dual degrees can be found in the
engineering research degree with a strong focus on the role
section on General Degree Requirements for graduate education.
of technology in policy formulation, analysis, and evaluation.
The Technology and Policy Program (TPP) (http://web.mit.edu/
tpp) curriculum provides a solid grounding in technology and policy Master of Science in Transportation
by combining advanced subjects in a student's chosen technical eld
The Master of Science in Transportation (MST) (p. 504) program is
with courses in economics, politics, quantitative methods, and social
based on the premise that a common set of analytical approaches
science, and by requiring completion of a research thesis. To prepare
and methodologies can be applied to solve a range of transportation
participants for eective professional practice, TPP stresses eective
problems. The MST provides a common basis for addressing a wide
leadership and communication. Students whose research program
range of problems while allowing enough flexibility to accommodate
leaves their summer free are encouraged to participate in TPP's
students with diverse backgrounds and interests.
summer internship program, which places students in government
and industry in the United States and around the world. Students must complete a program of coursework, plus a research-
based master's thesis on a topic of their choosing approved by
Many students combine the TPP curriculum with complementary
their thesis supervisor. Coursework includes two required core
subjects to obtain dual degrees in TPP and either a specialized
subjects, at least three additional transportation or related subjects
branch of engineering or an applied social science such as political
comprising an individually designed program, one policy/technology
science or urban studies and planning.
subject, and a computer programming subject.
For additional information, see the program description under the
Generally, the three subjects chosen for the individually designed
Institute for Data, Systems, and Society (p. 183).
program relate to an area of specialization, although this is not
required. Common areas of specialization include air transportation,
data sciences for transportation, urban transportation, planning
GRADUATE PROGRAMS IN TRANSPORTATION methods, logistics, and policy. Some students use the individually
designed program to deepen their understanding of a selected area
MIT provides students with a broad range of opportunities for
of interest, while others may choose to emphasize breadth rather
transportation-related education. Courses and classes span the
380 | 2019–2020 MIT Bulletin

GRADUATE PROGRAMS IN TRANSPORTATION
than depth in their studies. At least one of the selected subjects To learn more about current transportation research at MIT, visit
should address policy or technology. At least two of the designated Transportation@MIT (http://transportation.mit.edu/research/people)
subjects should be clearly focused on transportation, while the third to peruse the websites of the faculty involved.
can be in a eld that supports transportation, for example, a subject
covering methods used in transportation drawn from elds such as RAs are awarded as either a half or full appointment. An award of
economics, computer science, operations research, political science, a full RA (about 20 hours of work per week) covers the student's
or management. tuition for the academic year and provides a monthly stipend to
cover living expenses. A half RA (approximately 10 hours of work per
The MST degree usually takes up to two years to complete. week) covers half of the student's tuition for the academic year and
provides half of the regular monthly stipend.
For more information, see the full Master of Science in Transportation
program description (http://cee.mit.edu/graduate/mst). Students who are not awarded nancial aid at the time of admission
may seek funding through other sources.
Admission
An undergraduate degree in engineering is not necessary for
Doctor of Philosophy in Transportation
admission to the Master of Science in Transportation program, but
applicants are expected to have an aptitude for analytical thinking. The interdisciplinary doctoral program in transportation provides
Backgrounds in the physical or social sciences, urban planning, a structured and direct follow-on doctoral program for students
management, and many other disciplines are equally appropriate enrolled in the Master of Science in Transportation or other
foundations for the program. transportation-related master’s degree programs oered at MIT
or elsewhere. Outstanding applicants without a master's degree
The only specic subjects required for admission are two subjects in can also be considered for admission to the doctoral program.
calculus, one in economics, and one in probability. One or more of The interdisciplinary structure allows students great flexibility in
these subjects may be completed simultaneously with application developing individual programs of study that cross both disciplinary
to the program, and acceptance is then conditional on satisfactory and departmental lines. The program is administered by a faculty
completion of these prerequisites. Applicants should have roughly committee responsible for admissions, establishment and oversight
the equivalent of the following MIT subjects: of program requirements, and conduct of the general examination
and dissertation defense.
18.01 Calculus 12
18.02 Calculus 12 The interdisciplinary doctoral program in transportation requires
14.01 Principles of Microeconomics 12 completion of at least 120 units of coursework in a program of study
proposed by the student, the successful completion of a general
6.041 Introduction to Probability 12
examination consisting of both written and oral components, and the
or 1.010 Probability and Causal Inference
submission and defense of an acceptable dissertation.
Students without an equivalent microeconomics course can
The doctoral program oers ve core areas of study. Students must
be admitted, but will have to complete 14.01 Principles of
choose the Transportation Systems Analysis core area and at least
Microeconomics, preferably during their rst year in the degree.
one of the Demand and Economics or Performance and Optimization
All applicants are required to submit Graduate Record Examination core areas to build a doctoral core program of six subjects.
(GRE) scores; applicants whose native language is not English
Transportation Systems Analysis
are required to submit an English Language Exam. Two exams are
1.200[J] Transportation Systems Analysis: 12
accepted: the Test of English as a Foreign Language (TOEFL) and the
Performance and Optimization
International English Language Testing System (IELTS). Applicants
to the Master of Science in Transportation degree program should 1.201[J] Transportation Systems Analysis: 12
achieve a score of at least 100 on the TOEFL iBT or 7.5 on the IELTS. Demand and Economics
Demand and Economics
Financial Support 1.202 Demand Modeling 12
Funding for MST students is usually oered to about 90% of 14.381 Applied Econometrics 6
each incoming class. A limited number of fellowships are oered
Performance and Optimization
each year, but more oen funding takes the form of a research
1.203[J] Applied Probability and Stochastic 12
assistantship (RA). A student with RA funding typically works with
Models
a faculty member on a research project for 10–20 hours per week.
The research that is conducted on that project generally becomes the 15.093[J] Optimization Methods 12
topic of the student's thesis. Planning and Policy
2019–2020 MIT Bulletin | 381

GRADUATE PROGRAMS IN TRANSPORTATION
1.251[J] Comparative Land Use and 12

Transportation Planning
11.478 Behavior and Policy: Connections in 12
Transportation
Mobility Models and Knowledge Discovery
15.077[J] Statistical Learning and Data Mining 12
Graduates of the interdisciplinary doctoral program receive a PhD

in Transportation, although students may petition for other MIT
graduate elds of study as their degree designation, subject to
approval by the Transportation Graduate Program Committee.
Inquiries
Questions about application to graduate programs in transportation
should be directed to the Transportation Academic Oce. (cee-
[email protected])
382 | 2019–2020 MIT Bulletin

DEGREE CHARTS
DEGREE CHARTS Global Studies and Languages (Course 21G) (p. 429)
History (Course 21H) (p. 432)

Undergraduate Degree Charts Humanities (Course 21) (p. 433)
General Bachelor of Science Degree Requirements (p. 36)
Humanities and Engineering (Course 21E) (p. 435)
School of Architecture and Planning Humanities and Science (Course 21S) (p. 438)

Architecture (Course 4) (p. 386)
Linguistics and Philosophy (Course 24-2) (p. 441)
Art and Design (Course 4-B) (p. 388)
Literature (Course 21L) (p. 443)
Planning (Course 11) (p. 390)
Mathematical Economics (Course 14-2) (p. 444)
Music (Course 21M-1) (p. 445)
Aerospace Engineering (Course 16) (p. 393)
Philosophy (Course 24-1) (p. 446)
Archaeology and Materials as Recommended by the Department of
Materials Science and Engineering (Course 3-C) (p. 395) Political Science (Course 17) (p. 448)
Biological Engineering (Course 20) (p. 396) Science, Technology, and Society/Second Major (STS) (p. 450)
Chemical-Biological Engineering (Course 10-B) (p. 397) Theater Arts (Course 21M-2) (p. 451)
Chemical Engineering (Course 10) (p. 398) Writing (Course 21W) (p. 453)
Chemical Engineering as Recommended by the Department of

Sloan School of Management
Chemical Engineering (Course 10-C) (p. 400)
Business Analytics (Course 15-2) (p. 457)
Computer Science and Engineering (Course 6-3) (p. 401)
Finance (Course 15-3) (p. 459)
Electrical Engineering and Computer Science (Course 6-2) (p. 403)
Management (Course 15-1) (p. 456)
Electrical Science and Engineering (Course 6-1) (p. 407)
School of Science
Engineering (Course 1-ENG) (p. 415) Biology (Course 7) (p. 461)
Engineering (Course 2-A) (p. 413) Brain and Cognitive Sciences (Course 9) (p. 463)
Engineering (Course 10-ENG) (p. 411) Chemistry (Course 5) (p. 465)
Engineering (Course 16-ENG) (p. 410) Earth, Atmospheric, and Planetary Sciences (Course 12) (p. 467)
Engineering (Course 22-ENG) (p. 414) Mathematics (Course 18) (p. 470)
Materials Science and Engineering (Course 3) (p. 416) Mathematics with Computer Science (Course 18-C) (p. 473)
Materials Science and Engineering (Course 3-A) (p. 418) Physics (Course 8) (p. 475)
Mechanical and Ocean Engineering (Course 2-OE) (p. 420)

Mechanical Engineering (Course 2) (p. 421) Computation and Cognition (Course 6-9) (p. 480)
Nuclear Science and Engineering (Course 22) (p. 423) Chemistry and Biology (Course 5-7) (p. 478)
Computation and Cognition (Course 6-9) (p. 480)

School of Humanities, Arts, and Social Sciences
Anthropology (Course 21A) (p. 426) Computer Science and Molecular Biology (Course 6-7) (p. 482)
Comparative Media Studies (CMS) (p. 427) Computer Science, Economics, and Data Science (Course 6-14)
(p. 484)
Economics (Course 14-1) (p. 428)
2019–2020 MIT Bulletin | 383

DEGREE CHARTS
Urban Science and Planning with Computer Science (Course 11-6)

(p. 486)
Graduate Degree Charts

Degree charts are provided only for the Master's programs listed
below. Consult the Graduate Education Section (p. 62) for general
degree requirements.
School of Architecture and Planning

Art, Culture and Technology (SMACT) (p. 391)
Electrical Engineering and Computer Science (Course 6-P) (p. 406)
School of Humanities, Arts, and Social Sciences

Data, Economics, and Development Policy (p. 454)
Computation and Cognition (Course 6-9P) (p. 489)
Computer Science and Molecular Biology (Course 6-7P) (p. 492)
Statistics (p. 493)
Supply Chain Management (p. 495)
Technology and Policy (p. 503)
Transportation (p. 504)
384 | 2019–2020 MIT Bulletin

DEGREE CHARTS
2019–2020 MIT Bulletin | 385

ARCHITECTURE (COURSE 4)
ARCHITECTURE (COURSE 4) 4.501 Advanced Design Projects in Digital 12

Fabrication
Department of Architecture (p. 124) or 4.502 Advanced Visualization: Architecture in Motion

Graphics
4.603 Understanding Modern Architecture 12
Bachelor of Science in Architecture
General Institute Requirements (GIRs) 4.605 A Global History of Architecture
The General Institute Requirements include a Communication 4.614 Building Islam
Requirement that is integrated into both the HASS Requirement and 4.635 Early Modern Architecture and Art
the requirements of each major; see details below. Restricted Electives
Summary of Subject Requirements Subjects Select one of the following: 24
Science Requirement 6 4.025 Architecture Design Studio III

1
Humanities, Arts, and Social Sciences (HASS) 8 Two subjects from the Restricted Electives list
Requirement [one subject can be satised by a subject Units in Major 177-180
in the Departmental Program]; at least two of these Unrestricted Electives 48-51
subjects must be designated as communication- Units in Major That Also Satisfy the GIRs (36)
intensive (CI-H) to fulll the Communication
Total Units Beyond the GIRs Required for SB Degree 192
Requirement.
Restricted Electives in Science and Technology (REST) 2 The units for any subject that counts as one of the 17 GIR subjects
Requirement [one subject can be satised by 4.440[J] cannot also be counted as units required beyond the GIRs.
in the Departmental Program]
1
The list of Restricted Electives includes subjects that are also listed under
Laboratory Requirement (12 units) [can be satised by 1
Required Subjects. However, in situations where students choose only one
4.411[J], an option within the Departmental Program]
subject in a designated group as a Required Subject, it is acceptable to
Total GIR Subjects Required for SB Degree 17 use the subjects not chosen as Restricted Electives.

Swimming requirement, plus four physical education
courses for eight points. Art, Culture and Technology
4.307 Art, Architecture, and Urbanism in 12
Dialogue
Departmental Program
Choose at least two subjects in the major that are designated 4.322 Introduction to Three-Dimensional 12
as communication-intensive (CI-M) to fulll the Communication Art Work
Requirement. 4.341 Introduction to Photography and 12
Related Media
Required Subjects Units 4.354 Introduction to Video and Related 12
4.021 Design Studio: How to Design 9-12 Media
or 4.02A Design Studio: How to Design Intensive 4.368 Studio Seminar in Art and the Public 12
4.022 Design Studio: Introduction to 12 Sphere
Design Techniques and Technologies
4.023 Architecture Design Studio I (CI-M) 24 Building Technology
4.024 Architecture Design Studio II 24 4.411[J] D-Lab Schools: Building Technology 12
4.302 Foundations in Art, Design, and 12 Laboratory
Spatial Practices (CI-M) 4.432 Modeling Urban Energy Flows 12
4.401 Environmental Technologies in 12 for Sustainable Cities and
Buildings Neighborhoods
4.440[J] Introduction to Structural Design 12

Computation
4.500 Design Computation: Art, Objects 12
4.501 Advanced Design Projects in Digital 12
and Space *
Fabrication
386 | 2019–2020 MIT Bulletin

ARCHITECTURE (COURSE 4)
4.502 Advanced Visualization: Architecture 12

in Motion Graphics
4.520 Visual Computing 12
History, Theory and Criticism of Architecture and Art

4.601 Introduction to Art History 12
4.602 Modern Art and Mass Culture 12
*
4.605 A Global History of Architecture 12
*
4.614 Building Islam 12
*
4.635 Early Modern Architecture and Art 12
4.651 Art Since 1940 12
* Denotes a subject that is also listed under Required Subjects. In situations

where students choose only one subject in a designated group as a
Required Subject, it is acceptable to use the subjects not chosen as
Restricted Electives.
2019–2020 MIT Bulletin | 387

ART AND DESIGN (COURSE 4-B)
ART AND DESIGN (COURSE 4-B) 4.THT[J] Thesis Research Design Seminar (CI- 12
M)
Department of Architecture (p. 124) 4.THU Undergraduate Thesis 12

Select 48 units from among any of the three categories 48
Bachelor of Science in Art and Design
below:
General Institute Requirements (GIRs) Objects
The General Institute Requirements include a Communication 2.00A Fundamentals of Engineering Design:
Requirement that is integrated into both the HASS Requirement and Explore Space, Sea and Earth
the requirements of each major; see details below. 2.00 Introduction to Design
2
2.007 Design and Manufacturing I
Summary of Subject Requirements Subjects
2
Science Requirement 6
4.031 Design Studio: Objects and
Humanities, Arts, and Social Sciences (HASS) 8 1
Interaction
Requirement [three subjects can be satised by
subjects in the Departmental Program]; at least two of 4.041 Design Studio: Advanced Product
these subjects must be designated as communication- Design
intensive (CI-H) to fulll the Communication 4.043 Design Studio: Advanced
Requirement. Interactions
Restricted Electives in Science and Technology (REST) 2 4.118 Creative Computation
Requirement 4.125 Furniture Making Workshop
Laboratory Requirement (12 units) 1 4.451 Computational Structural Design and
2
Total GIR Subjects Required for SB Degree 17 Optimization
4.501 Advanced Design Projects in Digital
Physical Education Requirement Fabrication
Swimming requirement, plus four physical education 2
courses for eight points.
MAS.377[J] Objectication: How to Write (and
Talk, and Think) about Objects
Departmental Program Information
Choose at least two subjects in the major that are designated 4.032 Design Studio: Information and
1
as communication-intensive (CI-M) to fulll the Communication Visualization
Requirement. 4.051 The Human Factor in Innovation and
Design Strategy
Design Studios Units
4.053 Visual Communication Fundamentals
4.021 Design Studio: How to Design 9-12
4.502 Advanced Visualization: Architecture
or 4.02A Design Studio: How to Design Intensive in Motion Graphics
4.022 Design Studio: Introduction to 12 4.520 Visual Computing
Design Techniques and Technologies 2
CMS.405 Visual Design
4.031 Design Studio: Objects and 12
1 CMS.622 Applying Media Technologies in the
Interaction
Arts and Humanities
or 4.032 Design Studio: Information and Visualization
CMS.633 Digital Humanities: Topics,
Foundational Subjects Techniques, and Technologies
4.110 Design Across Scales and Disciplines 12 MAS.110 Fundamentals of Computational
4.302 Foundations in Art, Design, and 12 Media Design
Spatial Practices (CI-M) Art and Experience
4.500 Design Computation: Art, Objects 12 4.301 Introduction to Artistic
and Space Experimentation
4.657 Design: The History of Making Things 12 4.307 Art, Architecture, and Urbanism in
Thesis Subjects Dialogue
388 | 2019–2020 MIT Bulletin

ART AND DESIGN (COURSE 4-B)

Art Work
Related Media
Media
4.602 Modern Art and Mass Culture
21M.603 Introduction to Design for the Theater
Studio
Unrestricted Electives 60-63
Units in Major That Also Satisfy the GIRs (36)
The units for any subject that counts as one of the 17 GIR subjects
cannot also be counted as units required beyond the GIRs.
1
Either 4.031 or 4.032 may be used as a restricted elective if not selected
as part of the design studio requirement.
2
2019–2020 MIT Bulletin | 389

PLANNING (COURSE 11)
PLANNING (COURSE 11) Majors are required to write a senior thesis or

complete a senior project. The thesis/project writing
process is accompanied by a required undergraduate
Department of Urban Studies and Planning (p. 135)
thesis preparation seminar, which meets in the fall
11.THT[J] Thesis Research Design Seminar (CI- 12
Bachelor of Science in Planning M)
11.THU Undergraduate Thesis 12
General Institute Requirements (GIRs)
The General Institute Requirements include a Communication Units in Major 150-153
Requirement that is integrated into both the HASS Requirement and Unrestricted Electives 87-90
the requirements of each major; see details below. Units in Major That Also Satisfy the GIRs (60)
Science Requirement 6 The units for any subject that counts as one of the 17 GIR subjects
Humanities, Arts, and Social Sciences (HASS) 8 cannot also be counted as units required beyond the GIRs.
Requirement [four subjects can be satised by 1
In consultation with the advisor, students can select from recommended
subjects in the Departmental Program]; at least two of
concentrations described in the department's course maps (http://
these subjects must be designated as communication-
dusp.mit.edu/degrees/undergraduate) or create their own stream tailored
to a particular set of urban, policy, or planning concerns.
Requirement. 2
11.027 City to City: Comparing, Researching and Writing about Cities is
Restricted Electives in Science and Technology (REST) 2 taught in the spring and includes a trip during spring break. This course
Requirement may be taken multiple times, as the content diers each year, but may
Laboratory Requirement (12 units) [can be satised by 1 only be counted once as a planned elective.
11.188 in the Departmental Program]
Total GIR Subjects Required for SB Degree 17

Choose at least two subjects in the major that are designated
as communication-intensive (CI-M) to fulll the Communication
Requirement.
Required Subjects Units

Development
11.002[J] Making Public Policy 12
14.01 Principles of Microeconomics 12
11.188 Urban Planning and Social Science 12
Laboratory (CI-M)
Planned Electives
Formulate or select one stream of coursework for 78-81
1
concentration
Urban Field Experience
Declared majors are encouraged to take the optional
urban eld experience subject.
11.027 City to City: Comparing, Researching
2
and Writing about Cities (CI-M)
Thesis
390 | 2019–2020 MIT Bulletin

MASTER OF SCIENCE IN ART, CULTURE AND TECHNOLOGY
MASTER OF SCIENCE IN ART, CULTURE AND

TECHNOLOGY
Master of Science in Art, Culture and Technology Program

Description (p. 129)
Required Subjects
4.387 Art, Culture and Technology Theory 9
and Criticism Colloquium
4.388 Preparation for SMACT Thesis 9
4.389 Tutorial for SMACT Thesis 9
4.390 Art, Culture and Technology Studio 72
Select 18 units: 18
4.308 Art, Architecture, and Urbanism in
Dialogue
4.313 Advanced Studio on the Production
of Space
4.315 Advanced Workshop in Artistic
Practice and Transdisciplinary
Research
Art Work
Related Media
4.345 Advanced Photography and Related
Media
4.353 Advanced Video and Related Media
Media
4.357 Cinematic Migrations
4.362 Performance Art Workshop
4.369 Studio Seminar in Art and the Public
Sphere
4.374 Advanced Projects in Art, Culture and
Technology
Elective Subjects
Select an additional 18 units of graduate-level 18
subjects as approved by advisor
Total Units 135
2019–2020 MIT Bulletin | 391

MASTER OF SCIENCE IN ART, CULTURE AND TECHNOLOGY
392 | 2019–2020 MIT Bulletin

AEROSPACE ENGINEERING (COURSE 16)
AEROSPACE ENGINEERING (COURSE 16) or 6.041 Introduction to Probability

1
Department of Aeronautics and Astronautics (p. 152) Professional Area Subjects
Select four subjects from at least three professional 48
2
areas.
Bachelor of Science in Aerospace Engineering
Fluid Mechanics
General Institute Requirements (GIRs) 16.100 Aerodynamics
The General Institute Requirements include a Communication Materials and Structures
Requirement that is integrated into both the HASS Requirement and 16.20 Structural Mechanics
the requirements of each major; see details below.
Propulsion
Summary of Subject Requirements Subjects 16.50 Aerospace Propulsion
Science Requirement 6 Computational Tools
Humanities, Arts, and Social Sciences (HASS) 8 16.90 Computational Modeling and Data
Requirement; at least two of these subjects must be Analysis in Aerospace Engineering
designated as communication-intensive (CI-H) to fulll Estimation and Control
the Communication Requirement. 16.30 Feedback Control Systems
Restricted Electives in Science and Technology 2 Computer Systems
(REST) Requirement [can be satised from among
6.111 Introductory Digital Systems
6.0001/6.0002, 6.041, 16.001, and 18.03 in the
Laboratory
Departmental Program]
16.35 Real-Time Systems and Soware
Laboratory Requirement (12 units) [can be satised 1
Communications Systems
by 6.111, 16.405[J], 16.622, 16.821, or 16.831[J] in the
Departmental Program] 16.36 Communication Systems and
Networks
Humans and Automation
Physical Education Requirement 16.400 Human Systems Engineering
Swimming requirement, plus four physical education 16.410[J] Principles of Autonomy and Decision
courses for eight points. Making
Laboratory and Capstone Subjects
Choose at least two subjects in the major that are designated 16.82 Flight Vehicle Engineering (CI-M)
as communication-intensive (CI-M) to fulll the Communication 16.83[J] Space Systems Engineering (CI-M)
Requirement. Select one of the following sequences: 12-18
16.405[J] Robotics: Science and Systems (CI-
Departmental Core Units
M)
Experimental Projects:
Programming in Python
16.621 Experimental Projects I
6.0002 Introduction to Computational 6
Thinking and Data Science 16.622 Experimental Projects II (CI-M)
16.001 Unied Engineering: Materials and 12 Flight Vehicle Development:

Structures 16.821 Flight Vehicle Development (CI-M)
16.002 Unied Engineering: Signals and 12 Space Systems Development:
Systems 16.831[J] Space Systems Development (CI-M)
16.003 Unied Engineering: Fluid Dynamics 12 Units in Major 180-186
16.004 Unied Engineering: 12 Unrestricted Electives 48
Thermodynamics Units in Major That Also Satisfy the GIRs (36)
16.06 Principles of Automatic Control 12 Total Units Beyond the GIRs Required for SB Degree 192-198
16.07 Dynamics 12
16.09 Statistics and Probability 12
2019–2020 MIT Bulletin | 393

AEROSPACE ENGINEERING (COURSE 16)
1
2
For students who wish to complete an option in aerospace information
technology, 36 of the 48 units must come from subjects other than 16.100,
16.20, 16.50, or 16.90.
394 | 2019–2020 MIT Bulletin

ARCHAEOLOGY AND MATERIALS (COURSE 3-C)
ARCHAEOLOGY AND MATERIALS (COURSE 3- 3.987 Human Evolution: Data from 12

C) Palaeontology, Archaeology, and
Materials Science
3.990 Seminar in Archaeological Method 9
Department of Materials Science and Engineering (p. 208)
and Theory (CI-M)
2
Bachelor of Science in Archaeology and Materials as 12.001 Introduction to Geology 12
Recommended by the Department of Materials Science
12.119 Analytical Techniques for Studying 12
and Engineering
Environmental and Geologic Samples
General Institute Requirements (GIRs) 21A.00 Introduction to Anthropology: 12

The General Institute Requirements include a Communication Comparing Human Cultures
Requirement that is integrated into both the HASS Requirement and Select one of the following: 12
1
the requirements of each major; see details below. 18.03 Dierential Equations
& 3.016B Preparation for Materials Scientists
Science Requirement 6 and Engineers I
Humanities, Arts, and Social Sciences (HASS) 8 and Computational and Mathematics
Requirement [can be satised by 3.985[J], 3.986, Preparation for Materials Scientists
3.987, and 21A.00; and 3.982 or 3.983 in the and Engineers II
Departmental Program]; at least two of these subjects Select one of the following: 12
must be designated as communication-intensive (CI-H)
to fulll the Communication Requirement.
Science
3.021 Introduction to Modeling and
Requirement [can be satised by 3.012 and 12.001 in
Simulation
the Departmental Program]
6.01 Introduction to EECS via Robotics
Laboratory Requirement (12 units) [can be satised by 1 3
3.014 or 12.119 in the Departmental Program]
3.982 The Ancient Andean World 9
or 3.983 Ancient Mesoamerican Civilization
Physical Education Requirement Select one of the following: 12
Swimming requirement, plus four physical education 3.052 Nanomechanics of Materials and
courses for eight points. Biomaterials
3.07 Introduction to Ceramics
Departmental Program 3.14 Physical Metallurgy

Choose at least two subjects in the major that are designated Units in Major 183
as communication-intensive (CI-M) to fulll the Communication Unrestricted Electives 69-81
Requirement. Units in Major That Also Satisfy the GIRs (81)
Required Subjects Units Total Units Beyond the GIRs Required for SB Degree 180
3.012 Fundamentals of Materials Science 15 The units for any subject that counts as one of the 17 GIR subjects
and Engineering cannot also be counted as units required beyond the GIRs.
3.014 Materials Laboratory (CI-M) 12
1
3.022 Microstructural Evolution in Materials 12
2
Students may elect up to 9–12 units.
3.032 Mechanical Behavior of Materials 12 3
Substitution of similar subjects may be permitted by petition.
or 3.044 Materials Processing
3.985[J] Archaeological Science 9
3.986 The Human Past: Introduction to 12
Archaeology
2019–2020 MIT Bulletin | 395

BIOLOGICAL ENGINEERING (COURSE 20)
BIOLOGICAL ENGINEERING (COURSE 20) 20.309[J] Instrumentation and Measurement 12

for Biological Systems
Department of Biological Engineering (p. 161) 20.320 Analysis of Biomolecular and Cellular 12

Systems
Tier III
Bachelor of Science in Biological Engineering
20.330[J] Fields, Forces and Flows in Biological 12
General Institute Requirements (GIRs) Systems
The General Institute Requirements include a Communication 20.380 Biological Engineering Design (CI-M) 12
Requirement that is integrated into both the HASS Requirement and Restricted Electives
the requirements of each major; see details below. Tracks TBD 33-36
Unrestricted Electives 48
Requirement; at least two of these subjects must be Total Units Beyond the GIRs Required for SB Degree 192-195
the Communication Requirement.
1
Requirement [can be satised by 5.12 and 18.03 in the Combination of 6.0001 Introduction to Computer Science Programming
Departmental Program] in Python and 6.0002 Introduction to Computational Thinking and Data
Laboratory Requirement (12 units) [can be satised by 1 Science counts as a REST.
20.109]

Requirement.
Required Core Subjects Units

Tier I
1
Thinking and Data Science
7.03 Genetics 12
20.110[J] Thermodynamics of Biomolecular 12
Systems
Tier II
or 7.05 General Biochemistry
7.06 Cell Biology 12
20.109 Laboratory Fundamentals in 15
Biological Engineering (CI-M)
396 | 2019–2020 MIT Bulletin

CHEMICAL-BIOLOGICAL ENGINEERING (COURSE 10-B)
CHEMICAL-BIOLOGICAL ENGINEERING 10.213 Chemical and Biological Engineering 12

(COURSE 10-B) Thermodynamics
10.302 Transport Processes 12
Department of Chemical Engineering (p. 168)
10.27 Energy Engineering Projects
Bachelor of Science in Chemical-Biological Engineering
Laboratory (CI-M)
General Institute Requirements (GIRs) 10.28 Chemical-Biological Engineering

The General Institute Requirements include a Communication Laboratory (CI-M)
Requirement that is integrated into both the HASS Requirement and 10.29 Biological Engineering Projects
the requirements of each major; see details below. Laboratory (CI-M)
Advanced Subjects
10.37 Chemical Kinetics and Reactor 12
Science Requirement 6 Design
Humanities, Arts, and Social Sciences (HASS) 8 10.490 Integrated Chemical Engineering 9
Requirement; at least two of these subjects must be 2
10.492A Integrated Chemical Engineering
Topics I
or 10.492B Integrated Chemical Engineering Topics I
Requirement [can be satised from among 5.07[J] or
7.05, 5.12, 7.03, 10.301, and 18.03 in the Departmental 10.493 Integrated Chemical Engineering
Program] Topics II
Laboratory Requirement (12 units) [can be satised by 1 10.494A Integrated Chemical Engineering
7.003 in the Departmental Program] Topics III
Total GIR Subjects Required for SB Degree 17 or 10.494B Integrated Chemical Engineering Topics III
Units in Major 180
Physical Education Requirement Unrestricted Electives 48
Swimming requirement, plus four physical education Units in Major That Also Satisfy the GIRs (36)
as communication-intensive (CI-M) to fulll the Communication 1
Requirement. 2
One of these may be substituted with 10.00 Molecule Builders, 10.01
Ethics for Engineers, a second term of 10.490 Integrated Chemical
Engineering (with permission of instructor), or one subject of at least nine
Foundational Subjects units in Chemical Engineering. Graduate subjects may not be used as
5.12 Organic Chemistry I 12 substitutions. In addition, the following undergraduate subjects may not
be used as substitutions: 10.04, 10.806, 10.910, 10.911, 10.UR, 10.URG,
and 10.THU.
Molecular Biology
7.003 Molecular Biology Laboratory (CI-M) 12
7.03 Genetics 12
10.10 Introduction to Chemical Engineering 12
1
Intermediate Subjects
or 5.07[J] Introduction to Biological Chemistry
7.06 Cell Biology 12
2019–2020 MIT Bulletin | 397

CHEMICAL ENGINEERING (COURSE 10)
CHEMICAL ENGINEERING (COURSE 10) 5.13 Organic Chemistry II

5.611 Introduction to Spectroscopy
Department of Chemical Engineering (p. 168) & 5.612 and Electronic Structure of Molecules
7.05 General Biochemistry
2
Bachelor of Science in Chemical Engineering
10.26 Chemical Engineering Projects
General Institute Requirements (GIRs) Laboratory (CI-M)
The General Institute Requirements include a Communication 10.27 Energy Engineering Projects
Requirement that is integrated into both the HASS Requirement and Laboratory (CI-M)
the requirements of each major; see details below. 10.28 Chemical-Biological Engineering
Laboratory (CI-M)
10.29 Biological Engineering Projects
Laboratory (CI-M)
Advanced Subjects
Requirement; at least two of these subjects must be
10.32 Separation Processes 6
the Communication Requirement. 10.37 Chemical Kinetics and Reactor 12
Design
Requirement [can be satised from among 5.12, 10.490 Integrated Chemical Engineering 9
3,4
5.07[J] or 7.05, 5.611/5.612, 10.301, and 18.03 in the Select two of the following: 12
Departmental Program] 10.492A Integrated Chemical Engineering
Laboratory Requirement (12 units) [can be satised by 1 Topics I
5.310] or 10.492B Integrated Chemical Engineering Topics I
Total GIR Subjects Required for SB Degree 17 10.493 Integrated Chemical Engineering
Topics II
Swimming requirement, plus four physical education Topics III
or 10.494B Integrated Chemical Engineering Topics III
Departmental Program Select one of the following options: 21-24
Choose at least two subjects in the major that are designated 2
Option 1
as communication-intensive (CI-M) to fulll the Communication One subject of at least nine units in Chemical
Requirement. Engineering
4
Required Subjects Units One subject from the list of Departmental

Laboratory CI-M Subjects
Foundational Subjects
Option 2
5.12 Organic Chemistry I 12 4
One six-unit subject in Chemical Engineering
7.002 Fundamentals of Experimental
Molecular Biology
10.10 Introduction to Chemical Engineering 12
1
7.003 Molecular Biology Laboratory (CI-M)
Intermediate Subjects
10.213 Chemical and Biological Engineering 12
Thermodynamics
10.302 Transport Processes 12 The units for any subject that counts as one of the 17 GIR subjects
Select one of the following: 12 cannot also be counted as units required beyond the GIRs.
5.03 Principles of Inorganic Chemistry I 1
5.07[J] Introduction to Biological Chemistry
398 | 2019–2020 MIT Bulletin

CHEMICAL ENGINEERING (COURSE 10)
2
One of 10.26, 10.27, 10.28, or 10.29 must be taken as a departmental
requirement and cannot also be used to satisfy the laboratory
requirement within restricted electives.
3
One of these may be substituted with 10.00 Molecule Builders, 10.01
Ethics for Engineers, a second term of 10.490 Integrated Chemical
Engineering (with permission of instructor), or one subject of at least 9
units in Chemical Engineering.
4
Graduate subjects may not be used as restricted electives. In addition, the
following undergraduate subjects may not be used as restricted electives:
10.04, 10.792[J], 10.806, 10.910 and 10.911 Independent Research
Problem, 10.UR and 10.URG Undergraduate Research, and 10.THU.
Departmental Laboratory CI-M Subjects

2.013 Engineering Systems Design (CI-M) 12
2.014 Engineering Systems Development 12
(CI-M)
3.014 Materials Laboratory (CI-M) 12
6.152[J] Micro/Nano Processing Technology 12
(CI-M)
10.26 Chemical Engineering Projects 15
Laboratory (CI-M)
10.27 Energy Engineering Projects 15
Laboratory (CI-M)
10.28 Chemical-Biological Engineering 15
Laboratory (CI-M)
10.29 Biological Engineering Projects 15
Laboratory (CI-M)
10.467 Polymer Science Laboratory (CI-M) 15
2019–2020 MIT Bulletin | 399

BACHELOR OF SCIENCE AS RECOMMENDED BY THE DEPARTMENT OF CHEMICAL ENGINEERING (COURSE 10-C)
BACHELOR OF SCIENCE AS RECOMMENDED Restricted Electives

BY THE DEPARTMENT OF CHEMICAL Students must choose electives that form a coherent 96
plan of study. Students must include two restricted
ENGINEERING (COURSE 10-C) electives selected according to the following lists.
2

Department of Chemical Engineering (p. 168)
3.014 Materials Laboratory (CI-M)
Bachelor of Science as Recommended by the Department (CI-M)
of Chemical Engineering
Students planning to follow this curriculum must submit a statement & 7.003 Molecular Biology
of goals and a coherent program of subjects no later than the spring and Molecular Biology Laboratory
term of their junior year. (CI-M)
General Institute Requirements (GIRs) Laboratory (CI-M)
The General Institute Requirements include a Communication 10.27 Energy Engineering Projects
Requirement that is integrated into both the HASS Requirement and Laboratory (CI-M)
Summary of Subject Requirements Subjects Laboratory (CI-M)
Science Requirement 6 10.29 Biological Engineering Projects

Laboratory (CI-M)
Requirement; at least two of these subjects must be 10.467 Polymer Science Laboratory (CI-M)
designated as communication-intensive (CI-H) to fulll Select one additional subject from the above list or the
the Communication Requirement. following:
Restricted Electives in Science and Technology (REST) 2 6.021[J] Cellular Neurophysiology and
Requirement [can be satised by 5.601/5.602 and Computing (CI-M)
18.03 in the Departmental Program] 6.033 Computer Systems Engineering (CI-
Laboratory Requirement (12 units) [can be satised 1 M)
by 3.014, 6.111, 7.002/7.003, or 15.301 in the 6.111 Introductory Digital Systems
Departmental Program] Laboratory (CI-M)
Total GIR Subjects Required for SB Degree 17 6.805[J] Foundations of Information Policy
(CI-M)
Physical Education Requirement 14.05 Intermediate Macroeconomics (CI-M)
Swimming requirement, plus four physical education 15.279 Management Communication for
courses for eight points. Undergraduates (CI-M)
15.301 People, Teams, and Organizations
Departmental Program Laboratory (CI-M)
Choose at least two subjects in the major that are designated Units in Major 168
as communication-intensive (CI-M) to fulll the Communication Unrestricted Electives 48
Requirement. Units in Major That Also Satisfy the GIRs (24-36)
Departmental Requirements Units Total Units Beyond the GIRs Required for SB Degree 180-192
5.601 Thermodynamics I 6 The units for any subject that counts as one of the 17 GIR subjects
5.602 Thermodynamics II and Kinetics 6 cannot also be counted as units required beyond the GIRs.
10.10 Introduction to Chemical Engineering 12 1
10.213 Chemical and Biological Engineering 12 2
If the student chooses to include a subject from the second list of
Thermodynamics
Restricted Electives (6.021[J]-15.301), the subject must t logically within
10.301 Fluid Mechanics 12 the plan of study.
10.302 Transport Processes 12
1
400 | 2019–2020 MIT Bulletin

COMPUTER SCIENCE AND ENGINEERING (COURSE 6-3)
COMPUTER SCIENCE AND ENGINEERING 6.03 Introduction to EECS via Medical

(COURSE 6-3) Technology
6.08 Introduction to EECS via
Department of Electrical Engineering and Computer Science (p. 190)
Computer Science Requirements
6.004 Computation Structures 12
Bachelor of Science in Computer Science and Engineering
6.006 Introduction to Algorithms 12
General Institute Requirements (GIRs) 6.009 Fundamentals of Programming 12

The General Institute Requirements include a Communication 6.031 Elements of Soware Construction 15
Requirement that is integrated into both the HASS Requirement and 6.033 Computer Systems Engineering (CI- 12
the requirements of each major; see details below. M)
or 6.036 Introduction to Machine Learning
6.045[J] Automata, Computability, and 12
Complexity
Requirement [one subject can be satised by 6.805[J]
or 6.046[J] Design and Analysis of Algorithms
in the Departmental Program]; at least two of these
1
subjects must be designated as communication- Elective Subjects
intensive (CI-H) to fulll the Communication Select two Advanced Undergraduate Subjects 24-30
Requirement. Select one subject from the departmental list of EECS 12
2
Restricted Electives in Science and Technology (REST) 2 subjects
Requirement [can be satised by 6.004 and 6.042[J] (if Units in Major 162-171
taken under joint number 18.062[J]) in the Department Unrestricted Electives 48-66
Program]
Units in Major That Also Satisfy the GIRs (36-48)
Laboratory Requirement (12 units) [satised by 6.01, 1
6.02, 6.03 or 6.08 in the Departmental Program]
Total GIR Subjects Required for SB Degree 17 The units for any subject that counts as one of the 17 GIR subjects
1
Swimming requirement, plus four physical education Of the three required AUS and EECS subjects, at least one must be from
courses for eight points. the list of Independent Inquiry Subjects.
2
See departmental website (http://www.eecs.mit.edu/academics-
admissions/undergraduate-programs) for list of acceptable EECS
Departmental Program subjects.
as communication-intensive (CI-M) to fulll the Communication Advanced Undergraduate Subjects
Requirement. 6.023[J] Fields, Forces and Flows in Biological 12
Systems
Departmental Requirements Units
6.025[J] Medical Device Design (CI-M) 12
6.027[J] Biomolecular Feedback Systems 12
6.035 Computer Language Engineering 12
6.042[J] Mathematics for Computer Science 12
Networks, Evolution
6.UAT Oral Communication (CI-M)
6.061 Introduction to Electric Power 12
6.UAR Seminar in Undergraduate Advanced Systems
Research (12 units, CI-M)
6.101 Introductory Analog Electronics 12
Select one of the following: 12 Laboratory (CI-M)
6.01 Introduction to EECS via Robotics 6.111 Introductory Digital Systems 12
6.02 Introduction to EECS via Laboratory
Communication Networks 6.115 Microcomputer Project Laboratory 12
(CI-M)
2019–2020 MIT Bulletin | 401

COMPUTER SCIENCE AND ENGINEERING (COURSE 6-3)
6.1151 Microcomputer Project Laboratory - 15 6.161 Modern Optics Project Laboratory 12

Independent Inquiry (CI-M)
6.131 Power Electronics Laboratory (CI-M) 12 6.163 Strobe Project Laboratory (CI-M) 12
6.1311 Power Electronics Laboratory - 15 6.170 Soware Studio 15
Independent Inquiry 6.172 Performance Engineering of Soware 18
6.172 Performance Engineering of Soware 18 Systems
Systems 6.182 Psychoacoustics Project Laboratory 12
6.175 Constructive Computer Architecture 12 (CI-M)
6.207[J] Networks 12 6.419[J] Statistics, Computation and 12
6.301 Solid-State Circuits 12 Applications
6.302 Feedback System Design 12 6.805[J] Foundations of Information Policy 12
6.419[J] Statistics, Computation and 12 (CI-M)
Applications 6.806 Advanced Natural Language 12
6.580[J] Principles of Synthetic Biology 12 Processing
6.602 Fundamentals of Photonics 12 6.809[J] Interactive Music Systems 12
6.701 Introduction to Nanoelectronics 12 6.810 Engineering Interactive Technologies 12
6.717[J] Design and Fabrication of 12 6.811[J] Principles and Practice of Assistive 12

Microelectromechanical Systems Technology
6.801 Machine Vision 12 6.819 Advances in Computer Vision 12
6.802[J] Computational Systems Biology: 12 6.9041 Ethics for Engineers - Independent 12

Deep Learning in the Life Sciences Inquiry
6.803 The Human Intelligence Enterprise 12 6.905 Large-scale Symbolic Systems 12
6.804[J] Computational Cognitive Science 12 6.UAR Seminar in Undergraduate Advanced 6

Research
6.806 Advanced Natural Language 12
Processing
Photography
6.819 Advances in Computer Vision 12
6.837 Computer Graphics 12
Independent Inquiry Subjects

Networks, Evolution
6.111 Introductory Digital Systems 12
Laboratory
6.1151 Microcomputer Project Laboratory - 15
6.129[J] Biological Circuit Engineering 12
Laboratory (CI-M)
6.1311 Power Electronics Laboratory - 15
6.141[J] Robotics: Science and Systems (CI- 12
M)
402 | 2019–2020 MIT Bulletin

ELECTRICAL ENGINEERING AND COMPUTER SCIENCE (COURSE 6-2)
ELECTRICAL ENGINEERING AND COMPUTER 6.03 Introduction to EECS via Medical

SCIENCE (COURSE 6-2) Technology
Department of Electrical Engineering and Computer Science (p. 190) 1
EECS Requirements
Select three subjects from the Level 1 list 36
Bachelor of Science in Electrical Engineering and
Select three subjects from the Level 2 list 36-39
Computer Science 2
Elective Subjects
General Institute Requirements (GIRs) Select two subjects from the list of Advanced 24-30
The General Institute Requirements include a Communication Undergraduate Subjects
Requirement that is integrated into both the HASS Requirement and Select two subjects from the departmental list of EECS 24
3
the requirements of each major; see details below. subjects
Requirement [two subjects can be satised from Total Units Beyond the GIRs Required for SB Degree 180-195
among 6.073[J], 6.207[J], and 6.805[J] in the
Departmental Program]; at least two of these subjects
to fulll the Communication Requirement. 1
Of the six EECS Requirement subjects, at least two must be categorized
Restricted Electives in Science and Technology (REST) 2 as Computer Science, at least two must be categorized as Electrical
Requirement [satised by 6.002, 6.003, 6.004, and Engineering, and at least one must be categorized as EECS.
2
18.03, 18.05, or 18.600 in the Department Program] Chosen electives must satisfy each of the following categories: Advanced
Laboratory Requirement (12 units) [satised by 6.01, 1 Departmental Laboratory, Independent Inquiry, and Probability. A subject
may count toward more than one category.
6.02, 6.03, or 6.08 in the Departmental Program] 3
admissions/undergraduate-programs) for list of acceptable EECS
subjects.
Level I EECS Requirements
Electrical Engineering
6.002 Circuits and Electronics 12
Departmental Program 6.003 Signals and Systems 12
Choose at least two subjects in the major that are designated Computer Science
Requirement.
6.009 Fundamentals of Programming 12
Departmental Requirements Units EECS
6.0001 Introduction to Computer Science 6 6.004 Computation Structures 12
Programming in Python 6.008 Introduction to Inference 12
Select one of the following: 9-12 Level 2 EECS Requirements
6.UAR Seminar in Undergraduate Advanced Electrical Engineering
Research (12 units, CI-M) 6.011 Signals, Systems and Inference 12
6.UAT Oral Communication (CI-M) 6.012 Nanoelectronics and Computing 12
Select one of the following: 12 Systems
6.01 Introduction to EECS via Robotics 6.013 Electromagnetics and Applications 12
6.02 Introduction to EECS via 6.014 Electromagnetic Fields, Forces and 12
Communication Networks Motion
2019–2020 MIT Bulletin | 403

6.021[J] Cellular Neurophysiology and 12 6.802[J] Computational Systems Biology: 12

Computing Deep Learning in the Life Sciences
Computer Science 6.803 The Human Intelligence Enterprise 12
6.031 Elements of Soware Construction 15 6.804[J] Computational Cognitive Science 12
6.033 Computer Systems Engineering (CI- 12 6.806 Advanced Natural Language 12
M) Processing
6.034 Articial Intelligence 12 6.814 Database Systems 12
6.045[J] Automata, Computability, and 12 6.815 Digital and Computational 12
Complexity Photography
6.046[J] Design and Analysis of Algorithms 12 6.816 Multicore Programming 12
EECS 6.819 Advances in Computer Vision 12
6.036 Introduction to Machine Learning 12 6.837 Computer Graphics 12
Advanced Undergraduate Subjects
6.023[J] Fields, Forces and Flows in Biological 12 Independent Inquiry Subjects
Systems 6.035 Computer Language Engineering 12
6.025[J] Medical Device Design (CI-M) 12 6.047 Computational Biology: Genomes, 12
6.027[J] Biomolecular Feedback Systems 12 Networks, Evolution
6.035 Computer Language Engineering 12 6.111 Introductory Digital Systems 12
6.047 Computational Biology: Genomes, 12 Laboratory
Networks, Evolution 6.1151 Microcomputer Project Laboratory - 15
6.061 Introduction to Electric Power 12 Independent Inquiry (CI-M)
Systems 6.129[J] Biological Circuit Engineering 12
6.101 Introductory Analog Electronics 12 Laboratory (CI-M)
Laboratory (CI-M) 6.1311 Power Electronics Laboratory - 15
6.111 Introductory Digital Systems 12 Independent Inquiry (CI-M)
Laboratory 6.141[J] Robotics: Science and Systems (CI- 12
6.115 Microcomputer Project Laboratory 12 M)
(CI-M) 6.161 Modern Optics Project Laboratory 12
6.1151 Microcomputer Project Laboratory - 15 (CI-M)
Independent Inquiry 6.163 Strobe Project Laboratory (CI-M) 12
6.131 Power Electronics Laboratory (CI-M) 12 6.170 Soware Studio 15
6.1311 Power Electronics Laboratory - 15 6.172 Performance Engineering of Soware 18
Independent Inquiry Systems
6.172 Performance Engineering of Soware 18 6.182 Psychoacoustics Project Laboratory 12
Systems (CI-M)
6.175 Constructive Computer Architecture 12 6.419[J] Statistics, Computation and 12
6.207[J] Networks 12 Applications
6.301 Solid-State Circuits 12 6.805[J] Foundations of Information Policy 12
6.302 Feedback System Design 12 (CI-M)
6.419[J] Statistics, Computation and 12 6.806 Advanced Natural Language 12

Applications Processing
6.580[J] Principles of Synthetic Biology 12 6.809[J] Interactive Music Systems 12
6.602 Fundamentals of Photonics 12 6.810 Engineering Interactive Technologies 12
6.701 Introduction to Nanoelectronics 12 6.811[J] Principles and Practice of Assistive 12

Technology
6.717[J] Design and Fabrication of 12
Microelectromechanical Systems 6.819 Advances in Computer Vision 12
6.801 Machine Vision 12 6.9041 Ethics for Engineers - Independent 12

Inquiry
404 | 2019–2020 MIT Bulletin

6.905 Large-scale Symbolic Systems 12 18.05 Introduction to Probability and 12

6.UAR Seminar in Undergraduate Advanced 6 Statistics
Research 18.600 Probability and Random Variables 12
Advanced Departmental Laboratory Subjects

Networks, Evolution
6.073[J] Creating Video Games 12
Laboratory (CI-M)
Laboratory
6.115 Microcomputer Project Laboratory 12
(CI-M)
Independent Inquiry
Laboratory (CI-M)
6.131 Power Electronics Laboratory (CI-M) 12
Independent Inquiry
M)
(CI-M)
6.161 Modern Optics Project Laboratory 12
(CI-M)
6.163 Strobe Project Laboratory (CI-M) 12
Systems
6.175 Constructive Computer Architecture 12
(CI-M)
6.301 Solid-State Circuits 12
6.302 Feedback System Design 12
Processing
Probability Subjects
6.008 Introduction to Inference 12
2019–2020 MIT Bulletin | 405

ELECTRICAL ENGINEERING AND COMPUTER SCIENCE (COURSE 6-P)
ELECTRICAL ENGINEERING AND COMPUTER

SCIENCE (COURSE 6-P)
Master of Engineering in Electrical Engineering and

Computer Science
For further details on all EECS programs, visit the website (http://
www.eecs.mit.edu/acad.html).
The Master of Engineering degree is awarded only to students who

have already received, or who will simultaneously receive, one of the
Bachelor’s degrees listed below. See the degree charts to view the
requirements of each undergraduate program.
• Bachelor of Science in Electrical Science and Engineering (Course

6-1) (p. 407)
• Bachelor of Science in Electrical Engineering and Computer
Science (Course 6-2) (p. 403)
• Bachelor of Science in Computer Science and Engineering
(Course 6-3) (p. 401)
The graduate component of the MEng program is described below.
Course 6-P Graduate Requirements

Required Subjects
6.THM Master of Engineering Program 24
1
Thesis
6.997 Professional Perspective Internship 1
Four graduate subjects totaling at least 42 units from a 42-48
2
list specied by EECS.
Subjects from a restricted departmental list including 24
6.998 and subjects from mathematics, science, and
engineering electives totaling at least 24 units.
Total Units 91-97
1
6-PA Program requires performance of thesis at company location.
2
The 42 units must be chosen so that among these four subjects and the
two Advanced Undergraduate Subjects used for the SB degree there are
three subjects that satisfy one of the Department's Concentration Fields
(http://www.eecs.mit.edu/docs/ug/Checklist.pdf).
406 | 2019–2020 MIT Bulletin

ELECTRICAL SCIENCE AND ENGINEERING (COURSE 6-1)
ELECTRICAL SCIENCE AND ENGINEERING 6.03 Introduction to EECS via Medical

(COURSE 6-1) Technology
Electrical Engineering Requirements
6.002 Circuits and Electronics 12
Bachelor of Science in Electrical Science and Engineering
6.003 Signals and Systems 12
General Institute Requirements (GIRs) 6.004 Computation Structures 12

The General Institute Requirements include a Communication Select three of the following: 36
Requirement that is integrated into both the HASS Requirement and 6.011 Signals, Systems and Inference
the requirements of each major; see details below. 6.012 Nanoelectronics and Computing
Systems
6.013 Electromagnetics and Applications
6.014 Electromagnetic Fields, Forces and
Motion
Requirement [two subjects can be satised by
6.021[J] Cellular Neurophysiology and
6.207[J] and 6.805[J] in the Departmental Program];
Computing
at least two of these subjects must be designated
as communication-intensive (CI-H) to fulll the 6.036 Introduction to Machine Learning
1
Communication Requirement. Elective Subjects
Restricted Electives in Science and Technology (REST) 2 Select two subjects from the list of Advanced 24-30
Requirement [two subjects can be satised from Undergraduate Subjects
among 18.03, 18.05, 18.600, and 6.002, 6.003, or Select two subjects from the departmental list of EECS 24
6.004 in the Departmental Program] 2
subjects
Laboratory Requirement (12 units) [can be satised by 1 Units in Major 159-168
6.01, 6.02, 6.03, or 6.08 together in the Departmental Unrestricted Electives 48-81
Program]
Swimming requirement, plus four physical education cannot also be counted as units required beyond the GIRs.
1
Chosen electives must satisfy each of the following categories: Advanced
Departmental Laboratory, Independent Inquiry, and Probability. A subject
Departmental Program may count toward more than one category.
as communication-intensive (CI-M) to fulll the Communication admissions/undergraduate-programs) for list of acceptable EECS
Requirement. subjects.
Departmental Requirements Units Advanced Undergraduate Subjects

6.0001 Introduction to Computer Science 6 6.023[J] Fields, Forces and Flows in Biological 12
Programming in Python Systems
18.03 Dierential Equations 12 6.025[J] Medical Device Design (CI-M) 12
Select one of the following: 9-12 6.027[J] Biomolecular Feedback Systems 12
6.UAR Seminar in Undergraduate Advanced 6.035 Computer Language Engineering 12
6.UAT Oral Communication (CI-M) Networks, Evolution
Select one of the following: 12 6.061 Introduction to Electric Power 12
6.01 Introduction to EECS via Robotics Systems
6.02 Introduction to EECS via 6.101 Introductory Analog Electronics 12
Communication Networks Laboratory (CI-M)
2019–2020 MIT Bulletin | 407

6.111 Introductory Digital Systems 12 6.1311 Power Electronics Laboratory - 15

Laboratory Independent Inquiry (CI-M)
6.115 Microcomputer Project Laboratory 12 6.141[J] Robotics: Science and Systems (CI- 12
(CI-M) M)
6.1151 Microcomputer Project Laboratory - 15 6.161 Modern Optics Project Laboratory 12
6.131 Power Electronics Laboratory (CI-M) 12 6.163 Strobe Project Laboratory (CI-M) 12
6.1311 Power Electronics Laboratory - 15 6.170 Soware Studio 15
Independent Inquiry 6.172 Performance Engineering of Soware 18
6.172 Performance Engineering of Soware 18 Systems
Systems 6.182 Psychoacoustics Project Laboratory 12
6.175 Constructive Computer Architecture 12 (CI-M)
6.207[J] Networks 12 6.419[J] Statistics, Computation and 12
6.301 Solid-State Circuits 12 Applications
6.302 Feedback System Design 12 6.805[J] Foundations of Information Policy 12
6.419[J] Statistics, Computation and 12 (CI-M)
Applications 6.806 Advanced Natural Language 12
6.580[J] Principles of Synthetic Biology 12 Processing
6.602 Fundamentals of Photonics 12 6.809[J] Interactive Music Systems 12
6.701 Introduction to Nanoelectronics 12 6.810 Engineering Interactive Technologies 12
6.717[J] Design and Fabrication of 12 6.811[J] Principles and Practice of Assistive 12

Microelectromechanical Systems Technology
6.801 Machine Vision 12 6.819 Advances in Computer Vision 12
6.802[J] Computational Systems Biology: 12 6.9041 Ethics for Engineers - Independent 12

Deep Learning in the Life Sciences Inquiry
6.803 The Human Intelligence Enterprise 12 6.905 Large-scale Symbolic Systems 12
6.804[J] Computational Cognitive Science 12 6.UAR Seminar in Undergraduate Advanced 6

Research
Processing
Advanced Departmental Laboratory Subjects
Photography
Networks, Evolution
6.073[J] Creating Video Games 12
Laboratory (CI-M)
Independent Inquiry Subjects
Laboratory
6.115 Microcomputer Project Laboratory 12
6.047 Computational Biology: Genomes, 12 (CI-M)
Networks, Evolution
6.111 Introductory Digital Systems 12 Independent Inquiry
Laboratory
6.1151 Microcomputer Project Laboratory - 15 Laboratory (CI-M)
6.131 Power Electronics Laboratory (CI-M) 12
Laboratory (CI-M)
Independent Inquiry
408 | 2019–2020 MIT Bulletin


M)
(CI-M)
6.161 Modern Optics Project Laboratory 12
(CI-M)
6.163 Strobe Project Laboratory (CI-M) 12
Systems
6.175 Constructive Computer Architecture 12
(CI-M)
6.301 Solid-State Circuits 12
6.302 Feedback System Design 12
Processing
Probability Subjects
6.008 Introduction to Inference 12
18.05 Introduction to Probability and 12
Statistics
18.600 Probability and Random Variables 12
2019–2020 MIT Bulletin | 409

ENGINEERING (COURSE 16-ENG)
ENGINEERING (COURSE 16-ENG) Concentration Subjects

These electives dene a concentrated area of study 72
Department of Aeronautics and Astronautics (p. 152) and must be chosen with the written approval of the
AeroAstro Undergraduate Oce. A minimum of 42
units of engineering topics and a minimum of 12 units
Bachelor of Science in Engineering of mathematics or science topics must be included in
the 72 units of concentration electives. In all cases, the
General Institute Requirements (GIRs) concentration subjects must be clearly related to the
The General Institute Requirements include a Communication theme of the concentration.
3
Requirement that is integrated into both the HASS Requirement and
Laboratory and Capstone Subjects
Summary of Subject Requirements Subjects 16.82 Flight Vehicle Engineering (CI-M)
Science Requirement 6 16.83[J] Space Systems Engineering (CI-M)
Humanities, Arts, and Social Sciences (HASS) 8 Select one of the following sequences: 12-18
Requirement; at least two of these subjects must be Robotics
16.405[J] Robotics: Science and Systems (CI-
M)
Restricted Electives in Science and Technology 2
Experimental Projects
16.621 Experimental Projects I
6.0001/6.0002, 16.001, and 18.03 in the Departmental
Program] 16.622 Experimental Projects II (CI-M)
Laboratory Requirement (12 units) [can be satised 1 Flight Vehicle Development

by 16.405[J], 16.622, 16.821, or 16.831[J] in the 16.821 Flight Vehicle Development (CI-M)
Departmental Program] Space Systems Development
Total GIR Subjects Required for SB Degree 17 16.831[J] Space Systems Development (CI-M)
Unrestrictive Electives 48
Departmental Program The units for any subject that counts as one of the 17 GIR subjects
Choose at least two subjects in the major that are designated cannot also be counted as units required beyond the GIRs.
Combination of 6.0001 Introduction to Computer Science Programming
Requirement.
in Python and 6.0002 Introduction to Computational Thinking and Data
Science counts as a REST.
Departmental Core Units 2
6.0001 Introduction to Computer Science 6 3
Additional information about the 16-ENG program and possible
concentration areas is available on the department's website
6.0002 Introduction to Computational 6 (https://aeroastro.mit.edu/undergraduate-program/curriculum-and-
1
Thinking and Data Science requirements).
16.001 Unied Engineering: Materials and 12
Structures
16.002 Unied Engineering: Signals and 12
Systems
16.003 Unied Engineering: Fluid Dynamics 12
16.004 Unied Engineering: 12
Thermodynamics
16.06 Principles of Automatic Control 12
or 16.07 Dynamics
2
410 | 2019–2020 MIT Bulletin

ENGINEERING (COURSE 10-ENG) Group I

Select one of the following Course 10 CI-M subjects:
Department of Chemical Engineering (p. 168) 10.26 Chemical Engineering Projects
Laboratory (CI-M)
Bachelor of Science in Engineering 1
Laboratory (CI-M)
General Institute Requirements (GIRs) 10.28 Chemical-Biological Engineering
The General Institute Requirements include a Communication Laboratory (CI-M)
Requirement that is integrated into both the HASS Requirement and 10.29 Biological Engineering Projects
2
the requirements of each major; see details below. Laboratory (CI-M)
3
10.467 Polymer Science Laboratory (CI-M)
Group II
Select one of the following Institute Laboratory
subjects:
1.106 Environmental Fluid Transport
& 1.107 Processes and Hydrology Laboratory
and Environmental Chemistry
Restricted Electives in Science and Technology (REST) 2 4
Laboratory
2.671 Measurement and Instrumentation
(CI-M)
Laboratory Requirement (12 units) [can be satised 1 3
by 1.106/1.107, 2.671, 3.014, 5.310, or 12.335 in the
Departmental Program] 5.310 Laboratory Chemistry
Total GIR Subjects Required for SB Degree 17 12.335 Experimental Atmospheric Chemistry
4
(CI-M)
Physical Education Requirement 20.109 Laboratory Fundamentals in
2
Swimming requirement, plus four physical education Biological Engineering (CI-M)
courses for eight points. Group III
Science
as communication-intensive (CI-M) to fulll the Communication 1.018[J] Fundamentals of Ecology
Requirement. 1.080 Environmental Chemistry
3.012 Fundamentals of Materials Science
Required Subjects Units and Engineering
3
5.601 Thermodynamics I 6 3.155[J] Micro/Nano Processing Technology

10.10 Introduction to Chemical Engineering 12 3
(CI-M)
10.213 Chemical and Biological Engineering 12 5.12 Organic Chemistry I
Thermodynamics 5.611 Introduction to Spectroscopy
10.301 Fluid Mechanics 12 & 5.612 and Electronic Structure of Molecules
10.302 Transport Processes 12 6.0001 Introduction to Computer Science
10.37 Chemical Kinetics and Reactor 12 & 6.0002 Programming in Python
Design and Introduction to Computational
18.03 Dierential Equations 12 Thinking and Data Science
2
Foundational Concepts 7.03 Genetics
1
All subjects are suitable for any concentration within 39-45 8.21 Physics of Energy
the program. In consultation with the advisor, Engineering Concentration
students select one subject from each of the three
groups. Students may not exceed the 45-unit cap
except by petition.
2019–2020 MIT Bulletin | 411

5
These four electives dene a concentrated area 39-48 In all cases, the electives must be chosen with the approval of the
of study in one of the following designated student’s advisor and the department. Lists of recommended subjects
concentrations: biomedical engineering, energy, for each concentration are available from the department, and additional
information on current subject oerings is available on the Chemical
environmental studies, or materials process and
5 Engineering Department website (https://cheme.mit.edu/academics/
design.
course-listing). Note that subjects that have been used to satisfy the
Capstone foundational concepts may not also be counted toward the engineering
Select one of the following options to obtain 12 units 12 concentration.
6
of capstone experience: Senior Thesis, Integrated 10.490 may be repeated once for credit with permission of instructor.
Chemical Engineering or Integrated Chemical
Engineering Topics modules, or Senior Project.
Option 1
10.THU Undergraduate Thesis
Option 2
Select any combination of the following:
6
10.490 Integrated Chemical Engineering
Topics I
Topics II
Topics III
Option 3
10.910 Independent Research Problem
and select any combination of the following:
Topics I
Topics II
Topics III
1
Subject may be of particular interest for energy concentration.
2
Subject may be of particular interest for biomedical engineering
concentration.
3
Subject may be of particular interest for materials process and design
concentration.
4
Subject may be of particular interest for environmental studies
concentration.
412 | 2019–2020 MIT Bulletin

ENGINEERING (COURSE 2-A)
ENGINEERING (COURSE 2-A) Select 72 units (must include one REST subject outside
2
72
Course 2)
Department of Mechanical Engineering (p. 217) Units in Major 171

Bachelor of Science in Engineering
The General Institute Requirements include a Communication The units for any subject that counts as one of the 17 GIR subjects
Requirement that is integrated into both the HASS Requirement and cannot also be counted as units required beyond the GIRs.
the requirements of each major; see details below. 1
Students may also fulll this requirement by completing an alternative
2.00X subject, i.e., 2.00B.
Summary of Subject Requirements Subjects 2
These electives dene a concentrated area of study which must be
approved by the 2-A review committee. The concentration electives must
Humanities, Arts, and Social Sciences (HASS) 8 form an engineering topic. Concentration electives must include one
Requirement; at least two of these subjects must be subject that meets the REST GIR, but not subjects that fulll a HASS
designated as communication-intensive (CI-H) to fulll GIR. In some cases, non-engineering subjects may be necessary for
the Communication Requirement. the particular engineering topic dened by the concentration (e.g.,
management subjects for an engineering management concentration),
in which case additional engineering subjects may be required to meet
(REST) Requirement [can be satised by 2.086 in the
the engineering accreditation standards. In all cases, the relationship of
Departmental Core Subjects and one subject in the
concentration subjects to the engineering topic must be obvious.
Elective Subjects with Engineering Content]
Laboratory Requirement (12 units) [satised by 2.671 1
in the Departmental Program]

Requirement.
Required Core Subjects Units

1
2.00 Introduction to Design 6
2.003[J] Dynamics and Control I 12
2.005 Thermal-Fluids Engineering I 12
2.009 The Product Engineering Process (CI- 15
M)
2.086 Numerical Computation for 12
Mechanical Engineers
2.671 Measurement and Instrumentation 12
(CI-M)
2.678 Electronics for Mechanical Systems 6
or 2.674 Introduction to Micro/Nano Engineering Laboratory
Elective Subjects with Engineering Content
2019–2020 MIT Bulletin | 413

ENGINEERING (COURSE 22-ENG) 1.000 Computer Programming for

Department of Nuclear Science and Engineering (p. 233) 2.086 Numerical Computation for
6.0001 Introduction to Computer Science
& 6.0002 Programming in Python
and Introduction to Computational
The General Institute Requirements include a Communication
Requirement that is integrated into both the HASS Requirement and 12.010 Computational Methods of Scientic
the requirements of each major; see details below. Programming
Mathematics Elective
Science Requirement 6 6.041 Introduction to Probability
Humanities, Arts, and Social Sciences (HASS) 8 18.04 Complex Variables with Applications
Requirement [can be satised by 22.04[J] in the
18.05 Introduction to Probability and
Departmental Program]; at least two of these subjects
Statistics
18.075 Methods for Scientists and Engineers
Requirement [can be satised from among 1.00, Senior Project
2.086, 6.0001/6.0002, 18.03, 18.05, 18.600, and Select one of the following: 15
22.01 in the Departmental Program] 22.033 Nuclear Systems Design Project
Laboratory Requirement (12 units) [can be satised by 1 22.THT Undergraduate Thesis Tutorial
22.09 in the Departmental Program] & 22.THU and Undergraduate Thesis (CI-M)
Total GIR Subjects Required for SB Degree 17 Focus Area
A program of 72 units of electives from a proposal of 72
study approved by the department
Units in Major 189
Departmental Program Total Units Beyond the GIRs Required for SB Degree 189
as communication-intensive (CI-M) to fulll the Communication The units for any subject that counts as one of the 17 GIR subjects
Requirement. cannot also be counted as units required beyond the GIRs.
Core Requirements Units

22.03 Introduction to Nuclear Design 6
22.04[J] Social Problems of Nuclear Energy 12
(CI-M)
22.09 Principles of Nuclear Radiation 12
Measurement and Protection (CI-M)
System Specialization
22.06 Engineering of Nuclear Systems 12
or 22.061 Fusion Energy
Computational Elective
414 | 2019–2020 MIT Bulletin

ENGINEERING (COURSE 1-ENG) 1.060 Fluid Mechanics

1.061A Transport Processes in the
Department of Civil and Environmental Engineering (p. 177) Environment I
1.070A[J] Introduction to Hydrology and Water
Resources
1.080 Environmental Chemistry
General Institute Requirements (GIRs) 1.091 Traveling Research Environmental
The General Institute Requirements include a Communication eXperience (TREX): Fieldwork
Requirement that is integrated into both the HASS Requirement and 1.106 Environmental Fluid Transport
the requirements of each major; see details below. Processes and Hydrology Laboratory
1.107 Environmental Chemistry Laboratory
(CI-M)
Mechanics/Materials
1.035 Mechanics of Materials
1.050 Solid Mechanics
the Communication Requirement. 1.060A Fluid Mechanics I
Restricted Electives in Science and Technology (REST) 2 1.036 Structural Mechanics and Design
Requirement [can be satised by 1.00 or 1.000, and 1.101 Introduction to Civil and
18.03 in the Departmental Program] Environmental Engineering Design I
Laboratory Requirement (12 units) [can be satised 1 1.102 Introduction to Civil and
from among 1.101 and 1.102 or 1.106 and 1.107 in the Environmental Engineering Design II
Departmental Program] (CI-M)
Total GIR Subjects Required for SB Degree 17 Systems
1.020 Engineering Sustainability: Analysis
Physical Education Requirement and Design
Swimming requirement, plus four physical education 1.022 Introduction to Network Models
1.041 Transportation Systems Modeling
1.075 Water Resource Systems
Departmental Program 1.101 Introduction to Civil and
Choose at least two subjects in the major that are designated Environmental Engineering Design I
as communication-intensive (CI-M) to fulll the Communication 1.102 Introduction to Civil and
Requirement. Environmental Engineering Design II
(CI-M)
General Department Requirements (GDRs) Units
Elective Subjects with Engineering Content
1.00 Engineering Computation and Data 12
Students are required to take four Restricted Electives 48-60
Science
selected from subjects oered within or outside CEE to
or 1.000 Computer Programming for Engineering form a coherent program of study under supervision
Applications by CEE faculty.
1.010 Probability and Causal Inference 12 Units in Major 165-168
1.013 Senior Civil and Environmental 12 Unrestricted Electives 48-60
Engineering Design (CI-M)
1.073 Introduction to Environmental Data 6
Analysis
or 1.074 Multivariate Data Analysis The units for any subject that counts as one of the 17 GIR subjects
18.03 Dierential Equations 12 cannot also be counted as units required beyond the GIRs.
Core Subjects
Select one area of core coursework 54-63
Environment
1.018[J] Fundamentals of Ecology
2019–2020 MIT Bulletin | 415

MATERIALS SCIENCE AND ENGINEERING (COURSE 3)
MATERIALS SCIENCE AND ENGINEERING 3.016A Computational and Mathematics

(COURSE 3) & 3.016B Preparation for Materials Scientists
and Engineers I
and Computational and Mathematics
Department of Materials Science and Engineering (p. 208) Preparation for Materials Scientists
2,3
and Engineers II
Bachelor of Science in Materials Science and Engineering 3.021 Introduction to Modeling and
3
Simulation
General Institute Requirements (GIRs) 6.0001 Introduction to Computer Science
The General Institute Requirements include a Communication & 6.0002 Programming in Python
Requirement that is integrated into both the HASS Requirement and and Introduction to Computational
the requirements of each major; see details below. Thinking and Data Science
3.930 Internship Program
& 3.931 and Internship Program
designated as communication-intensive (CI-H) to fulll Restricted Electives
5
the Communication Requirement. Select 48 units from the following: 48
Restricted Electives in Science and Technology (REST) 2 3.004 Principles of Engineering Practice
Requirement [can be satised by 3.012 and 18.03 in 3.017 Modelling, Problem Solving,
the Departmental Program] Computing, and Visualization
Laboratory Requirement (12 units) [can be satised by 1 3.016A Computational and Mathematics
3.014 in the Departmental Program] Preparation for Materials Scientists
2,3
Total GIR Subjects Required for SB Degree 17 and Engineers I
3.016B Computational and Mathematics
Physical Education Requirement Preparation for Materials Scientists
Swimming requirement, plus four physical education 2,3
and Engineers II
courses for eight points. 3.021 Introduction to Modeling and
3
Simulation
Departmental Program 3.046 Thermodynamics of Materials

Choose at least two subjects in the major that are designated 3.052 Nanomechanics of Materials and
as communication-intensive (CI-M) to fulll the Communication Biomaterials
Requirement. 3.053[J] Molecular, Cellular, and Tissue
Biomechanics
3.054 Cellular Solids: Structure, Properties,
3.012 Fundamentals of Materials Science 15 Applications
and Engineering
3.014 Materials Laboratory (CI-M) 12 Engineering
3.022 Microstructural Evolution in Materials 12 3.063 Polymer Physics
3.024 Electronic, Optical and Magnetic 12 3.064 Polymer Engineering
Properties of Materials
3.07 Introduction to Ceramics
3.032 Mechanical Behavior of Materials 12
3.071 Amorphous Materials
3.034 Organic and Biomaterials Chemistry 12
3.074 Imaging of Materials
3.042 Materials Project Laboratory (CI-M) 12
3.080 Strategic Materials Selection
3.044 Materials Processing 12
3.081 Industrial Ecology of Materials
1
3.086 Innovation and Commercialization of
Select one of the following: 12 Materials Technology
1.00 Engineering Computation and Data 3.087 Materials, Societal Impact, and
Science Social Innovation
416 | 2019–2020 MIT Bulletin

MATERIALS SCIENCE AND ENGINEERING (COURSE 3)
3.14 Physical Metallurgy

3.15 Electrical, Optical, and Magnetic
Materials and Devices
3.152 Magnetic Materials
3.154[J] Materials Performance in Extreme
Environments
(CI-M)
3.156 Photonic Materials and Devices
3.16 Industrial Challenges in Metallic
Materials Selection
3.171 Structural Materials and
Manufacturing
3.18 Materials Science and Engineering of
Clean Energy
3.19 Sustainable Chemical Metallurgy
1
2
The combination of 3.016A and 3.016B must be completed if applying
toward the required subjects. If only one is completed, it can only be
applied toward restricted elective units.
3
This subject can count as part of the required subjects or as restricted
electives, but not both.
4
Students may elect 9–12 units.
5
Substitution of similar subjects may be permitted by petition.
2019–2020 MIT Bulletin | 417

BACHELOR OF SCIENCE AS RECOMMENDED BY THE DEPARTMENT OF MATERIALS SCIENCE AND ENGINEERING (COURSE 3-A)
BACHELOR OF SCIENCE AS RECOMMENDED 3.024 Electronic, Optical and Magnetic

BY THE DEPARTMENT OF MATERIALS SCIENCE Properties of Materials
3.032 Mechanical Behavior of Materials
AND ENGINEERING (COURSE 3-A)
3.034 Organic and Biomaterials Chemistry
4
Department of Materials Science and Engineering (p. 208)
3.042 Materials Project Laboratory (CI-M)
3.044 Materials Processing
Bachelor of Science as Recommended by the Department
of Materials Science and Engineering
Students planning to follow this curriculum must submit a program 3.004 Principles of Engineering Practice
of study no later than the beginning of the their junior year.
Preparation for Materials Scientists
General Institute Requirements (GIRs) 1,2, 3
and Engineers I
3.016B Computational and Mathematics
Preparation for Materials Scientists
the requirements of each major; see details below. 1.2,3
and Engineers II
Summary of Subject Requirements Subjects 3.017 Modelling, Problem Solving,
Science Requirement 6 Computing, and Visualization
Humanities, Arts, and Social Sciences (HASS) 8 3.021 Introduction to Modeling and
3
Requirement; at least two of these subjects must be Simulation
designated as communication-intensive (CI-H) to fulll 3.034A Organic and Biomaterials Chemistry
4
Restricted Electives in Science and Technology (REST) 2 3.046 Thermodynamics of Materials
Requirement [can be satised by 18.03 and 3.012, 3.052 Nanomechanics of Materials and
3.021, or 3.046 in the Departmental Program] Biomaterials
Laboratory Requirement (12 units) [can be satised by 1 3.053[J] Molecular, Cellular, and Tissue
3.014 in the Departmental Program] Biomechanics
Total GIR Subjects Required for SB Degree 17 3.054 Cellular Solids: Structure, Properties,
Applications
Swimming requirement, plus four physical education Engineering
3.063 Polymer Physics
3.064 Polymer Engineering
Departmental Program 3.07 Introduction to Ceramics
Choose at least two subjects in the major that are designated 3.071 Amorphous Materials
3.074 Imaging of Materials
Requirement.
3.080 Strategic Materials Selection
Required Subjects Units 3.081 Industrial Ecology of Materials
3.014 Materials Laboratory (CI-M) 12 3.086 Innovation and Commercialization of
Select ve of the following core subjects: 60-63 Materials Technology
3.012 Fundamentals of Materials Science 3.087 Materials, Societal Impact, and
and Engineering Social Innovation
3.016A Computational and Mathematics 3.14 Physical Metallurgy
& 3.016B Preparation for Materials Scientists 3.15 Electrical, Optical, and Magnetic
and Engineers I Materials and Devices
and Computational and Mathematics 3.152 Magnetic Materials
Preparation for Materials Scientists 3.154[J] Materials Performance in Extreme
1,2,3
and Engineers II Environments
3.022 Microstructural Evolution in Materials
418 | 2019–2020 MIT Bulletin

BACHELOR OF SCIENCE AS RECOMMENDED BY THE DEPARTMENT OF MATERIALS SCIENCE AND ENGINEERING (COURSE 3-A)
1
3.155[J] Micro/Nano Processing Technology Subject has prerequisites that are outside the program.
(CI-M)
3.156 Photonic Materials and Devices Example of a 3-A Program
3.16 Industrial Challenges in Metallic A student planning a career in medicine might select the following
Materials Selection subjects, in addition to the above requirements, in order to satisfy
the premedical requirements recommended by Career Advising and
3.171 Structural Materials and
Professional Development:
Manufacturing
3.18 Materials Science and Engineering of 5.12 Organic Chemistry I 12
Clean Energy 5.13 Organic Chemistry II 12
3.19 Sustainable Chemical Metallurgy 5.310 Laboratory Chemistry 12
Select 72 units from a proposal of study approved by 72 7.003 Molecular Biology Laboratory 12
5
the department
1
18.03 Dierential Equations and 18.032 Dierential Equations are also
acceptable options.
2
The combination of 3.016A and 3.016B must be completed if applying
toward the required subjects. If only one is completed, it can only be
applied toward restricted elective units.
3
This subject can count as part of the required subjects or as restricted
electives, but not both.
4
Students can take 3.034 as a required subject or 3.034A as a restricted
elective, but cannot count both subjects toward their major.
5
Students must develop a program of elective subjects totaling 72 units
appropriate to their stated goals in their 3A Program Proposal.
Communication-Intensive Subjects in the Major

Required subject (see degree chart above):
3.014 Materials Laboratory 12
Choose one of the following as the second CI-M 9-15
subject:
2.671 Measurement and Instrumentation
3.042 Materials Project Laboratory
1
7.003 Molecular Biology Laboratory
Laboratory
Laboratory
Laboratory
10.467 Polymer Science Laboratory
2019–2020 MIT Bulletin | 419

MECHANICAL AND OCEAN ENGINEERING (COURSE 2-OE)
MECHANICAL AND OCEAN ENGINEERING 2.671 Measurement and Instrumentation 12

(COURSE 2-OE) (CI-M)
2.677 Design and Experimentation for 6
Ocean Engineering
Department of Mechanical Engineering (p. 217)
2.678 Electronics for Mechanical Systems 6
Bachelor of Science in Mechanical and Ocean Engineering
General Institute Requirements (GIRs) Select one elective from the Restricted Electives list 12
1
The General Institute Requirements include a Communication below.
Requirement that is integrated into both the HASS Requirement and Units in Major 177
the requirements of each major; see details below. Unrestricted Electives 48
Humanities, Arts, and Social Sciences (HASS) 8 The units for any subject that counts as one of the 17 GIR subjects
Requirement; at least two of these subjects must be cannot also be counted as units required beyond the GIRs.
1
the Communication Requirement. Consult the MechE Undergraduate Oce, Room 1-110, regarding
substitutions.
the Departmental Program] Restricted Electives
2.006 Thermal-Fluids Engineering II 12
2.671 in the Departmental Program] 2.008 Design and Manufacturing II 12
Total GIR Subjects Required for SB Degree 17 2.013 Engineering Systems Design 12
2.014 Engineering Systems Development 12
Physical Education Requirement 2.019 Design of Ocean Systems 12
Swimming requirement, plus four physical education 2.092 Finite Element Analysis of Solids and 12
courses for eight points. Fluids I
2.12 Introduction to Robotics 12
Departmental Program 2.14 Analysis and Design of Feedback 12
Choose at least two subjects in the major that are designated Control Systems
as communication-intensive (CI-M) to fulll the Communication 2.700 Principles of Naval Architecture 12
Requirement. 2.96 Management in Engineering 12
2.00A Fundamentals of Engineering Design: 9
Explore Space, Sea and Earth
2.002 Mechanics and Materials II 12
2.004 Dynamics and Control II 12
2.016 Hydrodynamics 12
2.017[J] Design of Electromechanical Robotic 12
Systems (CI-M)
2.065 Acoustics and Sensing 12
2.612 Marine Power and Propulsion 12
420 | 2019–2020 MIT Bulletin

MECHANICAL ENGINEERING (COURSE 2)
MECHANICAL ENGINEERING (COURSE 2) 2.671 Measurement and Instrumentation 12

(CI-M)
Department of Mechanical Engineering (p. 217) 18.03 Dierential Equations 12

3
Bachelor of Science in Mechanical Engineering
2
General Institute Requirements (GIRs) 2.014 Engineering Systems Development
The General Institute Requirements include a Communication 2.016 Hydrodynamics
Requirement that is integrated into both the HASS Requirement and 2.017[J] Design of Electromechanical Robotic
the requirements of each major; see details below. Systems
Summary of Subject Requirements Subjects 2.019 Design of Ocean Systems (CI-M)
Science Requirement 6 2.050[J] Nonlinear Dynamics: Chaos
Humanities, Arts, and Social Sciences (HASS) 8 2.092 Finite Element Analysis of Solids and
Requirement; at least two of these subjects must be Fluids I
designated as communication-intensive (CI-H) to fulll 2.12 Introduction to Robotics
the Communication Requirement. 2.14 Analysis and Design of Feedback
Restricted Electives in Science and Technology (REST) 2 Control Systems
Requirement [can be satised by 2.001 and 18.03 in 2.184 Biomechanics and Neural Control of
the Departmental Program] Movement
Laboratory Requirement (12 units) [can be satised by 1 2.370 Fundamentals of Nanoengineering
2.671 in the Departmental Program] 2.51 Intermediate Heat and Mass Transfer
Total GIR Subjects Required for SB Degree 17 2.60[J] Fundamentals of Advanced Energy
Conversion
2.650[J] Introduction to Sustainable Energy
2.71 Optics
2.72 Elements of Mechanical Design
2.744 Product Design
Departmental Program 2.782[J] Design of Medical Devices and
Choose at least two subjects in the major that are designated Implants
2.797[J] Molecular, Cellular, and Tissue
Requirement.
Biomechanics
Required Core Subjects Units 2.813 Energy, Materials, and Manufacturing
2.001 Mechanics and Materials I 12 2.853 Introduction to Manufacturing
2.002 Mechanics and Materials II 12 Systems
2.003[J] Dynamics and Control I 12 2.96 Management in Engineering
2.004 Dynamics and Control II 12 Units in Major 180

4
2.005 Thermal-Fluids Engineering I 12 Unrestricted Electives 48
2.006 Thermal-Fluids Engineering II 12 Units in Major That Also Satisfy the GIRs (36)
2.007 Design and Manufacturing I 12 Total Units Beyond the GIRs Required for SB Degree 192
or 2.017[J] Design of Electromechanical Robotic Systems
2.008 Design and Manufacturing II 12 cannot also be counted as units required beyond the GIRs.
2.009 The Product Engineering Process (CI- 15
1
1 Students may fulll this requirement by completing an alternative Course
M)
2 CI-M subject (e.g., 2.013, 2.750[J],or 2.760 ). No substitutions are
allowed for 2.671.
Mechanical Engineers 2
Consult the MechE Undergraduate Oce, Room 1-110, regarding
2
2.670 Mechanical Engineering Tools 3 substitutions.
2019–2020 MIT Bulletin | 421

MECHANICAL ENGINEERING (COURSE 2)
3
To encourage more substantial research, design, or independent study,
the department permits up to 15 units of 2.THU credit, subject to approval
of the student’s thesis advisor.
4
The department suggests that students select a basic electronics subject
(e.g., 2.678, 6.002, or 22.071) as early as possible in their program.
422 | 2019–2020 MIT Bulletin

NUCLEAR SCIENCE AND ENGINEERING (COURSE 22)
NUCLEAR SCIENCE AND ENGINEERING 6.0001 Introduction to Computer Science

(COURSE 22) & 6.0002 Programming in Python
Department of Nuclear Science and Engineering (p. 233)
12.010 Computational Methods of Scientic
Programming
Bachelor of Science in Nuclear Science and Engineering Required Core Subjects
22.02 Introduction to Applied Nuclear 12
Physics
22.033 Nuclear Systems Design Project 15
the requirements of each major; see details below. 22.04[J] Social Problems of Nuclear Energy 12
(CI-M)
Summary of Subject Requirements Subjects 22.05 Neutron Science and Reactor Physics 12
Science Requirement 6 22.06 Engineering of Nuclear Systems 12
Humanities, Arts, and Social Sciences (HASS) 8 22.061 Fusion Energy 12
Requirement [can be satised by 22.04[J] in the 22.09 Principles of Nuclear Radiation 12
Departmental Program]; at least two of these subjects Measurement and Protection (CI-M)
must be designated as communication-intensive (CI-H) 2
Required Thesis
22.THT Undergraduate Thesis Tutorial 3
22.THU Undergraduate Thesis (CI-M) 9
1.00, 2.086, 6.0001/6.0002, 6.041, 8.03, 18.03, Mathematics Elective
18.05, 18.600, and 22.01, 22.02, or 22.071 in the Select one of the following: 12
Departmental Program] 6.041 Introduction to Probability
Laboratory Requirement (12 units) [can be satised by 1 18.04 Complex Variables with Applications
22.09 in the Departmental Program] 18.05 Introduction to Probability and
Total GIR Subjects Required for SB Degree 17 Statistics
18.075 Methods for Scientists and Engineers
Restricted Elective in NSE 12
22.071 Electronics, Signals, and
Measurement
Departmental Program 22.022 Quantum Theory of Radiation
Choose at least two subjects in the major that are designated Interactions
22.039 Integration of Reactor Design,
Requirement.
Operations, and Safety
Basic Requirements Units 22.051 Systems Analysis of the Nuclear Fuel
Cycle
22.055 Radiation Biophysics
8.03 Physics III 12
1 22.072 Corrosion: The Environmental
Degradation of Materials
22.074 Radiation Damage and Eects in
Nuclear Materials
22.03 Introduction to Nuclear Design 6
22.078 Principles of Nuclear Chemical
Engineering and Waste Management
1.000 Computer Programming for
22.081[J] Introduction to Sustainable Energy
3.14 Physical Metallurgy
Units in Major 189
2019–2020 MIT Bulletin | 423

1
2
Unit totals shown are the minimum requirements.
3
Consult the NSE Academic Oce, Room 24-102, regarding substitutions.
424 | 2019–2020 MIT Bulletin

2019–2020 MIT Bulletin | 425

ANTHROPOLOGY (COURSE 21A)
ANTHROPOLOGY (COURSE 21A) Units in Major That Also Satisfy the GIRs (36-72)
Anthropology Section (p. 243)
Bachelor of Science in Anthropology
1
This chart has been calculated based on an overlap of 36 units (three
General Institute Requirements (GIRs) subjects) between the HASS General Institute Requirement and the
The General Institute Requirements include a Communication departmental requirements. Students who develop a program of study
with more overlap will be able to select more unrestricted electives
to meet the number of total units beyond the GIRs required for an SB
degree.

Requirement [between three and six subjects can
be from the Departmental Program]; at least two of
Requirement.
Requirement

Requirement.

21A.00 Introduction to Anthropology: 12
Comparing Human Cultures
21A.01 How Culture Works 12
21A.155 Food, Culture, and Politics (CI-M) 12
21A.802 Seminar in Ethnography and 12
Fieldwork (CI-M)
A coherent program of eight anthropology subjects, 90-96
which may include a pre-thesis tutorial (21A.THT)
and a thesis (21A.THU). The decision to write a thesis
is made in consultation between the student and
advisor.
1
Select 72-114 units
426 | 2019–2020 MIT Bulletin

COMPARATIVE MEDIA STUDIES (CMS)
COMPARATIVE MEDIA STUDIES (CMS) CMS.633 Digital Humanities: Topics,

Techniques, and Technologies
Comparative Media Studies/Writing Program (p. 245) CMS.634 Designing Interactions

21W.752 Making Documentary: Audio, Video,
and More
Bachelor of Science in Comparative Media Studies
Communication-intensive in the Major
General Institute Requirements (GIRs) CMS.701 Current Debates in Media (CI-M) 12
The General Institute Requirements include a Communication Select one of the following: 12
Requirement that is integrated into both the HASS Requirement and CMS.336[J] Social Justice and The Documentary
the requirements of each major; see details below. Film (CI-M)
CMS.400 Media Systems and Texts (CI-M)
CMS.405 Visual Design (CI-M)
CMS.407 Sound Studies (CI-M)
Requirement [between three and six subjects can CMS.614[J] Network Cultures (CI-M)
be from the Departmental Program]; at least two of CMS.618[J] Interactive Narrative (CI-M)
these subjects must be designated as communication- Restricted Electives
intensive (CI-H) to fulll the Communication Select six restricted electives. Qualied students 72
Requirement. may, with departmental approval, substitute a pre-
Restricted Electives in Science and Technology (REST) 2 thesis tutorial (CMS.THT) and thesis (CMS.THU) for one
Requirement elective.
Laboratory Requirement (12 units) 1 Units in Major 120
1
Total GIR Subjects Required for SB Degree 17 Unrestricted Electives 96-132
courses for eight points. The units for any subject that counts as one of the 17 GIR subjects
Departmental Program 1
Choose at least two subjects in the major that are designated subjects) between the HASS General Institute Requirement and the
as communication-intensive (CI-M) to fulll the Communication departmental requirements. Students who develop a program of study
Requirement. with more overlap will be able to select more unrestricted electives
Required Subjects Units degree.
Introductory
CMS.100 Introduction to Media Studies 12
Media Practice and Production
CMS.301 Introduction to Game Design
Methods
CMS.335[J] Short Attention Span Documentary
Studio
for Learning
CMS.609[J] The Word Made Digital
Arts and Humanities
CMS.628 Advanced Identity Representation
2019–2020 MIT Bulletin | 427

ECONOMICS (COURSE 14-1)
ECONOMICS (COURSE 14-1) 14.07 Financial Markets and the

Macroeconomy
Department of Economics (p. 250) Communication-intensive in the Major

14.05 Intermediate Macroeconomics (CI-M)
14.18 Mathematical Economic Modeling
Bachelor of Science in Economics
(CI-M)
General Institute Requirements (GIRs) 14.33 Research and Communication in
The General Institute Requirements include a Communication Economics: Topics, Methods, and
Requirement that is integrated into both the HASS Requirement and Implementation (CI-M)
the requirements of each major; see details below. Select one of the following: 12
14.04 Intermediate Microeconomic Theory
14.12 Economic Applications of Game
Theory
14.15[J] Networks
Requirement [between one and three subjects can
14.16 Strategy and Information
these subjects must be designated as communication- 14.19 Market Design
intensive (CI-H) to fulll the Communication 14.26[J] Economics of Incentives: Theory and
Requirement. Applications
Restricted Electives in Science and Technology (REST) 2 Restricted Electives
Requirement [one subject can be satised by 14.30 in Select four elective subjects in economics 48
the Departmental Program] Units in Major 147-159
Laboratory Requirement (12 units) [can be satised by 1 Unrestricted Electives
4
57-93
Swimming requirement, plus four physical education cannot also be counted as units required beyond the GIRs.
1
Students with a score of 5 on the Economics AP exam may substitute 14.03
Microeconomic Theory and Public Policy.
Or an approved alternative in statistics (consult department).
May be replaced by an additional elective subject in economics.
Requirement. subjects) between the HASS General Institute Requirement and the
departmental requirements. Students who develop a program of study
Required Subjects Units with more overlap will be able to select more unrestricted electives
1
14.01 Principles of Microeconomics 12 to meet the number of total units beyond the GIRs required for an SB
or 14.03 Microeconomic Theory and Public Policy degree.
14.02 Principles of Macroeconomics 12

14.30 Introduction to Statistical Methods in 12
2
Economics
3
14.THU Thesis 15
Select two to three of the following, including one 24-36
subject from the Macroeconomics list and two subjects
designated as CI-M:
Macroeconomics
14.06 Advanced Macroeconomics
428 | 2019–2020 MIT Bulletin

GLOBAL STUDIES AND LANGUAGES (COURSE 21G)
GLOBAL STUDIES AND LANGUAGES (COURSE 21G.315 A Window onto Contemporary French
21G) Society
21G.320 Introduction to French Literature
21G.321 Childhood and Youth in French and
Global Studies and Languages Section (p. 255)
Francophone Cultures
21G.322[J] Frenchness in an Era of Globalization
Bachelor of Science in Global Studies and Languages
21G.325[J] New Culture of Gender: Queer France
(French Studies)
21G.326 Global Africa: Creative Cultures
General Institute Requirements (GIRs) 21G.328 African Migrations
The General Institute Requirements include a Communication 21G.341 Contemporary French Film and Social
Requirement that is integrated into both the HASS Requirement and Issues
the requirements of each major; see details below. 21G.344[J] French Feminist Literature: Yesterday
and Today
21G.346 Topics in Modern French Literature
and Culture
21G.347 Social and Literary Trends in
Requirement [between three and six subjects may be
Contemporary Short French Fiction
satised by subjects in the Departmental Program];
21G.348 Global Paris
as communication-intensive (CI-H) to fulll the Restricted Electives
Communication Requirement. A coherent program of eight subjects beyond French II, 96
Restricted Electives in Science and Technology (REST) 2 which may include a pre-thesis tutorial (21G.THT) and
Requirement a thesis (21G.THU).
Laboratory Requirement (12 units) 1 Units in Major 138
2
Total GIR Subjects Required for SB Degree 17 Unrestricted Electives 78-114
courses for eight points. The units for any subject that counts as one of the 17 GIR subjects
1
Departmental Program The units for the prerequisite subjects are not included in the calculations
Choose at least two subjects in the major that are designated for this degree chart.
2
as communication-intensive (CI-M) to fulll the Communication This chart has been calculated based on an overlap of 36 units (three
Requirement. subjects) between the HASS General Institute Requirement and the
1
Prerequisite Subjects Units with more overlap will be able to select more unrestricted electives
21G.301 French I
degree.
21G.302 French II
Required Subjects
21G.304 French IV 12
21G.306 French: Communication Intensive I 3
21G.307 French: Communication Intensive II 3
Registration for 21G.306 and 21G.307 must be 24
simultaneous with one of the following:
21G.308 Writing (Like the) French
21G.310 French Conversation: Intensive
Practice
21G.311 Introduction to French Culture
21G.312 Basic Themes in French Literature
and Culture
2019–2020 MIT Bulletin | 429

21G.418 Race and Migration in Europe

General Institute Requirements (GIRs) 21G.420 Visual Histories: German Cinema
The General Institute Requirements include a Communication 1945 to Present
A coherent program of eight subjects beyond German 96
Summary of Subject Requirements Subjects II, which may include a pre-thesis tutorial (21G.THT)
and a thesis (21G.THU).
Units in Major 138
2
Requirement [between three and six subjects may be Unrestricted Electives 78-114
satised by subjects in the Departmental Program]; Units in Major That Also Satisfy the GIRs (36-72)
at least two of these subjects must be designated Total Units Beyond the GIRs Required for SB Degree 180
as communication-intensive (CI-H) to fulll the
Communication Requirement. The units for any subject that counts as one of the 17 GIR subjects
Restricted Electives in Science and Technology (REST) 2 cannot also be counted as units required beyond the GIRs.
Requirement 1
The units for the prerequisite subjects are not included in the calculations
Laboratory Requirement (12 units) 1 for this degree chart.
Total GIR Subjects Required for SB Degree 17 2
subjects) between the HASS General Institute Requirement and the
Physical Education Requirement departmental requirements. Students who develop a program of study
Swimming requirement, plus four physical education with more overlap will be able to select more unrestricted electives to
courses for eight points. meet the number of total units beyond the GIRs required for an SB degree.

Requirement.
1
Prerequisite Subjects Units
21G.401 German I
21G.402 German II
Required Subjects
21G.404 German IV 12
21G.406 German: Communication Intensive I 3
21G.407 German: Communication Intensive II 3
simultaneous with one of the following:
21G.405 Intermediate German: Intensive
Study of Language and Culture
21G.409 Advanced German: Visual Arts,
Media, Creative Expression
21G.410 Advanced German: Communication
for Professionals
21G.412 Advanced German: Literature and
Culture
21G.414 German Culture, Media, and Society
21G.415 Germany and Its European Context
21G.416 20th- and 21st-Century German
Literature
21G.417 Cultural Geographies of Germany:
Nature, Culture, and Politics
430 | 2019–2020 MIT Bulletin

21G.738[J] Literature and Social Conflict:

General Institute Requirements (GIRs) Perspectives on the Hispanic World
The General Institute Requirements include a Communication 21G.739[J] Globalization and its Discontents:
Requirement that is integrated into both the HASS Requirement and Spanish-speaking Nations
21G.740[J] The New Spain: 1977-Present
Summary of Subject Requirements Subjects Restricted Electives
Science Requirement 6 A coherent program of eight subjects beyond Spanish 96
II, which may include a pre-thesis tutorial (21G.THT)
and a thesis (21G.THU).
Requirement [between three and six subjects may be
satised by subjects in the Departmental Program]; Units in Major 138
3
at least two of these subjects must be designated Unrestricted Electives 78-114
as communication-intensive (CI-H) to fulll the Units in Major That Also Satisfy the GIRs (36-72)
Requirement The units for any subject that counts as one of the 17 GIR subjects
Laboratory Requirement (12 units) 1 cannot also be counted as units required beyond the GIRs.
The units for the prerequisite subjects are not included in the calculations
for this degree chart.
Physical Education Requirement 2
21G.700 Intensive Spanish for Advanced Beginner Students and 21G.705
Swimming requirement, plus four physical education Intensive Beginning Spanish for Medicine and Health are each an
courses for eight points. acceptable substitution for the combination of 21G.701 and 21G.702.
3
Departmental Program subjects) between the HASS General Institute Requirement and the
Choose at least two subjects in the major that are designated departmental requirements. Students who develop a program of study
as communication-intensive (CI-M) to fulll the Communication with more overlap will be able to select more unrestricted electives to
Requirement. meet the number of total units beyond the GIRs required for an SB degree.
1, 2
Prerequisite Subjects Units
21G.701 Spanish I
21G.702 Spanish II
Required Subjects
21G.704 Spanish IV 12
21G.708 Spanish: Communication Intensive I 3
21G.709 Spanish: Communication Intensive II 3
simultaneous with one of the following range of
subjects:
21G.716[J] Introduction to Contemporary
21G.717[J] Introduction to Hispanic Culture
21G.731[J] Creation of a Continent:
Representations of Hispanic America,
Literature and Film
21G.736 The Short Form: Literature and New
Media Cultures in the Hispanic World
2019–2020 MIT Bulletin | 431

HISTORY (COURSE 21H)
HISTORY (COURSE 21H) The units for any subject that counts as one of the 17 GIR subjects
1
History Section (p. 260) Select from among 21H subjects for which the rst digit aer the decimal
point is 3. See the History website (http://history.mit.edu/subjects) for
additional information.
Bachelor of Science in History 2
The seven 21H subjects must be drawn from two geographical areas and
include one pre-modern subject (before 1700) and one modern subject.

Requirement [between three and six subjects can be
satised by subjects in the Departmental Program];
Requirement

Requirement.

1
Select one 21H seminar subject (excluding 21H.390) 9-12
21H.390 Theories and Methods in the Study of 12
History (CI-M)
21H.THT History Pre-Thesis Tutorial 12
21H.THU History Thesis (CI-M) 12
Select a coherent program, in consultation with a 102-120
major advisor, of seven subjects from the history
curriculum and three related subjects from a second
2
HASS discipline
432 | 2019–2020 MIT Bulletin

HUMANITIES (COURSE 21)

Department of Humanities (p. 341)
Requirement.
Bachelor of Science in Humanities
1
All options in this major are by special arrangement, requiring
21.THT Humanities Pre-Thesis Tutorial 6
approval by the Dean of the School of Humanities, Arts, and Social
21.THU Undergraduate Thesis in Humanities 12
Sciences (SHASS). The approval process requires students to
designate two communication-intensive (CI-M) subjects in their Restricted Electives
proposed program of study at the time they submit their proposal The restricted electives for each option are determined
for review. The proposed CI-M subjects will be reviewed by the in consultation with the faculty advisor in the chosen
SHASS Academic Administrator and the Subcommittee on the eld.
Communication Requirement (SOCR) before the program proposal 2
American Studies 108-144
is submitted to the Dean of SHASS. In most cases, CI-M subjects are A minimum of nine subjects (108 units) beyond the
selected from among advanced subjects serving as CI-M subjects pre-thesis and thesis. Remaining subjects selected
for related programs. For example, a student proposing a program from at least two of the three disciplinary areas.
in American Studies may want to include a subject that serves as a 3
Ancient and Medieval Studies 108-144
CI-M subject in the history major (Course 21H). Up to six subjects (72
A minimum of nine subjects (108 units) beyond
units) may be used for both the major and the GIRs, but the units
the pre-thesis and thesis, including one language
from those subjects may not count toward the 180 units required
subject in Area I (or equivalent prociency); the
beyond the GIRs. In addition, no more than one subject that counts
eight remaining subjects must be selected from
toward the distribution component of the HASS Requirement may
at least two of the three other disciplinary areas
also be counted toward the requirements of any program for this
(Areas II-IV), with at least one subject in both
major. At least eight of the subjects required for the chosen program
Ancient and Medieval periods.
cannot also count toward another major or a minor.
4
Asian and Asian Diaspora Studies 108-144
General Institute Requirements (GIRs) A minimum of nine subjects (108 units) beyond
The General Institute Requirements include a Communication the pre-thesis and thesis, including two language
Requirement that is integrated into both the HASS Requirement and subjects in Area I (or equivalent prociency), and
the requirements of each major; see details below. seven other subjects selected from at least two of
the three disciplinary areas (Areas II-IV).
Latin American and Latino/a Studies 108-144
Humanities, Arts, and Social Sciences (HASS) 8 Studies
A minimum of eight subjects (96 units) beyond
from the Departmental Program. Only one subject
the introductory course, pre-thesis, and thesis.
being used to meet the distribution component of
Remaining subjects include two language subjects
the HASS Requirement may be counted toward the
in Area I (or equivalent prociency), and six
degree program.]; at least two of these subjects must
subjects selected from at least two of the three
be designated as communication-intensive (CI-H) to
disciplinary areas (Areas II-IV).
fulll the Communication Requirement. 6
Russian and Eurasian Studies 108-144
A minimum of nine subjects (108 units) beyond the
Requirement
pre-thesis and thesis, two of which must satisfy
the language requirement, and at least six of which
Total GIR Subjects Required for SB Degree 17 must be MIT subjects or subjects taken at Harvard
7
or Wellesley under cross-registration.
Women's and Gender Studies 108-144
WGS.101 Introduction to Women's and Gender
Studies
WGS.301[J] Feminist Thought
2019–2020 MIT Bulletin | 433

A minimum of seven subjects (84 units) beyond

the introductory course, advanced feminist theory
course, pre-thesis, and thesis. In consultation
with the director, the pre-thesis and thesis may be
replaced by two additional WGS courses.
9
1
With the consent of the faculty advisor in the chosen eld, a student may
substitute two subjects for the pre-thesis and thesis requirement.
2
See the Interdisciplinary Programs section for more detailed information
about American Studies (p. 341).
3
about Ancient and Medieval Studies (p. 343).
4
See the Interdisciplinary programs section for more detailed information
about Asian and Asian Diaspora Studies (p. 344).
5
about Latin American and Latino/a Studies (p. 346).
6
about Russian and Eurasian Studies (p. 347).
7
Students majoring in Russian and Eurasian Studies may substitute two
subjects for the pre-thesis tutorial and thesis.
8
about Women's and Gender Studies (p. 348).
9
with more overlap will be able to select more unrestricted electives
degree.
434 | 2019–2020 MIT Bulletin

HUMANITIES AND ENGINEERING (COURSE 21E)
HUMANITIES AND ENGINEERING (COURSE

21E) Choose at least two subjects in the major that are designated
Department of Humanities (p. 262) Requirement.
Restricted Electives Units

Bachelor of Science in Humanities and Engineering
For the humanities component, choose one of the 81-114
As a matter of general Course 21 policy, subjects used to meet the following (further details may be obtained from the
General Institute Science Requirement, the REST Requirement, and descriptions of programs in specic elds and the
the Laboratory Requirement may not be included in the six-subject relevant eld oce):
Engineering component of 21E degrees. Up to six subjects (72 units) 1
American Studies
may be used for both the major and the GIRs, but the units from 1
Ancient and Medieval Studies
those subjects may not count toward the 180 units required beyond
the GIRs. In addition, no more than one subject that counts toward Anthropology
1
the distribution component of the HASS Requirement may also be Asian and Asian Diaspora Studies
counted toward this major. At least eight of the subjects required Comparative Media Studies
for the chosen program cannot also count toward another major or a Global Studies and Languages (in French, German,
minor. or Spanish)
Students must designate two CI-M subjects by petitioning the History

1
Subcommittee on the Communication Requirement. Normally, Latin American and Latino/a Studies
students are expected to complete one CI-M from each area of study, Literature
usually chosen from the subjects designated as CI-M for each major. Music
1
Russian and Eurasian Studies
Science, Technology, and Society (STS)
Requirement that is integrated into both the HASS Requirement and Theater Arts
1
the requirements of each major; see details below. Women's and Gender Studies
Writing
For the engineering component, select six elective 54-72
Science Requirement 6 subjects restricted to one of the engineering curricula
Humanities, Arts, and Social Sciences (HASS) 8 and approved by a faculty member in the eld.
Requirement [up to six subjects can be from the Units in Major 135-186
Departmental Program. Only one subject being used 2
to meet the distribution component of the HASS
Requirement may be counted toward the degree
program.]; at least two of these subjects must be Total Units Beyond the GIRs Required for SB Degree 180
the Communication Requirement. The units for any subject that counts as one of the 17 GIR subjects
Requirement 1
American Studies, Ancient and Medieval Studies, Asian and Asian
Laboratory Requirement (12 units) 1 Diaspora Studies, Latin American and Latino/a Studies, Russian and
Eurasian Studies and Women’s and Gender Studies are also available
as options within the Course 21 degree program (p. 433), by special
arrangement with the Dean of the School of Humanities, Arts, and Social
Sciences.
with more overlap will be able to select more unrestricted electives to
meet the number of total units beyond the GIRs required for an SB degree.
2019–2020 MIT Bulletin | 435


Restricted Electives: Humanities Component (by area of study) for Learning
American Studies
Select seven elective subjects, including two in history 63-84 Arts and Humanities
and two in literature
1
21.THT Humanities Pre-Thesis Tutorial 6 Techniques, and Technologies
21.THU Undergraduate Thesis in Humanities 12 CMS.634 Designing Interactions
Total Units 81-102 21W.752 Making Documentary: Audio, Video,
1 and More
With the consent of the faculty advisor, a student may substitute two 1
subjects for 21.THT and 21.THU.
Select ve CMS electives 45-60
Total Units 81-96
Ancient and Medieval Studies 1
A pre-thesis tutorial (CMS.THT) and thesis (CMS.THU), totaling 18 units of
Select seven elective subjects that follow the general 63-84
1 credit, may be substituted for one CMS elective.
structure of the Minor
Global Studies and Languages (in French, German, or Spanish)
21.THU Undergraduate Thesis in Humanities 12 Select nine elective subjects, which may include a 81-108
Total Units 81-102 pre-thesis tutorial and thesis (21G.THT and 21G.THU),
subject to faculty approval
1
See the minor in Ancient and Medieval Studies (p. 352) for a list of
Total Units 81-108
available subjects and a description of the structure of the program.
Anthropology History
1
Select ve elective subjects 54-60
2
Comparing Human Cultures Select one 21H seminar subject (excluding 21H.390) 9-12
or 21A.01 How Culture Works 21H.390 Theories and Methods in the Study of 12
1 History
Select eight elective subjects 90-96
Total Units 102-108
21H.THU History Thesis 12
1
An honors thesis may be done at the invitation and approval of faculty. Total Units 99-108
1
Asian and Asian Diaspora Studies The ve 21H subjects must include one pre-modern subject (before 1700).
2
Select seven elective subjects that follow the general 63-84 Select from among 21H subjects for which the rst digit aer the decimal
1 point is 3. See the History website (http://history.mit.edu/subjects) for
additional information.
Latin American and Latino/a Studies
Total Units 81-102 17.55[J] Introduction to Latin American 12
1 Studies
See the minor in Asian and Asian Diaspora Studies (p. 354) for a list of
available subjects and a description of the structure of the program. Select six elective subjects, including study in at least 54-72
two disciplines and subjects in either Spanish or
Comparative Media Studies Portuguese
CMS.100 Introduction to Media Studies 12 21.THT Humanities Pre-Thesis Tutorial 6
CMS.701 Current Debates in Media 12 21.THU Undergraduate Thesis in Humanities 12
Select one of the following Practice and Production 12 Total Units 84-102
subjects:
Studio
436 | 2019–2020 MIT Bulletin

Literature Theater Arts

Select eight elective subjects, including two seminars 96 Select seven elective subjects. Qualied students 66-84
and subjects in three historical periods or thematic may, with departmental approval, substitute a thesis
complexes (21M.ThU) for one of these 12-unit electives.
Total Units 96 21M.710 Script Analysis 12
Music 21M.803 Performance and Design Workshop
21M.301 Harmony and Counterpoint I 12 21M.806 Applied Performance and Design
Select two terms of performance subjects (6 units 12 Production
each) 21M.809 Performance and Design Intensive
Select one of the following: 12 21M.851 Independent Study in Performance
21M.220 Medieval and Renaissance Music and Design
21M.235 Baroque and Classical Music Total Units 90-108
21M.260 Music since 1900
Select one of the following: 12 Women's and Gender Studies
21M.291 Music of India WGS.101 Introduction to Women's and Gender 12
21M.292 Music of Indonesia Studies
21M.293 Music of Africa WGS.301[J] Feminist Thought 12
21M.294 Popular Musics of the World Select ve elective subjects 60

1
21M.299 Studies in World Music 21.THT Humanities Pre-Thesis Tutorial 6
Restricted Electives 21.THU Undergraduate Thesis in Humanities 12
A coherent program of four subjects from the music 48 Total Units 102
curriculum chosen in consultation with faculty 1
With the permission of the director of the program, students may
advisor(s)
substitute two 12-unit subjects for 21.THT and 21.THU.
Total Units 96
Writing
Russian and Eurasian Studies Select seven subjects in Writing
1
84
Select seven elective subjects, two of which must 63-84 21W.THT Writing Pre-Thesis Tutorial 6
satisfy the language requirement
21W.THU Writing Program Thesis 12
Total Units 102
1
Total Units 81-102 One of these subjects is normally at the introductory level; one may be
selected from a related eld.
1
Select seven elective subjects 63-84
STS.004 Intersections: Science, Technology, 12
and the World
STS.THT Undergraduate Thesis Tutorial 6
STS.THU Undergraduate Thesis 12
Total Units 93-114
1
Must include at least one Tier I subject (http://sts-program.mit.edu/
academics/undergraduate/tier-i-subjects) in addition to STS.004 and one
Tier II subject (http://sts-program.mit.edu/academics/undergraduate/
tier-ii-subjects).
2019–2020 MIT Bulletin | 437

HUMANITIES AND SCIENCE (COURSE 21S)
HUMANITIES AND SCIENCE (COURSE 21S) Restricted Electives Units

For the humanities component, one of the following 81-114
Department of Humanities (p. 262) (further details may be obtained from the descriptions
of programs in specic elds and the relevant eld
oce):
Bachelor of Science in Humanities and Science 1
American Studies
As a matter of general Course 21 policy, subjects used to meet the 1
Ancient and Medieval Studies
General Institute Science Requirement, the REST Requirement, and Anthropology
the Laboratory Requirement may not be included in the six-subject 1
Asian and Asian Diaspora Studies
Science component of 21S degrees. Up to six subjects (72 units)
Comparative Media Studies
may be used for both the major and the GIRs, but the units from
those subjects may not count toward the 180 units required beyond Global Studies and Languages (in French, German,
the GIRs. In addition, no more than one subject that counts toward or Spanish)
the distribution component of the HASS Requirement may also be History
counted toward this major. At least eight of the subjects required 1
for the chosen program cannot also count toward another major or a Literature
minor.
Music
1
Students must designate two CI-M subjects by petitioning Russian and Eurasian Studies
the Subcommittee on the Communication Requirement. Normally, Science, Technology, and Society (STS)
students are expected to complete one CI-M from each area of study, Theater Arts
usually chosen from the subjects designated as CI-M for each major. 1
Women's and Gender Studies
Writing
The General Institute Requirements include a Communication For the science component, select six elective subjects 54-72
Requirement that is integrated into both the HASS Requirement and restricted to one of the science curricula and approved
the requirements of each major; see details below. by a faculty member in the eld.
from the Departmental Program. Only one subject The units for any subject that counts as one of the 17 GIR subjects
being used to meet the distribution component of cannot also be counted as units required beyond the GIRs.
the HASS Requirement may be counted toward the
1
degree program.]; at least two of these subjects must American Studies, Ancient and Medieval Studies, Asian and Asian
be designated as communication-intensive (CI-H) to Diaspora Studies, Latin American and Latino/a Studies, Russian and
fulll the Communication Requirement. Eurasian Studies and Women’s and Gender Studies are also available
as options within the Course 21 degree program (p. 433), by special
arrangement with the Dean of the School of Humanities, Arts, and Social
Requirement Sciences.
Laboratory Requirement (12 units) 1 2
Total GIR Subjects Required for SB Degree 17 subjects) between the HASS General Institute Requirement and the
Physical Education Requirement with more overlap will be able to select more unrestricted electives to
Swimming requirement, plus four physical education meet the number of total units beyond the GIRs required for an SB degree.

Requirement.
438 | 2019–2020 MIT Bulletin


Restricted Electives: Humanities Component (by area of study) for Learning
American Studies
Select seven elective subjects, including two in history 63-84 Arts and Humanities
and two in literature
1
21.THT Humanities Pre-Thesis Tutorial 6 Techniques, and Technologies
21.THU Undergraduate Thesis in Humanities 12 CMS.634 Designing Interactions
Total Units 81-102 21W.752 Making Documentary: Audio, Video,
1 and More
With the consent of the faculty advisor, a student may substitute two 1
subjects for 21.THT and 21.THU.
Select ve CMS electives 45-60
Total Units 81-96
Ancient and Medieval Studies 1
A pre-thesis tutorial (CMS.THT) and thesis (CMS.THU), totaling 18 units of
Select seven elective subjects that follow the general 63-84
1 credit, may be substituted for one CMS elective.
Global Studies and Languages (in French, German, or Spanish)
21.THU Undergraduate Thesis in Humanities 12 Select nine elective subjects, which may include a pre- 81-108
Total Units 81-102 thesis tutorial (21G.THT) and thesis (21G.THU), subject
to faculty approval
1
See the minor in Ancient and Medieval Studies (p. 352) for a list of
Total Units 81-108
available subjects and a description of the structure of the program.
Anthropology History
1
Select ve elective subjects 54-60
2
Comparing Human Cultures Select one 21H seminar subject (excluding 21H.390) 9-12
or 21A.01 How Culture Works 21H.390 Theories and Methods in the Study of 12
1 History
Select eight elective subjects 90-96
Total Units 102-108
21H.THU History Thesis 12
1
An honors thesis may be done at the invitation and approval of the Total Units 99-108
faculty.
1
The ve 21H subjects must include one pre-modern subject (before 1700).
2
Asian and Asian Diaspora Studies Select from among 21H subjects for which the rst digit aer the decimal
Select seven elective subjects that follow the general 63-84 point is 3. See the History website (http://history.mit.edu/subjects) for
1 additional information.
17.55[J] Introduction to Latin American 12
Total Units 81-102 Studies
1
See the minor in Asian and Asian Diaspora Studies (p. 354) for a list of Select six elective subjects, including study in at least 54-72
available subjects and a description of the structure of the program. two disciplines and subjects in Spanish or Portuguese
Comparative Media Studies 21.THU Undergraduate Thesis in Humanities 12
CMS.100 Introduction to Media Studies 12 Total Units 84-102
CMS.701 Current Debates in Media 12
Select one of the following Practice and Production 12
subjects:
Studio
2019–2020 MIT Bulletin | 439

Literature Theater Arts

Select eight elective subjects, including two seminars 96 Select seven elective subjects. Qualied students 66-84
and subjects in three historical periods or thematic may, with departmental approval, substitute a thesis
complexes (21M.ThU) for one these 12-unit electives.
Total Units 96 21M.710 Script Analysis 12
Music 21M.803 Performance and Design Workshop
21M.301 Harmony and Counterpoint I 12 21M.806 Applied Performance and Design
Select two terms of Performance subjects (6 units 12 Production
each) 21M.809 Performance and Design Intensive
Select one of the following: 12 21M.851 Independent Study in Performance
21M.220 Medieval and Renaissance Music and Design
21M.235 Baroque and Classical Music Total Units 90-108
21M.260 Music since 1900
Select one of the following: 12 Women's and Gender Studies
21M.291 Music of India WGS.101 Introduction to Women's and Gender 12
21M.292 Music of Indonesia Studies
21M.293 Music of Africa WGS.301[J] Feminist Thought 12
21M.294 Popular Musics of the World Select ve elective subjects 60

1
21M.299 Studies in World Music 21.THT Humanities Pre-Thesis Tutorial 6
Restricted Electives 21.THU Undergraduate Thesis in Humanities 12
A coherent program of four subjects from the music 48 Total Units 102
curriculum chosen in consultation with faculty 1
With the permission of the director of the program, students may
advisor(s)
substitute two 12-unit subjects for 21.THT and 21.THU.
Total Units 96
Writing
Russian and Eurasian Studies Select seven subjects in Writing
1
84
Select seven elective subjects, two of which must 63-84 21W.THT Writing Pre-Thesis Tutorial 6
satisfy the language requirement
21W.THU Writing Program Thesis 12
Total Units 102
1
Total Units 81-102 One of these subjects is normally at the introductory level; one may be
selected from a related eld.
1
Select seven elective subjects 63-84
and the World
STS.THT Undergraduate Thesis Tutorial 6
STS.THU Undergraduate Thesis 12
Total Units 93-114
1
Must include at least one Tier I subject (http://sts-program.mit.edu/
academics/undergraduate/tier-i-subjects) in addition to STS.004 and one
Tier II subject (http://sts-program.mit.edu/academics/undergraduate/
tier-ii-subjects).
440 | 2019–2020 MIT Bulletin

LINGUISTICS AND PHILOSOPHY (COURSE 24-2)
LINGUISTICS AND PHILOSOPHY (COURSE 24.910 Advanced Topics in Linguistic

24-2) Analysis (CI-M)
24.914 Language Variation and Change (CI-
M)
Department of Linguistics and Philosophy (p. 263)
Select one of the following four Philosophy subjects: 12
24.08[J] Philosophical Issues in Brain Science
Bachelor of Science in Linguistics and Philosophy
24.09 Minds and Machines
(Linguistics Track)
24.241 Logic I
General Institute Requirements (GIRs) 24.251 Introduction to Philosophy of
The General Institute Requirements include a Communication Language (CI-M)
Requirement that is integrated into both the HASS Requirement and Select one of the following four Experimental Results 12
the requirements of each major; see details below. subjects:
24.904 Language Acquisition
24.906[J] The Linguistic Study of Bilingualism
24.915 Linguistic Phonetics
Requirement [between three and ve subjects can
be from the Departmental Program]; at least two of Restricted Electives
these subjects must be designated as communication- A coherent program of three additional subjects from 36
intensive (CI-H) to fulll the Communication linguistics, philosophy, or a related area
Requirement. Units in Major 132
Requirement Units in Major That Also Satisfy the GIRs (36-72)
by either 24.905[J] or 24.909 in the Departmental
Program] The units for any subject that counts as one of the 17 GIR subjects
Total GIR Subjects Required for SB Degree 17 cannot also be counted as units required beyond the GIRs.
1
Physical Education Requirement Students who do not use 24.905[J] or 24.909 to satisfy the Laboratory
Requirement may count a sixth subject from within the Departmental
Program toward the HASS Requirement.
courses for eight points. 2
Requirement.

24.900 Introduction to Linguistics 12
or 24.9000 How Language Works
24.901 Language and Its Structure I: 12
Phonology
24.902 Language and Its Structure II: Syntax 12
24.918 Workshop in Linguistic Research (CI- 12
M)
Select one of the following three Linguistic Analysis 12
subjects:
1
24.909 Field Methods in Linguistics (CI-M)
2019–2020 MIT Bulletin | 441

LINGUISTICS AND PHILOSOPHY (COURSE 24-2)
24.211 Theory of Knowledge

Bachelor of Science in Linguistics and Philosophy 24.212 Philosophy of Perception
(Philosophy Track) 24.215 Topics in the Philosophy of Science
24.221 Metaphysics
24.253 Philosophy of Mathematics
24.280 Foundations of Probability
the requirements of each major; see details below. Select one of the following: 12
24.903 Language and Its Structure III:
Summary of Subject Requirements Subjects Semantics and Pragmatics
Science Requirement 6 24.904 Language Acquisition
Requirement [between three and ve subjects can Restricted Electives
A coherent program of four additional subjects, 48
at least two of which must be in Linguistics and
Philosophy, approved by the major advisor.
Requirement.
Units in Major 132
Requirement
24.905[J] in the Departmental Program] Total Units Beyond the GIRs Required for SB Degree 180
Physical Education Requirement cannot also be counted as units required beyond the GIRs.

24.9000 How Language Works is also an acceptable option.
courses for eight points. 2
Students may select a logic subject from another department (e.g.,
Mathematics) with the approval of their major advisor.
Students who do not use 24.905[J] to satisfy the Laboratory Requirement
Choose at least two subjects in the major that are designated may count a sixth subject from within the Departmental Program toward
as communication-intensive (CI-M) to fulll the Communication the HASS Requirement.
4
Requirement. This chart has been calculated based on an overlap of 36 units (three
Required Subjects Units departmental requirements. Students who develop a program of study
1
24.900 Introduction to Linguistics 12 with more overlap will be able to select more unrestricted electives to
24.251 Introduction to Philosophy of 12
Language (CI-M)
24.260 Topics in Philosophy (CI-M) 12
2
Select one of the following Logic subjects: 12
24.118 Paradox and Innity
24.241 Logic I
24.242 Logic II
24.243 Classical Set Theory
24.244 Modal Logic
24.245 Theory of Models
Select two of the following Knowledge and Reality 24
subjects:
24.05 Philosophy of Religion
24.08[J] Philosophical Issues in Brain Science
24.111 Philosophy of Quantum Mechanics
442 | 2019–2020 MIT Bulletin

LITERATURE (COURSE 21L)
LITERATURE (COURSE 21L) Unrestricted Electives

3
96-102
Literature Section (p. 267) Total Units Beyond the GIRs Required for SB Degree 180
Bachelor of Science in Literature cannot also be counted as units required beyond the GIRs.
1
General Institute Requirements (GIRs) Four of the 10 subjects from the required subjects and restricted
The General Institute Requirements include a Communication electives must be chosen, in consultation with a faculty advisor, either
Requirement that is integrated into both the HASS Requirement and from four of ve historical periods (ancient and medieval; Renaissance
the requirements of each major; see details below. and Restoration; 18th century and Enlightenment; 19th century and
Romanticism; 20th century and contemporary culture) or from four of ve
Summary of Subject Requirements Subjects thematic complexes (historical period; genre or mode; author study; lm,
media, and popular culture; gender and ethnic studies).
Science Requirement 6 2
A maximum of three subjects may be selected from among introductory
subjects (http://lit.mit.edu/curriculum/introductory-subjects), as
described on the Literature website.
be from the Departmental Program]; at least two of 3
intensive (CI-H) to fulll the Communication departmental requirements. Students who develop a program of study
Requirement. with more overlap will be able to select more unrestricted electives
Restricted Electives in Science and Technology (REST) 2 to meet the number of total units beyond the GIRs required for an SB
Requirement degree.


Requirement.

1
Select three of the following seminars 36
21L.701 Literary Methods (CI-M)
21L.702 Studies in Fiction (CI-M)
21L.703 Studies in Drama (CI-M)
21L.704 Studies in Poetry (CI-M)
21L.705 Major Authors (CI-M)
21L.706 Studies in Film (CI-M)
21L.707 Problems in Cultural Interpretation
(CI-M)
21L.709 Studies in Literary History (CI-M)
21L.715 Media in Cultural Context (CI-M)
Select seven additional subjects to form a coherent 78-84
1,2
program
2019–2020 MIT Bulletin | 443

MATHEMATICAL ECONOMICS (COURSE 14-2)
MATHEMATICAL ECONOMICS (COURSE 14-2) Select one of the following: 12

Economics Department (p. 250) 14.18 Mathematical Economic Modeling
(CI-M)
14.33 Research and Communication in
Bachelor of Science in Mathematical Economics
Economics: Topics, Methods, and
General Institute Requirements (GIRs) Implementation (CI-M)
The General Institute Requirements include a Communication Select one of the following: 12
Requirement that is integrated into both the HASS Requirement and 18.104 Seminar in Analysis (CI-M)
the requirements of each major; see details below. 18.504 Seminar in Logic (CI-M)
18.784 Seminar in Number Theory (CI-M)
Select three additional subjects in mathematics 36
and economics, with at least one subject in each
Requirement [between one and three subjects can
discipline.
these subjects must be designated as communication- Units in Major 144
intensive (CI-H) to fulll the Communication Unrestricted Electives 84-96
Restricted Electives in Science and Technology (REST) 2 Total Units Beyond the GIRs Required for SB Degree 180
Requirement [can be satised by 14.30, and 18.03 or
18.06 in the Departmental Program] The units for any subject that counts as one of the 17 GIR subjects
Laboratory Requirement (12 units) [is satised by 1 cannot also be counted as units required beyond the GIRs.
14.32 in the Departmental Program] 1
Alternative versions of this subject, 18.100B, 18.100P, and 18.100Q, also
Total GIR Subjects Required for SB Degree 17 satisfy this requirement.
2
Requirement.

14.02 Principles of Macroeconomics 12
14.30 Introduction to Statistical Methods in 12
Economics
1
18.100A Real Analysis 12
or 18.06 Linear Algebra
2
Theory
14.15[J] Networks
14.19 Market Design
444 | 2019–2020 MIT Bulletin

MUSIC (COURSE 21M-1)
MUSIC (COURSE 21M-1) Restricted Electives

In consultation with the advisor, select 60 units from 60
1
Music and Theater Arts Section (p. 271) the music curriculum (21M.000 - 21M.599).
Units in Major 120
2
Bachelor of Science in Music
General Institute Requirements (GIRs) Total Units Beyond the GIRs Required for SB Degree 180
Requirement that is integrated into both the HASS Requirement and The units for any subject that counts as one of the 17 GIR subjects
the requirements of each major; see details below. cannot also be counted as units required beyond the GIRs.
1
Summary of Subject Requirements Subjects A maximum of 24 restricted elective units may be comprised of
introductory subjects (21M.0xx). A maximum of 24 restricted elective
units may be comprised of Performance subjects (6 units each), with the
Humanities, Arts, and Social Sciences (HASS) 8 exception of 21M.480 which may be repeated without limitation.
Requirement [between three and six subjects can 2
be from the Departmental Program]; at least two of subjects) between the HASS General Institute Requirement and the
these subjects must be designated as communication- departmental requirements. Students who develop a program of study
intensive (CI-H) to fulll the Communication with more overlap will be able to select more unrestricted electives to
Requirement. meet the number of total units beyond the GIRs required for an SB degree.
Requirement Performance Subjects
Laboratory Requirement (12 units) 1 21M.401 MIT Concert Choir 6
Total GIR Subjects Required for SB Degree 17 21M.405 MIT Chamber Chorus 6
21M.410 Vocal Repertoire and Performance 6
Physical Education Requirement 21M.421 MIT Symphony 6
Swimming requirement, plus four physical education 21M.423 Conducting and Score-Reading 6
21M.426 MIT Wind Ensemble 6
21M.442 MIT Festival Jazz Ensemble 6
Departmental Program 21M.445 Chamber Music Society 6
Choose at least two subjects in the major that are designated 21M.450 MIT Balinese Gamelan 6
as communication-intensive (CI-M) to fulll the Communication 21M.451 Studio Accompanying for Pianists 3-6
Requirement.
21M.460 MIT Senegalese Drum Ensemble 6
Required Subjects Units 21M.470 MIT Laptop Ensemble 6
21M.301 Harmony and Counterpoint I 12 21M.480 Advanced Music Performance 6
21M.500 Advanced Seminar in Music (CI-M) 12 21M.490 Emerson Scholar Solo Recital 6
21M.220 Medieval and Renaissance Music (CI-
M)
21M.235 Baroque and Classical Music (CI-M)
21M.260 Music since 1900 (CI-M)
21M.291 Music of India
21M.292 Music of Indonesia
21M.293 Music of Africa
21M.294 Popular Musics of the World
21M.299 Studies in World Music
Select two terms of Performance subjects (6 units 12
each); see list below.
2019–2020 MIT Bulletin | 445

PHILOSOPHY (COURSE 24-1)
PHILOSOPHY (COURSE 24-1) 24.221 Metaphysics (CI-M)

24.251 Introduction to Philosophy of
Department of Linguistics and Philosophy (p. 263) Language (CI-M)
24.253 Philosophy of Mathematics
24.280 Foundations of Probability
Bachelor of Science in Philosophy
Select one of the following Value subjects: 12
General Institute Requirements (GIRs) 24.013 Philosophy and the Arts
The General Institute Requirements include a Communication 24.02 Moral Problems and the Good Life
Requirement that is integrated into both the HASS Requirement and 24.03 Good Food: The Ethics and Politics of
the requirements of each major; see details below. Food
Summary of Subject Requirements Subjects 24.04[J] Justice
Science Requirement 6 24.06[J] Bioethics
Humanities, Arts, and Social Sciences (HASS) 8 24.07 The Ethics of Climate Change
Requirement [between three and six subjects can 24.120 Moral Psychology (CI-M)
be from the Departmental Program]; at least two of 24.140[J] Literature and Philosophy
these subjects must be designated as communication- 24.222 Decisions, Games and Rational
intensive (CI-H) to fulll the Communication Choice
Requirement.
24.230 Meta-ethics
24.231 Ethics (CI-M)
Requirement
24.235[J] Philosophy of Law (CI-M)
24.236 Topics in Social Theory and Practice
24.237[J] Feminist Thought
4
Physical Education Requirement Select one of the following Logic subjects: 12
Swimming requirement, plus four physical education 24.118 Paradox and Innity
courses for eight points. 24.241 Logic I
24.242 Logic II
24.243 Classical Set Theory
Choose at least two subjects in the major that are designated 24.244 Modal Logic
as communication-intensive (CI-M) to fulll the Communication 24.245 Theory of Models
Requirement. 24.260 Topics in Philosophy (CI-M) 12
1 Restricted Electives
Select a coherent program of ve additional subjects, 60
Select one introductory philosophy subject (number 12
2 two of which must be in philosophy, with approval of
range 24.00-24.09)
the major advisor.
Select one of the following History of Philosophy 12
3 Units in Major 132
subjects: 5
24.01 Classics of Western Philosophy
24.201 Topics in the History of Philosophy
(CI-M) Total Units Beyond the GIRs Required for SB Degree 180
Select one of the following Knowledge and Reality 12
subjects:
24.05 Philosophy of Religion
1
24.08[J] Philosophical Issues in Brain Science No more than four of the total number of philosophy subjects for the
major may be introductory philosophy subjects. At least three of the total
number of philosophy courses must be at the 200 level or above.
24.111 Philosophy of Quantum Mechanics 2
The introductory subject cannot also be used as a departmental
24.211 Theory of Knowledge distribution subject. Students may substitute an appropriate philosophy
24.212 Philosophy of Perception concourse subject.
24.215 Topics in the Philosophy of Science
446 | 2019–2020 MIT Bulletin

PHILOSOPHY (COURSE 24-1)
3
Students may substitute another subject with a history of philosophy
orientation, with the approval of the major advisor in consultation with
the instructor.
4
Students may select a logic subject from another department (e.g.,
Mathematics) with the approval of their major advisor.
5
2019–2020 MIT Bulletin | 447

POLITICAL SCIENCE (COURSE 17)
POLITICAL SCIENCE (COURSE 17) Units in Major That Also Satisfy the GIRs (36-72)
Department of Political Science (p. 276)
Bachelor of Science in Political Science
1
Students typically enroll in subjects as follows: 17.801, fall term, junior
General Institute Requirements (GIRs) year; 17.803, spring term, junior year; 17.THT, fall term, senior year;
The General Institute Requirements include a Communication 17.THU, spring term, senior year.
2
Requirement that is integrated into both the HASS Requirement and 17.THT and 17.THU may be replaced by two additional elective subjects in
the requirements of each major; see details below. Political Science.
3
Summary of Subject Requirements Subjects subjects) between the HASS General Institute Requirement and the
Science Requirement 6 departmental requirements. Students who develop a program of study
Requirement [between two and ve subjects can
inform the Departmental Program]; at least two of
Political Philosophy/Social Theory
Requirement.
Select one subject in political philosophy/social theory 12
from the following:
Requirement
17.007[J] Feminist Thought
17.01[J] Justice
17.021[J] Philosophy of Law
17.03 Introduction to Political Thought
Physical Education Requirement 17.035[J] Libertarianism in History
Swimming requirement, plus four physical education 17.04[J] Modern Conceptions of Freedom
courses for eight points. 17.05[J] Humane Warfare: Ancient and
Medieval Perspectives on Ethics in
War
17.051 Ethics of Energy Policy
Requirement. American Politics
Select one subject in American politics from the 12
1
Required Subjects Units following:
17.801 Political Science Scope and Methods 12 17.20 Introduction to the American Political
(CI-M) Process
17.803 Political Science Laboratory (CI-M) 15 17.245 Constitutional Law: Structures of
17.THT Thesis Research Design Seminar 24 Power and Individual Rights
& 17.THU and Undergraduate Political Science 17.251 Congress and the American Political
2
Thesis System I
Restricted Electives 17.261 Congress and the American Political
Select seven subjects, including one subject from 81-84 System II
the each of the four groups listed below and three 17.263 Electoral Politics, Public Opinion,
additional political science subjects representing a and Democracy
coherent plan of study. Specic subjects satisfying 17.265 Public Opinion and American
these criteria should be chosen in consultation with a Democracy
faculty advisor. 17.267 Democracy in America
Units in Major 132-135 17.269 Race, Ethnicity, and American Politics
3
448 | 2019–2020 MIT Bulletin

POLITICAL SCIENCE (COURSE 17)
17.275 Public Opinion Research Design and 17.445 International Relations Theory in the
Training Seminar Cyber Age
17.28[J] The War at Home: American Politics 17.447 Cybersecurity
and Society in Wartime 17.473 The Politics of Nuclear Proliferation
17.483 US Military Power
Public Policy
Option 2
Select one of the following options: 12
Select one subject in comparative politics from the
Option 1 following:
Select one political science subject in public policy 17.50 Introduction to Comparative Politics
from the following:
17.509 Social Movements in Comparative
17.30[J] Making Public Policy Perspective
17.303[J] Methods of Policy Analysis 17.515 Comparative Electoral Politics
17.307 American Public Policy for 17.523 Ethnic Conflict in World Politics
Washington Interns
17.309[J] Science, Technology, and Public
Policy
Japan
17.315 Health Policy
17.317 US Social Policy Studies
17.381[J] Leadership in Negotiation: Advanced 17.56 The Politics of Crime and Policing
Applications
17.561 European Politics
17.391[J] Human Rights at Home and Abroad
17.565 Israel: History, Politics, Culture, and
17.393[J] Environmental Law, Policy, and Identity
1
Economics: Pollution Prevention and
17.569 Russia's Foreign Policy: Toward the
Control
Post-Soviet States and Beyond
17.395[J] Innovation Systems for Science,
17.57[J] Soviet and Post-Soviet Politics and
Technology, Energy, Manufacturing,
Society: 1917 to the Present
and Health
17.571 Engineering Democratic
17.399[J] Global Energy: Politics, Markets, and
Development in Africa
Policy
17.581 Riots, Rebellions, Revolutions
Option 2
17.591 Research Seminar in Applied
Select one subject in another eld designated as
International Studies
fullling the public policy requirement
1
17.567, a 9-unit version of this subject that is taught during IAP, is also
International Politics acceptable.
Option 1
Select one subject in international relations /
security studies from the following:
17.40 American Foreign Policy: Past,
Present, and Future
17.401 History of International Politics in the
Modern World
17.407 Chinese Foreign Policy
Relations
17.411 Globalization, Migration, and
International Relations
17.42 Causes and Prevention of War
17.433 International Relations of East Asia
2019–2020 MIT Bulletin | 449

SCIENCE, TECHNOLOGY, AND SOCIETY/SECOND MAJOR (STS)
SCIENCE, TECHNOLOGY, AND SOCIETY/ STS.006[J] Bioethics

SECOND MAJOR (STS) STS.007 Technology in History
STS.008 Technology and Experience
Science, Technology, and Society Program (p. 280) STS.009 Evolution and Society
STS.011 Engineering Life: Biotechnology and
Society
Bachelor of Science in Science, Technology, and Society
(Second Major) STS.012 Science in Action: Technologies and
Controversies in Everyday Life
The full major in Science, Technology, and Society (STS) may be
Tier II
pursued only as a second major in conjunction with another degree 1
Select one subject from the list of Tier II subjects 9-12
program in a eld of engineering or science, or in other elds on a
case-by-base basis. STS.THT Undergraduate Thesis Tutorial 6
STS.THU Undergraduate Thesis (CI-M) 12
General Institute Requirements (GIRs) Restricted Electives
The General Institute Requirements include a Communication Select a coherent group of ve elective subjects in 102-108
Requirement that is integrated into both the HASS Requirement and STS, plus four subjects related to the historical and
the requirements of each major; see details below. social study of science and technology, in consultation
with the STS undergraduate ocer
Science Requirement 6 2
be from the Departmental Program]; at least two of Total Units Beyond the GIRs Required for SB Degree 180
Requirement.
See list of Tier II subjects on department's website (http://sts-
Requirement program.mit.edu/academics/undergraduate/tier-ii-subjects).
2
Laboratory Requirement (12 units) 1 This chart has been calculated based on an overlap of 36 units (three
Total GIR Subjects Required for SB Degree 17 subjects) between the HASS General Institute Requirement and the
Physical Education Requirement with more overlap will be able to select more unrestricted electives
degree.
Requirement.

Tier I
and the World (CI-M)
STS.002 Finance and Society
STS.003 Ancient Greeks to Modern Geeks: A
History of Science
STS.005[J] Data and Society
450 | 2019–2020 MIT Bulletin

THEATER ARTS (COURSE 21M-2)
THEATER ARTS (COURSE 21M-2) 21M.848 Performance Studies: Advanced

Theories of Sport
Music and Theater Arts Section (p. 271) Theater and Performance Practice
Select at least 60 units from the following: 60
21M.600 Introduction to Acting
Bachelor of Science in Theater Arts
21M.601 Drawing for Designers
General Institute Requirements (GIRs) 21M.603 Introduction to Design for the Theater
The General Institute Requirements include a Communication 21M.604[J] Playwriting Fundamentals
Requirement that is integrated into both the HASS Requirement and 21M.605 Voice and Speech for the Actor
21M.606 Introduction to Stagecra
Summary of Subject Requirements Subjects 21M.607 Playwriting Methods
Science Requirement 6 21M.608 Screenwriting
Humanities, Arts, and Social Sciences (HASS) 8 21M.623 Physical Improvisation
Requirement [between three and six subjects can be 21M.624 Acting with the Camera (CI-M)
satised by subjects in the Departmental Program]; 21M.645 Motion Theater
21M.702 Live Solo Performance: Monodrama
and Composition
21M.704 Music Theater Workshop
21M.705 Acting Intensive
Requirement
21M.712 Choreography: Making Dances
21M.732 Costume Design (CI-M)
21M.733 Set Design (CI-M)
Physical Education Requirement 21M.734 Lighting Design
Swimming requirement, plus four physical education 21M.735 Technical Design for Performance (CI-
courses for eight points. M)
21M.737 Interactive Design and Projection for
Live Performance
21M.785[J] Playwrights Lab (CI-M)
as communication-intensive (CI-M) to fulll the Communication 21M.790 Director's Cra
Requirement. 21M.830 Acting: Techniques and Style (CI-M)
21M.840 Performance Media
21M.842 Live Cinema Performance
Theater and Performance Studies
21M.861 Topics in Performance Technique
Select three of the following: 36
21M.862 Topics in Performance Practice
21M.611 Foundations of Theater Practice
21M.863 Advanced Topics in Theater Arts
21M.690 Sport as Performance
Performance and Design Practica
21M.700 China on Stage
Select at least 12 units from the following: 12
21M.803 Performance and Design Workshop
21M.710 Script Analysis
21M.806 Applied Performance and Design
21M.711 Production Seminar Production
21M.714 Contemporary American Theater 21M.809 Performance and Design Intensive
21M.715 Topics in Theater Arts 21M.851 Independent Study in Performance
21M.800 All the World's a Stage: Socio- and Design
Political Perspectives in Global Restricted Electives
Performance
21M.846 Topics in Performance Studies
2019–2020 MIT Bulletin | 451

THEATER ARTS (COURSE 21M-2)
In consultation with the Major Advisor, select 12 units 12

of restricted electives. Qualied students may, with
departmental approval, substitute 12 units of thesis
2
(21M.THU).
Units in Major 120
1
1
2
Pursuit of the thesis is by application only. By the beginning of the
second semester of the junior year, all interested students will write a
thesis proposal in consultation with the Major Advisor. This proposal
will be submitted to the Theater Arts Curriculum Committee, which will
communicate its decision to the student in April.
452 | 2019–2020 MIT Bulletin

WRITING (COURSE 21W)
WRITING (COURSE 21W) Units in Major 129-138

1
Comparative Media Studies/Writing (p. 245) Units in Major That Also Satisfy the GIRs (36-72)
The General Institute Requirements include a Communication The units for any subject that counts as one of the 17 GIR subjects
Requirement that is integrated into both the HASS Requirement and cannot also be counted as units required beyond the GIRs.
the requirements of each major; see details below. 1
Summary of Subject Requirements Subjects subjects) between the HASS General Institute Requirement and the
Humanities, Arts, and Social Sciences (HASS) 8 meet the number of total units beyond the GIRs required for an SB degree.
Requirement.
Requirement

Requirement.

21W.THT Writing Pre-Thesis Tutorial 6
21W.THU Writing Program Thesis (CI-M) 12
21W.757 Fiction Workshop (CI-M)
21W.758 Genre Fiction Workshop (CI-M)
21W.759 Writing Science Fiction (CI-M)
21W.762 Poetry Workshop (CI-M)
21W.765[J] Interactive Narrative (CI-M)
21W.770 Advanced Fiction Workshop (CI-M)
21W.771 Advanced Poetry Workshop (CI-M)
21W.777 Science Writing in Contemporary
Society (CI-M)
21W.786[J] Social Justice and The Documentary
Film (CI-M)
Select nine subjects, of which one is normally 99-108
introductory, that form a cohesive unit
2019–2020 MIT Bulletin | 453

DATA, ECONOMICS, AND DEVELOPMENT POLICY
DATA, ECONOMICS, AND DEVELOPMENT

POLICY
Department of Economics (p. 251)
Master of Applied Science in Data, Economics, and

Development Policy
The Master of Applied Science in Data, Economics, and Development
Policy degree requires a minimum of 109 units of subject credit. The
subject requirements for this program are described below.
Subject Requirements
Through a proctored examination process, students
receive advanced standing credit for the following MIT
subjects which constitute the rst semester of the
program.
14.310 Data Analysis for Social Scientists 12
14.73 The Challenge of World Poverty 12
14.740 Foundations of Development Policy 12
Students complete the following subjects in residence,
1
constituting the second semester of the program.
14.750 Political Economy and Economic 12
Development
or 14.760 Firms, Markets, Trade and Growth
14.003 Microeconomic Theory and Public
Policy
14.131 Psychology and Economics
14.200 Industrial Organization: Competitive
Strategy and Public Policy
14.260 Economics of Incentives: Theory and
Applications
14.444[J] Energy Economics and Policy
With approval of the program director, one subject
within or outside the department
Seminar
14.399 Seminar in Data Economics and 12
Development Policy
Capstone
14.001 Data Economics and Development 1
Policy Summer Internship
Total Units 109
1
Students may substitute similar coursework with advisor's permission.
454 | 2019–2020 MIT Bulletin

DATA, ECONOMICS, AND DEVELOPMENT POLICY
2019–2020 MIT Bulletin | 455

MANAGEMENT (COURSE 15-1)
MANAGEMENT (COURSE 15-1) 14.32 Econometric Data Science

Management Programs (p. 285) Analysis
18.650[J] Fundamentals of Statistics
Bachelor of Science in Management
Select two of the following: 18-24
General Institute Requirements (GIRs) 15.417 Laboratory in Investments (CI-M)
The General Institute Requirements include a Communication 15.7611 Introduction to Operations
Requirement that is integrated into both the HASS Requirement and Management
the requirements of each major; see details below. 15.8141 Marketing Innovation
Summary of Subject Requirements Subjects 15.9001 Competitive Strategy
Science Requirement 6 Concentration Subjects
Humanities, Arts, and Social Sciences (HASS) 8 Five subjects from a dened concentration or an 45-60
Requirement [one subject can be satised by 14.01 individualized concentration with the approval of the
in the Departmental Program]; at least two of these Sloan Undergraduate Education Oce. At least three
1
subjects must be designated as communication- of the subjects must be from Course 15.
intensive (CI-H) to fulll the Communication Units in the Major 135-159
Requirement. Unrestricted Electives 48-78
Restricted Electives in Science and Technology (REST) 2 Units in Major That Also Satisfy the GIRs (24-36)
Requirement [can be satised by 14.30, 15.0791, or Total Units Beyond the GIRs Required for SB Degree 180
Laboratory Requirement (12 units) [can be satised by 1 The units for any subject that counts as one of the 17 GIR subjects
14.32, 15.075[J], 15.301, or 15.417 in the Departmental cannot also be counted as units required beyond the GIRs.
Program] 1
Two six-unit subjects count as one elective.

Requirement.

14.01 Principles of Microeconomics 9-12
or 15.0111 Economic Analysis for Business Decisions
15.279 Management Communication for 12
Undergraduates (CI-M)
15.301 People, Teams, and Organizations 15
Laboratory (CI-M)
14.30 Introduction to Statistical Methods in
Economics
456 | 2019–2020 MIT Bulletin

BUSINESS ANALYTICS (COURSE 15-2)
BUSINESS ANALYTICS (COURSE 15-2) 14.30 Introduction to Statistical Methods in

Economics
1
Management Programs (p. 285) 14.32 Econometric Data Science
Option 2
Bachelor of Science in Business Analytics
or 18.600 Probability and Random Variables
General Institute Requirements (GIRs) 15.075[J] Statistical Thinking and Data
The General Institute Requirements include a Communication Analysis
Requirement that is integrated into both the HASS Requirement and or 18.650[J] Fundamentals of Statistics
the requirements of each major; see details below. Restricted Electives
Summary of Subject Requirements Subjects Select ve subjects from the lists below. At least three 45-63
2, 3
of the subjects must be from Course 15.
Requirement; at least two of these subjects must be Units in Unrestricted Electives 48-99
designated as communication-intensive (CI-H) to fulll Units in Major That Also Satisfy the GIRs (24-48)
the Communication Requirement. Total Units Beyond the GIRs Required for SB Degree 180-183
(REST) Requirement [can be satised from among The units for any subject that counts as one of the 17 GIR subjects
6.0001/6.0002, 6.042[J], 14.30, 18.06, 18.600, and cannot also be counted as units required beyond the GIRs.
15.053 or 15.0791 in the Departmental Program] 1
14.32 can count as a Required Subject or as a Restricted Elective, but not
Laboratory Requirement (12 units) [can be satised 1 both.
by 14.32, 15.075[J], or 15.417 in the Departmental 2
Two six-unit subjects count as one elective.
Program] 3
Consult the Sloan Oce of Undergraduate Education regarding additional
Total GIR Subjects Required for SB Degree 17 options.
Physical Education Requirement Restricted Electives

Swimming requirement, plus four physical education Select two to ve of the following:
courses for eight points. 15.0251 Game Theory for Strategic Advantage 9
1
Departmental Program 15.0341 Econometrics for Managers: 9

Choose at least two subjects in the major that are designated Correlation and Causality in a Big
as communication-intensive (CI-M) to fulll the Communication Data World
Requirement. 15.0621 Data Mining: Finding the Models and 6
Predictions that Create Value
Required Subjects Units 15.0711 The Analytics Edge 12
6.0001 Introduction to Computer Science 6 15.0741 Predictive Data Analytics and 9
Programming in Python Statistical Modeling
1
6.0002 Introduction to Computational 6 15.6731 Negotiation Analysis 6

15.7611 Introduction to Operations 9
6.036 Introduction to Machine Learning 12 Management
15.053 Optimization Methods in Business 12 15.772[J] D-Lab: Supply Chains 12
Analytics
15.8141 Marketing Innovation 9
15.276 Communicating with Data (CI-M) 12
15.312 Organizational Processes for 12 Environmental Governance and
Business Analytics (CI-M) Science
15.780 Stochastic Models in Business 12 Select up to one of the following:
Analytics
15.417 Laboratory in Investments 15
Option 1
15.9001 Competitive Strategy 9
2019–2020 MIT Bulletin | 457

BUSINESS ANALYTICS (COURSE 15-2)
Select up to two of the following:

1
1.022 Introduction to Network Models 12
1
1.041 Transportation Systems Modeling 12
6.050[J] Information, Entropy, and 9
Computation
1
14.12 Economic Applications of Game 12
1
Theory
14.15[J] Networks 12
2
18.615 Introduction to Stochastic Processes 12
IDS.012[J] Statistics, Computation and 12
Applications
1
2
14.32 can count as a Required Subject or as a Restricted Elective, but not
both.
458 | 2019–2020 MIT Bulletin

FINANCE (COURSE 15-3)
FINANCE (COURSE 15-3) or 18.600 Probability and Random Variables

Management Programs (p. 285) Analysis
or 18.650[J] Fundamentals of Statistics
Restricted Electives 54-63
Bachelor of Science in Finance
Finance Electives
General Institute Requirements (GIRs) Five to six subjects from the following list, including
The General Institute Requirements include a Communication at least one subject from the Investments area and
1
Requirement that is integrated into both the HASS Requirement and one subject from the Corporate Finance area
the requirements of each major; see details below. Investments
15.4331 Financial Markets
15.4371 Options and Futures Markets
Corporate Finance
Requirement [one subject can be satised by 14.01 15.4311 Entrepreneurial Finance and Venture
in the Departmental Program]; at least two of these Capital
subjects must be designated as communication- 15.4341 Advanced Corporate Finance
intensive (CI-H) to fulll the Communication 15.4451 Mergers, Acquisitions, and Private
Requirement. Equity
Restricted Electives in Science and Technology (REST) 2 Topics in Finance
Requirement [can be satised from among 14.30, 15.5181 Taxes and Business Strategy
18.600, and 15.053 or 15.0791 in the Departmental
Non-Finance Electives
Program]
Select one to two of the following:
15.053 Optimization Methods in Business
Analytics
15.276 Communicating with Data (CI-M)
Physical Education Requirement 15.279 Management Communication for
2
Swimming requirement, plus four physical education Undergraduates (CI-M)
courses for eight points. 15.301 People, Teams, and Organizations
3
Laboratory (CI-M)
15.312 Organizational Processes for
Departmental Program Business Analytics (CI-M)
3
15.7611 Introduction to Operations
Management
Requirement.
15.8141 Marketing Innovation
Required Subjects Units 15.9001 Competitive Strategy
14.01 Principles of Microeconomics 9-12 Units in Major 129-141
or 15.0111 Economic Analysis for Business Decisions Units in Unrestricted Electives 66-96
15.417 Laboratory in Investments (CI-M) 15 Units in Major That Also Satisfy the GIRs (24-48)
15.418 Laboratory in Corporate Finance (CI- 15 Total Units Beyond the GIRs Required for SB Degree 180
M)
15.501 Corporate Financial Accounting 12 The units for any subject that counts as one of the 17 GIR subjects
1
Option 1 Consult the Sloan Oce of Undergraduate Education regarding additional
14.30 Introduction to Statistical Methods in options.
2
Economics Students may take 15.276 or 15.279 as a Non-Finance Elective, but not
both.
14.32 Econometric Data Science
3
Students may take 15.301 or 15.312 as a Non-Finance Elective, but not
Option 2
both.
2019–2020 MIT Bulletin | 459

FINANCE (COURSE 15-3)
460 | 2019–2020 MIT Bulletin

BIOLOGY (COURSE 7)
BIOLOGY (COURSE 7) Restricted Electives

Select three undergraduate-level 12-unit subjects 36
Department of Biology (p. 302) oered by the Department of Biology for which 7.03
3
and/or 7.05 are prerequisites.
Units in Major 126
Bachelor of Science in Biology
General Institute Requirements (GIRs) Units in Major That Also Satisfy the GIRs (36)
The General Institute Requirements include a Communication Total Units Beyond the GIRs Required for SB Degree 180
the requirements of each major; see details below. The units for any subject that counts as one of the 17 GIR subjects
1
The department recommends 5.60 or 20.110[J] to fulll this component
of the program, but it will also accept 2.005 Thermal-Fluids Engineering
Humanities, Arts, and Social Sciences (HASS) 8 I, 3.012 Fundamentals of Materials Science and Engineering, 8.044
Requirement; at least two of these subjects must be Statistical Physics I, or 10.213 Chemical and Biological Engineering
designated as communication-intensive (CI-H) to fulll Thermodynamics.
the Communication Requirement. 2
See list of Communication-Intensive Subjects in the Major below for
Restricted Electives in Science and Technology (REST) 2 acceptable alternatives.
3
Requirement [can be satised from among 5.12 or Exceptions: 7.30[J] Fundamentals of Ecology is eligible as a restricted
5.601/5.602 and 7.03 or 7.05 in the Departmental elective; 7.19 cannot be counted as a restricted elective. Graduate-level
Program] subjects may not be used as restricted electives.

7.002 and 7.003 in the Departmental Program] Restricted Electives
Total GIR Subjects Required for SB Degree 17 7.08[J] Biological Chemistry II 12
7.09 Quantitative and Computational 12
Physical Education Requirement Biology
Swimming requirement, plus four physical education 7.20[J] Human Physiology 12
courses for eight points. 7.21 Microbial Physiology 12
Departmental Program 7.26 Molecular Basis of Infectious Disease 12
Choose at least two subjects in the major that are designated 7.27 Principles of Human Disease and 12
as communication-intensive (CI-M) to fulll the Communication Aging
Requirement. 7.28 Molecular Biology 12
7.29[J] Cellular and Molecular Neurobiology 12
7.31 Current Topics in Mammalian 12
Biology: Medical Implications
Molecular Biology
7.32 Systems Biology 12
7.33[J] Evolutionary Biology: Concepts, 12
7.03 Genetics 12
Models and Computation
7.37[J] Molecular and Engineering Aspects 12
or 5.07[J] Introduction to Biological Chemistry of Biotechnology
7.06 Cell Biology 12 or 7.371 Biological and Engineering Principles Underlying
7.19 Communication in Experimental 12 Novel Biotherapeutics
2
Biology (CI-M) 7.45 The Hallmarks of Cancer 12
Select one of the following: 12 7.46 Building with Cells 12
5.601 Thermodynamics I 7.49[J] Developmental Neurobiology 12
9.17 Systems Neuroscience Laboratory 12
20.110[J] Thermodynamics of Biomolecular (CI-M)
1, 2
Systems
2019–2020 MIT Bulletin | 461

BIOLOGY (COURSE 7)
9.26[J] Principles and Applications 12

of Genetic Engineering for
Biotechnology and Neuroscience
1
9.17 can be used as a restricted elective or CI-M, not both.
2

Choose one of the following options: 9-18
Option A
7.19 Communication in Experimental
Biology (CI-M)
Option B
6.129[J] Biological Circuit Engineering
Laboratory (CI-M)
1
8.13 Experimental Physics I (CI-M)
9.12 Experimental Molecular
1
Neurobiology (CI-M)
9.17 Systems Neuroscience Laboratory
1,2
(CI-M)
9.28 Current Topics in Developmental
1
Neurobiology (CI-M)
1
Laboratory (CI-M)
1
Laboratory (CI-M)
1
Laboratory (CI-M)
1
Laboratory (CI-M)
20.109 Laboratory Fundamentals in
1
20.380 Biological Engineering Design (CI-M)
1
1
2
9.17 can be used as a restricted elective or CI-M, not both.
462 | 2019–2020 MIT Bulletin

BRAIN AND COGNITIVE SCIENCES (COURSE 9)
BRAIN AND COGNITIVE SCIENCES (COURSE 9) 9.18[J] Developmental Neurobiology

9.19 Computational Psycholinguistics
Department of Brain and Cognitive Sciences (p. 309) 9.21[J] Cellular Neurophysiology and
Computing
9.26[J] Principles and Applications
Bachelor of Science in Brain and Cognitive Sciences
General Institute Requirements (GIRs) Biotechnology and Neuroscience
The General Institute Requirements include a Communication 9.35 Perception
Requirement that is integrated into both the HASS Requirement and 9.49 Neural Circuits for Cognition
the requirements of each major; see details below. 9.53 Emergent Computations Within
9.66[J] Computational Cognitive Science
9.85 Infant and Early Childhood Cognition
(CI-M)
Requirement [two subjects can be satised by 9.00
Tier 3
and one other HASS subject in the Departmental
Program]; at least two of these subjects must be Select up to four of the following: 0-48
designated as communication-intensive (CI-H) to fulll 9.24 Disorders and Diseases of the
the Communication Requirement. Nervous System
Restricted Electives in Science and Technology (REST) 2 9.28 Current Topics in Developmental
Requirement [can be satised by 6.0001/6.0002 and Neurobiology (CI-M)
9.01 in the Departmental Program] 9.32 Genes, Circuits, and Behavior
Laboratory Requirement (12 units) [can be satised by 1 9.42 The Brain and Its Interface with the
a laboratory in the Departmental Program] Body
Total GIR Subjects Required for SB Degree 17 9.46 Neuroscience of Morality (CI-M)
Laboratory
Neurobiology (CI-M)
Departmental Program (CI-M)
Choose at least two subjects in the major that are designated 9.59[J] Laboratory in Psycholinguistics (CI-
as communication-intensive (CI-M) to fulll the Communication M)
Requirement. 9.60 Machine-Motivated Human Vision
(CI-M)
Research
Tier I
Select one of the following (Laboratory cannot also 12-18
count for Research):
Neurobiology (CI-M)
9.00 Introduction to Psychological Science 12
(CI-M)
9.01 Introduction to Neuroscience 12
9.40 Introduction to Neural Computation 12 Neuroscience and Cognitive Science
9.07 Statistics for Brain and Cognitive 12 (CI-M)
Science 9.50 Research in Brain and Cognitive
Tier 2 Sciences
Select three of the following; up to seven may be taken: 36-84 9.59[J] Laboratory in Psycholinguistics (CI-
9.09[J] Cellular and Molecular Neurobiology M)
9.13 The Human Brain
2019–2020 MIT Bulletin | 463

BRAIN AND COGNITIVE SCIENCES (COURSE 9)
9.60 Machine-Motivated Human Vision 24.904 Language Acquisition 12

(CI-M)
9.URG Undergraduate Research
Select zero to four subjects. 9.URG cannot count as a 0-48
Restricted Elective
1
These subjects can count toward either the Laboratory or or the Research
requirement, but not both.
2.184 Biomechanics and Neural Control of 12
Movement
5.13 Organic Chemistry II 12
6.027[J] Biomolecular Feedback Systems 12
Complexity
6.801 Machine Vision 12
Processing
7.03 Genetics 12
9.72 Vision in Art and Neuroscience 12
18.404 Theory of Computation 12
24.211 Theory of Knowledge 12
24.900 Introduction to Linguistics 12
24.901 Language and Its Structure I: 12
Phonology
24.902 Language and Its Structure II: Syntax 12
464 | 2019–2020 MIT Bulletin

CHEMISTRY (COURSE 5)
CHEMISTRY (COURSE 5) 5.62 Physical Chemistry

Departmental Laboratory Requirement
Department of Chemistry (p. 314) 5.351 Fundamentals of Spectroscopy 4
5.352 Synthesis of Coordination 5
Compounds and Kinetics (CI-M)
Bachelor of Science in Chemistry (Standard Option)
5.353 Macromolecular Prodrugs 4
General Institute Requirements (GIRs) 5.361 Expression and Purication of 4
The General Institute Requirements include a Communication Enzyme Mutants
Requirement that is integrated into both the HASS Requirement and Select a minimum of 14 units from the list of 14
the requirements of each major; see details below. Laboratory Restricted Electives, at least one of which
1
must be a CI-M
Choose one of the following options: 20
Option 1
Select at least 20 units from the list of Laboratory
Requirement; at least two of these subjects must be 1
the Communication Requirement. Option 2
Restricted Electives in Science and Technology (REST) 2 5.39 Research and Communication in
2
Requirement [two subjects can be satised by 5.07[J] Chemistry (CI-M)
(if taken under joint number 20.507[J]) and 5.12, Units in Major 147
5.601/5.602, or 5.611/5.612 in the Departmental Unrestricted Electives 57-69
Program] Units in Major That Also Satisfy the GIRs (24-36)
Laboratory Requirement (12 units) [can be satised 1 Total Units Beyond the GIRs Required for SB Degree 180
from among 5.351, 5.352, 5.353, and 5.363 in the
Departmental Program] The units for any subject that counts as one of the 17 GIR subjects
Total GIR Subjects Required for SB Degree 17 cannot also be counted as units required beyond the GIRs.
1
Physical Education Requirement Laboratory Restricted Electives cannot be double-counted within the
program.
Before enrolling in 5.39, students must have completed an approved 12-
unit UROP or non-credit research experience.
Departmental Program Laboratory Restricted Electives

Choose at least two subjects in the major that are designated 5.362 Kinetics of Enzyme Inhibition (CI-M) 5
as communication-intensive (CI-M) to fulll the Communication 5.363 Organic Structure Determination 4
Requirement. 5.371 Continuous Flow Chemistry: 4
Sustainable Conversion of Reclaimed
Vegetable Oil into Biodiesel
5.03 Principles of Inorganic Chemistry I 12
5.372 Chemistry of Renewable Energy 4
5.373 Dinitrogen Cleavage 4
5.381 Quantum Dots 4
5.13 Organic Chemistry II 12
5.382 Time- and Frequency-resolved 5
5.601 Thermodynamics I 6 Spectroscopy of Photosynthesis (CI-
5.602 Thermodynamics II and Kinetics 6 M)
5.611 Introduction to Spectroscopy 6 5.383 Fast-flow Peptide and Protein 4
5.612 Electronic Structure of Molecules 6 Synthesis
Department of Chemistry (p. 314)
5.04 Principles of Inorganic Chemistry II
5.08[J] Biological Chemistry II
2019–2020 MIT Bulletin | 465

CHEMISTRY (COURSE 5)
Departmental Laboratory Requirement

Bachelor of Science in Chemistry (Flexible Option) 5.351 Fundamentals of Spectroscopy 4
General Institute Requirements (GIRs) Compounds and Kinetics (CI-M)
The General Institute Requirements include a Communication 5.353 Macromolecular Prodrugs 4
5.361 Expression and Purication of 4
Enzyme Mutants
Summary of Subject Requirements Subjects Choose one of the following options: 20
Science Requirement 6 Option 1
Humanities, Arts, and Social Sciences (HASS) 8 Select at least 20 units from the list of Laboratory
2
Requirement; at least two of these subjects must be Restricted Electives
designated as communication-intensive (CI-H) to fulll Option 2
the Communication Requirement. 5.39 Research and Communication in
3
Restricted Electives in Science and Technology (REST) 2 Chemistry (CI-M)
Requirement [two subjects can be satised by 5.07[J] Option 3
(if taken under joint number 20.507[J]) and 5.12 in the A set of laboratory subjects of similar extent,
Departmental Program] subject to the approval of the department
Laboratory Requirement (12 units) [can be satised 1 Units in Major 145
from among 5.351, 5.352, 5.353, and 5.363 in the
1
With approval by the faculty advisor, subjects outside the Department of
Departmental Program Chemistry may be used.
2
Choose at least two subjects in the major that are designated Laboratory Restricted Electives cannot be double-counted within the
as communication-intensive (CI-M) to fulll the Communication program.
3
Requirement. Before enrolling in 5.39, students must have completed an approved 12-
unit UROP or non-credit research experience.
5.03 Principles of Inorganic Chemistry I 12 Laboratory Restricted Electives
5.07[J] Introduction to Biological Chemistry 12 5.362 Kinetics of Enzyme Inhibition (CI-M) 5
5.12 Organic Chemistry I 12 5.363 Organic Structure Determination 4
5.601 Thermodynamics I 6 5.371 Continuous Flow Chemistry: 4
5.611 Introduction to Spectroscopy 6 Sustainable Conversion of Reclaimed
Select 24 units of the following: 24 Vegetable Oil into Biodiesel
5.04 Principles of Inorganic Chemistry II 5.372 Chemistry of Renewable Energy 4
5.08[J] Biological Chemistry II 5.373 Dinitrogen Cleavage 4
5.13 Organic Chemistry II 5.381 Quantum Dots 4
5.43 Advanced Organic Chemistry 5.382 Time- and Frequency-resolved 5

Spectroscopy of Photosynthesis (CI-
5.602 Thermodynamics II and Kinetics
M)
5.612 Electronic Structure of Molecules
5.383 Fast-flow Peptide and Protein 4
5.62 Physical Chemistry
Synthesis
Elective Focus
Select a minimum of 36 units of coursework forming 36
an intellectually coherent unit in some area, subject to
1
the approval of the department
466 | 2019–2020 MIT Bulletin

EARTH, ATMOSPHERIC, AND PLANETARY SCIENCES (COURSE 12)
EARTH, ATMOSPHERIC, AND PLANETARY 12.115 Field Geology

SCIENCES (COURSE 12) & 12.116 and Analysis of Geologic Data (CI-M)
2
12.307 Weather and Climate Laboratory (CI-

Department of Earth, Atmospheric, and Planetary Sciences (p. 319) 3
M)
12.335 Experimental Atmospheric Chemistry
Bachelor of Science in Earth, Atmospheric, and Planetary (CI-M)
3
Sciences 12.410[J] Observational Techniques of Optical

4
Astronomy (CI-M)
Concentration Subjects 60-63
Requirement that is integrated into both the HASS Requirement and Supporting Subjects 36-42
the requirements of each major; see details below. Units in Major 144-156
Requirement; at least two of these subjects must be The units for any subject that counts as one of the 17 GIR subjects
designated as communication-intensive (CI-H) to fulll cannot also be counted as units required beyond the GIRs.
1
Restricted Electives in Science and Technology (REST) 2 With approval of the advisor, one subject may be counted toward
concentration coursework if not taken as a General Departmental
Requirement [can be satised by 12.001, 12.002, or
Requirement.
12.003, and 18.03 in the Departmental Program] 2
Recommended for concentration area 1. May also be applicable to areas 3
and 4.
by a laboratory/eld subject in the Departmental 3
Recommended for concentration areas 2 and 4.
Program] 4
Recommended for concentration area 3.
1
Areas of Concentration
Area 1—Geoscience: Geology, Geochemistry,
Geophysics, Geobiology
Select 60-63 units:
12.005 Applications of Continuum 12
Departmental Program Mechanics to Earth, Atmospheric,
Choose at least two subjects in the major that are designated and Planetary Sciences
as communication-intensive (CI-M) to fulll the Communication 12.104 Geochemistry of Natural Waters 12
Requirement.
12.108 Structure of Earth Materials 12
General Department Requirements Units 12.109 Petrology 15
Introductory Subjects 12.110A Sedimentary Environments 6
1 12.110B Sedimentology in the Field 9
12.001 Introduction to Geology 12.113 Structural Geology 12
12.002 Introduction to Geophysics and 12.117A Field Geobiology I 6
Planetary Science 12.117B Field Geobiology II 9
12.003 Introduction to Atmosphere, Ocean, 12.163 Geomorphology 12
and Climate Dynamics 12.177 Astrobiology, Origins and Early 12
12.007 Geobiology: History of Life on Earth Evolution of Life
12.TIP Thesis Preparation 6 12.178 The Phylogenomic Planetary Record 12
12.THU Undergraduate Thesis (at least 6 6 12.201 Essentials of Global Geophysics 12
units, CI-M) 12.214 Essentials of Applied Geophysics 12
Laboratory/Field Subjects 12.421 Physical Principles of Remote 12
Select one of the following: 12-15 Sensing
2019–2020 MIT Bulletin | 467

3
Area 2—Atmospheres, Oceans, and Climate 12.009[J] Nonlinear Dynamics: The Natural 12
12.301 Climate Science 12 Environment
or 12.318 Introduction to Atmospheric Data and Large-scale 12.021 Earth Science, Energy, and the 12
Dynamics Environment
Select 48 units: 12.031[J] Fundamentals of Ecology 12
12.009[J] Nonlinear Dynamics: The Natural 12 12.086 Modeling Environmental Complexity 12
Environment 12.110A Sedimentary Environments 6
12.086 Modeling Environmental Complexity 12 12.110B Sedimentology in the Field 9
12.174 Biogeochemistry of Natural and 12 12.117A Field Geobiology I 6
Perturbed Systems 12.117B Field Geobiology II 9
12.300[J] Global Change Science 12 12.119 Analytical Techniques for Studying 12
12.306 Atmospheric Physics and Chemistry 12 Environmental and Geologic Samples
12.315 Atmospheric Radiation and 12 12.158 Molecular Biogeochemistry 9
Convection 12.163 Geomorphology 12
12.320A[J] Introduction to Hydrology and Water 6 12.174 Biogeochemistry of Natural and 12
Resources Perturbed Systems
12.320B[J] Introduction to Hydrology Modeling 6 12.177 Astrobiology, Origins and Early 12
12.336[J] Air Pollution and Atmospheric 12 Evolution of Life
Chemistry 12.301 Climate Science 12
12.338 Aerosol and Cloud Microphysics and 12 12.346[J] Global Environmental Negotiations 6
Chemistry 12.348[J] Global Climate Change: Economics, 9
12.349 Mechanisms and Models of the 12 Science, and Policy
Global Carbon Cycle 12.349 Mechanisms and Models of the 12
12.372 Elements of Modern Oceanography 12 Global Carbon Cycle
12.373 Field Oceanography 12 12.377 The History of Earth's Climate 12
12.377 The History of Earth's Climate 12 12.385 Science, Politics, and Environmental 9
12.390 Fluid Dynamics of the Atmosphere 12 Policy
and Ocean 12.421 Physical Principles of Remote 12
12.421 Physical Principles of Remote 12 Sensing
Sensing
1
With approval of the academic advisor, students may count one subject
12.422 Planetary Atmospheres 12
4
from list of General Department Requirements as long as it is also not
Area 3—Planetary Science and Astronomy counting toward the General Department Requirement. Students may
12.420 Essentials of Planetary Science 12 also substitute one subject from o of the degree chart if approved by the
Select 48-51 units: academic advisor.
2
Recommended supporting subjects: 3.012 or 5.60, 5.12, 7.05, 18.03 or
12.006[J] Nonlinear Dynamics: Chaos 12
18.06.
12.104 Geochemistry of Natural Waters 12 3
Recommended supporting subjects: 5.60, 8.03, 18.03.
12.108 Structure of Earth Materials 12 4
Recommended supporting subjects: 8.03, 8.04, 8.044, 18.03.
12.109 Petrology 15 5
Recommended supporting subjects: 5.12, 6.802[J], 8.03, 18.03 or 18.06.
12.177 Astrobiology, Origins and Early 12
Evolution of Life Supporting Subjects
12.421 Physical Principles of Remote 12 Select 36-42 units:
Sensing
1.060A Fluid Mechanics I 6
12.422 Planetary Atmospheres 12
1.061A Transport Processes in the 12
12.425[J] Extrasolar Planets: Physics and 12 & 1.106 Environment I
Detection Techniques and Environmental Fluid Transport
12.43[J] Space Systems Engineering 12 Processes and Hydrology Laboratory
5
Area 4—Environmental Systems 1.080 Environmental Chemistry 12
Select 60-63 units: 2.001 Mechanics and Materials I 12
468 | 2019–2020 MIT Bulletin

2.016 Hydrodynamics 12
3.012 Fundamentals of Materials Science 12-15
and Engineering
or 5.60 Thermodynamics and Kinetics
& 6.0002 Programming in Python
6.01 Introduction to EECS via Robotics 12
6.802[J] Computational Systems Biology: 12
8.03 Physics III 12
8.07 Electromagnetism II 12
8.09 Classical Mechanics III 12
12.010 Computational Methods of Scientic 12
Programming
12.012 MatLab, Statistics, Regression, 12
Signal Processing
12.320A[J] Introduction to Hydrology and Water 12
& 12.320B[J] Resources
and Introduction to Hydrology
Modeling
1
18.05 Introduction to Probability and 12
Statistics
18.300 Principles of Continuum Applied 12
Mathematics
1
2019–2020 MIT Bulletin | 469

MATHEMATICS (COURSE 18)
MATHEMATICS (COURSE 18) The units for any subject that counts as one of the 17 GIR subjects
1
Department of Mathematics (p. 325) Students may substitute one of the more advanced subjects 18.152
Introduction to Partial Dierential Equations or 18.303 Linear Partial
Dierential Equations: Analysis and Numerics for 18.03. 18.032
Bachelor of Science in Mathematics
Dierential Equations, which places more emphasis on theory, is also an
(General Mathematics Option) acceptable option.

To satisfy the requirement that students take two CI-
M subjects, students must select one of the following
options:
Summary of Subject Requirements Subjects Option A
Science Requirement 6 Select two of the following:
Humanities, Arts, and Social Sciences (HASS) 8 18.104 Seminar in Analysis
Requirement; at least two of these subjects must be 18.204 Undergraduate Seminar in Discrete
designated as communication-intensive (CI-H) to fulll Mathematics
the Communication Requirement. 18.384 Undergraduate Seminar in Physical
Restricted Electives in Science and Technology (REST) 2 Mathematics
Requirement [one subject can be satised by 18.03 in 18.424 Seminar in Information Theory
18.434 Seminar in Theoretical Computer
Laboratory Requirement (12 units) 1 Science
Total GIR Subjects Required for SB Degree 17 18.504 Seminar in Logic
18.704 Seminar in Algebra
18.784 Seminar in Number Theory
courses for eight points. 18.821 Project Laboratory in Mathematics
18.904 Seminar in Topology
18.994 Seminar in Geometry
Option B
as communication-intensive (CI-M) to fulll the Communication Select one subject from Option A and one of the
Requirement. following:
8.06 Quantum Physics III
Required Subjects Units 14.33 Research and Communication in
1
18.03 Dierential Equations 12 Economics: Topics, Methods, and
Restricted Electives Implementation
Select eight 12-unit subjects of essentially dierent 96 18.100P Real Analysis
content, including at least six advanced subjects 18.100Q Real Analysis
(rst decimal digit one or higher). One of these eight 18.200 Principles of Discrete Applied
subjects must be one of the following: Mathematics
18.06 Linear Algebra
18.701 Algebra I
Units in Major 108
470 | 2019–2020 MIT Bulletin


Bachelor of Science in Mathematics Units in Major That Also Satisfy the GIRs (12)
(Applied Mathematics Option) Total Units Beyond the GIRs Required for SB Degree 180
General Institute Requirements (GIRs) The units for any subject that counts as one of the 17 GIR subjects
The General Institute Requirements include a Communication cannot also be counted as units required beyond the GIRs.
Requirement that is integrated into both the HASS Requirement and 1
Students may substitute one of the more advanced subjects 18.152
Summary of Subject Requirements Subjects Dierential Equations: Analysis and Numerics for 18.03. 18.032
acceptable option.
Students may substitute 18.700 Linear Algebra, which places more
Requirement; at least two of these subjects must be emphasis on theory and proofs, or the more advanced subject, 18.701
designated as communication-intensive (CI-H) to fulll Algebra I.
the Communication Requirement. 3
A list of acceptable subjects is available from Math Academic Services and
Restricted Electives in Science and Technology (REST) 2 on the department's website (http://math.mit.edu).
Requirement [one subject can be satised by 18.03 in
the Departmental Program] Communication-Intensive Subjects in the Major
Laboratory Requirement (12 units) 1 To satisfy the requirement that students take two CI-
Total GIR Subjects Required for SB Degree 17 M subjects, students must select one of the following
options:
Physical Education Requirement Option A
Swimming requirement, plus four physical education Select two of the following:
courses for eight points. 18.104 Seminar in Analysis
18.204 Undergraduate Seminar in Discrete
Departmental Program Mathematics
18.384 Undergraduate Seminar in Physical
Mathematics
Requirement.
18.424 Seminar in Information Theory
Required Subjects Units 18.434 Seminar in Theoretical Computer
1 Science
18.04 Complex Variables with Applications 12 18.504 Seminar in Logic
or 18.112 Functions of a Complex Variable 18.704 Seminar in Algebra
2 18.784 Seminar in Number Theory
18.300 Principles of Continuum Applied 12 18.821 Project Laboratory in Mathematics
Mathematics 18.904 Seminar in Topology
Select one of the following: 12-15 18.994 Seminar in Geometry
18.200 Principles of Discrete Applied Option B
Mathematics (15 units, CI-M) Select one subject from Option A and one of the
18.200A Principles of Discrete Applied following:
Mathematics (12 units) 8.06 Quantum Physics III
Restricted Electives 14.33 Research and Communication in
Select four additional 12-unit Course 18 subjects from 48 Economics: Topics, Methods, and
the following two groups with at least one subject from Implementation
3
each group: 18.100P Real Analysis
Group I—Probability and statistics, combinatorics, 18.100Q Real Analysis
computer science
18.200 Principles of Discrete Applied
Group II—Numerical analysis, physical Mathematics
mathematics, nonlinear dynamics
2019–2020 MIT Bulletin | 471

Select two additional 12-unit Course 18 subjects of 24

Bachelor of Science in Mathematics essentially dierent content, with the rst decimal
(Pure Mathematics Option) digit one or higher
Units in Major 108
General Institute Requirements (GIRs) Unrestricted Electives 84
The General Institute Requirements include a Communication Units in Major That Also Satisfy the GIRs (12)
1
Humanities, Arts, and Social Sciences (HASS) 8 Students may substitute one of the more advanced subjects 18.152
Requirement; at least two of these subjects must be Introduction to Partial Dierential Equations or 18.303 Linear Partial
designated as communication-intensive (CI-H) to fulll Dierential Equations: Analysis and Numerics for 18.03. 18.032
acceptable option.
Alternate versions of this subject, 18.100A, 18.100P and 18.100Q, also
Requirement [one subject can be satised by 18.03 in
satisfy this requirement.
Laboratory Requirement (12 units) 1 Communication-Intensive Subjects in the Major
Total GIR Subjects Required for SB Degree 17 To satisfy the requirement that students take two CI-
Physical Education Requirement options:
Swimming requirement, plus four physical education Option A
Select two of the following:
18.104 Seminar in Analysis
Choose at least two subjects in the major that are designated 18.204 Undergraduate Seminar in Discrete
as communication-intensive (CI-M) to fulll the Communication Mathematics
Requirement. 18.384 Undergraduate Seminar in Physical
Mathematics
Required Subjects Units 18.424 Seminar in Information Theory
1
18.03 Dierential Equations 12 18.434 Seminar in Theoretical Computer
2
18.100B Real Analysis 12 Science
18.701 Algebra I 12 18.504 Seminar in Logic
18.702 Algebra II 12 18.704 Seminar in Algebra
18.901 Introduction to Topology 12 18.784 Seminar in Number Theory
Restricted Electives 18.821 Project Laboratory in Mathematics
Select one of the following: 12 18.904 Seminar in Topology
18.101 Analysis and Manifolds 18.994 Seminar in Geometry
18.102 Introduction to Functional Analysis Option B
18.103 Fourier Analysis: Theory and Select one subject from Option A and one of the
Applications following:
Select one undergraduate seminar from the following: 12 8.06 Quantum Physics III
18.104 Seminar in Analysis (CI-M) 14.33 Research and Communication in
18.504 Seminar in Logic (CI-M) Economics: Topics, Methods, and
18.704 Seminar in Algebra (CI-M) Implementation
18.784 Seminar in Number Theory (CI-M) 18.100P Real Analysis
18.904 Seminar in Topology (CI-M) 18.100Q Real Analysis
18.994 Seminar in Geometry (CI-M) 18.200 Principles of Discrete Applied
Mathematics
472 | 2019–2020 MIT Bulletin

MATHEMATICS WITH COMPUTER SCIENCE (COURSE 18-C)
MATHEMATICS WITH COMPUTER SCIENCE 6.006 Introduction to Algorithms 12

(COURSE 18-C) 6.009 Fundamentals of Programming 12
Complexity
Department of Mathematics (p. 325)
or 18.404 Theory of Computation
Bachelor of Science in Mathematics with Computer 3
Science Select one of the following: 12
6.031 Elements of Soware Construction
General Institute Requirements (GIRs) 6.034 Articial Intelligence
The General Institute Requirements include a Communication 6.036 Introduction to Machine Learning
Select four additional 12-unit subjects from Course 18 48
4
Science Requirement 6 Select one additional subject of at least 12 units from 12-15
5
Course 6
Requirement; at least two of these subjects must be Units in Major 162-168
designated as communication-intensive (CI-H) to fulll Unrestricted Electives 48-54
the Communication Requirement. Units in Major That Also Satisfy the GIRs (24-36)
Restricted Electives in Science and Technology (REST) 2 Total Units Beyond the GIRs Required for SB Degree 180-192
Requirement [can be satised by 18.03 or 18.06 and
18.062[J] (if taken under joint number 6.042[J]) in the The units for any subject that counts as one of the 17 GIR subjects
Departmental Program] cannot also be counted as units required beyond the GIRs.
Laboratory Requirement (12 units) [can be satised by 1 1
Students may substitute one of the more advanced subjects, 18.152
Total GIR Subjects Required for SB Degree 17 Dierential Equations: Analysis and Numerics, for 18.03. 18.032
Physical Education Requirement acceptable option.
2
Swimming requirement, plus four physical education Students may substitute 18.700 Linear Algebra, which places more
courses for eight points. emphasis on theory and proofs, or the more advanced subject, 18.701
Algebra I.
3
Students may substitute 6.033.
The overall program must consist of subjects of essentially dierent
Choose at least two subjects in the major that are designated content, and must include at least ve Course 18 subjects with a rst
as communication-intensive (CI-M) to fulll the Communication decimal digit of 1 or higher.
Requirement. 5
The additional Course 6 subject may be 6.01, 6.02, 6.03, 6.170, 6.172, a
Foundation or Header subject or, with the permission of the Department of
Required Subjects Units Mathematics, an advanced Course 6 subject with sucient mathematical
Foundational Subjects content.
1
2
12 Communication-Intensive Subjects in the Major
Discrete Mathematics To satisfy the requirements that students take two CI-
options:
18.062[J] Mathematics for Computer Science
Option A
Select two subjects from the list below:
Mathematics (15 units, CI-M)
18.104 Seminar in Analysis
18.200A Principles of Discrete Applied
Mathematics 18.204 Undergraduate Seminar in Discrete
Mathematics
Computation and Algorithms
18.384 Undergraduate Seminar in Physical
Mathematics
2019–2020 MIT Bulletin | 473

MATHEMATICS WITH COMPUTER SCIENCE (COURSE 18-C)
18.424 Seminar in Information Theory

18.434 Seminar in Theoretical Computer
Science
18.504 Seminar in Logic
18.704 Seminar in Algebra
18.784 Seminar in Number Theory
18.821 Project Laboratory in Mathematics
18.904 Seminar in Topology
18.994 Seminar in Geometry
Option B
Select one subject from Option A and one of the
following:
6.033 Computer Systems Engineering
8.06 Quantum Physics III
Implementation
18.100P Real Analysis
18.100Q Real Analysis
Mathematics
474 | 2019–2020 MIT Bulletin

PHYSICS (COURSE 8)
PHYSICS (COURSE 8) Two subjects in the Department of Physics in addition 24

to those listed above, including at least one of the
3
following:
Department of Physics (p. 331)
8.07 Electromagnetism II
8.08 Statistical Physics II
Bachelor of Science in Physics (Focused Option)
8.09 Classical Mechanics III
General Institute Requirements (GIRs) Units in Major 174
The General Institute Requirements include a Communication Unrestricted Electives 48
Requirement that is integrated into both the HASS Requirement and Units in Major That Also Satisfy the GIRs (36)
Science Requirement 6 cannot also be counted as units required beyond the GIRs.
1
Requirement; at least two of these subjects must be 18.032 Dierential Equations is also an acceptable option.
2
designated as communication-intensive (CI-H) to fulll A thesis of 12 units is required. Not more than 30 units of thesis credit
the Communication Requirement. may be included in the minimum units beyond the General Institute
Requirements required for the SB degree.
Subject descriptions identify subjects that cannot be used for this
Requirement [can be satised by 8.03 or 8.04, and
purpose.
Laboratory Requirement (12 units) [satised by 8.13 or 1
equivalent in the Departmental Program]

Requirement.

1
8.03 Physics III 12
8.033 Relativity 12
8.05 Quantum Physics II 12
8.06 Quantum Physics III (CI-M) 12
8.13 Experimental Physics I (CI-M) 18
8.14 Experimental Physics II 18
8.223 Classical Mechanics II 6
2
8.THU Undergraduate Physics Thesis 12
One subject in the Department of Mathematics beyond 12
18.03
2019–2020 MIT Bulletin | 475

PHYSICS (COURSE 8)
At least one subject in the Department of Physics in 12

3
Bachelor of Science in Physics (Flexible Option) addition to those listed above
Three subjects forming one intellectually coherent unit 36
General Institute Requirements (GIRs) in some area, not necessarily physics, subject to the
The General Institute Requirements include a Communication approval of the department
Requirement that is integrated into both the HASS Requirement and Units in Major 129-138
the requirements of each major; see details below. Unrestricted Electives 66-87
Science Requirement 6 Total Units Beyond the GIRs Required for SB Degree 180
Humanities, Arts, and Social Sciences (HASS) 8 The units for any subject that counts as one of the 17 GIR subjects
Requirement; at least two of these subjects must be cannot also be counted as units required beyond the GIRs.
1
the Communication Requirement. 18.032 Dierential Equations is also an acceptable option.
2
Restricted Electives in Science and Technology (REST) 2 Not more than 30 units of thesis credit may be included in the
Requirement [can be satised by 8.03 or 8.04, and minimum units beyond the General Institute Requirements required for
18.03 in the Departmental Program] the SB degree.
3
Laboratory Requirement (12 units) [satised by 8.13 or 1 Subject descriptions identify subjects that cannot be used for this
purpose.
equivalent in the Departmental Program]
Physical Education Requirement To satisfy the requirement that students take two CI-M
subjects, students must select two of the following:
courses for eight points. 8.06 Quantum Physics III 12
8.13 Experimental Physics I 18
Departmental Program 8.14 Experimental Physics II 18
Choose at least two subjects in the major that are designated 8.226 Forty-three Orders of Magnitude 12
as communication-intensive (CI-M) to fulll the Communication 12.410[J] Observational Techniques of Optical 15
Requirement. Astronomy
Required Subjects Units STS.042[J] Einstein, Oppenheimer, Feynman: 12

1 Physics in the 20th Century
8.03 Physics III 12
8.21 Physics of Energy 6-12
or 8.223 Classical Mechanics II
8.05 Quantum Physics II
8.20 Introduction to Special Relativity
8.033 Relativity
Select one of the following experimental experiences, 18
subject to the approval of the department:
8.13 Experimental Physics I (CI-M)
A laboratory subject of similar intensity in another
department
2
An experimental research project or senior thesis
An experimentally oriented summer externship
476 | 2019–2020 MIT Bulletin

PHYSICS (COURSE 8)
2019–2020 MIT Bulletin | 477

CHEMISTRY AND BIOLOGY (COURSE 5-7)
CHEMISTRY AND BIOLOGY (COURSE 5-7) 5.353 Macromolecular Prodrugs 4

Chemistry and Biology (p. 340) Molecular Biology
Select one of the following options: 9-12
Option 1
Bachelor of Science in Chemistry and Biology
5.361 Expression and Purication of
General Institute Requirements (GIRs) Enzyme Mutants
The General Institute Requirements include a Communication 5.362 Kinetics of Enzyme Inhibition (CI-M)
Requirement that is integrated into both the HASS Requirement and Option 2
the requirements of each major; see details below. 7.003 Molecular Biology Laboratory (CI-M)
Summary of Subject Requirements Subjects Restricted Electives
Science Requirement 6 Select 30 units of the following: 30
Humanities, Arts, and Social Sciences (HASS) 8 5.04 Principles of Inorganic Chemistry II
Requirement; at least two of these subjects must be 5.363 Organic Structure Determination
designated as communication-intensive (CI-H) to fulll 5.371 Continuous Flow Chemistry:
the Communication Requirement. Sustainable Conversion of Reclaimed
Restricted Electives in Science and Technology (REST) 2 Vegetable Oil into Biodiesel
Requirement [can be satised by 5.12 and 7.03 in the 5.372 Chemistry of Renewable Energy
Departmental Program] 5.373 Dinitrogen Cleavage
Laboratory Requirement (12 units) [can be satised by 1 5.381 Quantum Dots
7.003 or the combination of 5.351, 5.352, and 5.353 in
5.382 Time- and Frequency-resolved
Spectroscopy of Photosynthesis
5.383 Fast-flow Peptide and Protein
Synthesis
Chemistry
5.602 Thermodynamics II and Kinetics
Departmental Program 5.612 Electronic Structure of Molecules
5.62 Physical Chemistry
7.09 Quantitative and Computational
Requirement.
Biology
Required Subjects Units 7.19 Communication in Experimental
5.03 Principles of Inorganic Chemistry I 12 Biology (CI-M)
5.07[J] Introduction to Biological Chemistry 12 7.20[J] Human Physiology
or 7.05 General Biochemistry 7.21 Microbial Physiology
5.08[J] Biological Chemistry II 12 7.23[J] Immunology
5.12 Organic Chemistry I 12 7.26 Molecular Basis of Infectious Disease
5.13 Organic Chemistry II 12 7.27 Principles of Human Disease and
5.601 Thermodynamics I 6 Aging
5.611 Introduction to Spectroscopy 6 7.28 Molecular Biology
7.03 Genetics 12 7.29[J] Cellular and Molecular Neurobiology
7.06 Cell Biology 12 7.30[J] Fundamentals of Ecology
Departmental Laboratory Requirement 7.31 Current Topics in Mammalian

5.351 Fundamentals of Spectroscopy 4 1
7.32 Systems Biology
Compounds and Kinetics (CI-M) 7.33[J] Evolutionary Biology: Concepts,
478 | 2019–2020 MIT Bulletin

CHEMISTRY AND BIOLOGY (COURSE 5-7)
7.371 Biological and Engineering Principles

Underlying Novel Biotherapeutics
7.45 The Hallmarks of Cancer
7.46 Building with Cells
7.49[J] Developmental Neurobiology
1
2019–2020 MIT Bulletin | 479

COMPUTATION AND COGNITION (COURSE 6-9)
COMPUTATION AND COGNITION (COURSE EECS Program Subjects

6-9)
1
Computation and Cognition (p. 340) or 6.034 Articial Intelligence

Bachelor of Science in Computation and Cognition (Course 6.002 Circuits and Electronics
6-9) 6.006 Introduction to Algorithms
6.009 Fundamentals of Programming
General Institute Requirements (GIRs) BCS Program Subjects
Brain Systems/Neurophysiology
9.09[J] Cellular and Molecular Neurobiology
Summary of Subject Requirements Subjects 9.13 The Human Brain
Science Requirement 6 9.18[J] Developmental Neurobiology
Humanities, Arts, and Social Sciences (HASS) 8 9.21[J] Cellular Neurophysiology and
Requirement [two subjects can be satised by Computing
9.46 and 9.85 in the Departmental Program]; at 9.35 Perception
least two of these subjects must be designated 1
9.40 Introduction to Neural Computation
Computation and Cognition
1
Requirement [can be satised by 9.01 and 6.042[J], 9.19 Computational Psycholinguistics
18.03, or 18.06 in the Departmental Program] 9.49 Neural Circuits for Cognition
Laboratory Requirement (12 units) [can be satised by 1 9.53 Emergent Computations Within
a laboratory in the Departmental Program] Distributed Neural Circuits
Total GIR Subjects Required for SB Degree 17 9.66[J] Computational Cognitive Science
9.85 Infant and Early Childhood Cognition
Physical Education Requirement (CI-M)
1
Swimming requirement, plus four physical education Program Electives

One subject from the BCS/EECS Joint Electives list 12
One subject from the BCS Electives or BCS/EECS Joint 9-12
Departmental Program Electives list
Choose at least two subjects in the major that are designated Laboratory
as communication-intensive (CI-M) to fulll the Communication One subject from the Laboratory Subjects list 12
Requirement.
Advanced Undergraduate Project
Required Subjects Units Select one of the following: 9-18
6.0001 Introduction to Computer Science 6 6.UAR Seminar in Undergraduate Advanced
Programming in Python Research (12 units, CI-M)
9.01 Introduction to Neuroscience 12 6.UAT Oral Communication (CI-M)
Select one of the following: 12 9.41 Research and Communication in
Neuroscience and Cognitive Science
6.042[J] Mathematics for Computer Science
(CI-M)
9.58 Projects in the Science of Intelligence
(CI-M)
6.008 Introduction to Inference
9.07 Statistics for Brain and Cognitive
1
Science
480 | 2019–2020 MIT Bulletin

COMPUTATION AND COGNITION (COURSE 6-9)
Units in Major That Also Satisfy the GIRs (36-60) 6.115 Microcomputer Project Laboratory 12
Total Units Beyond the GIRs Required for SB Degree 180 (CI-M)
The units for any subject that counts as one of the 17 GIR subjects Laboratory (CI-M)
cannot also be counted as units required beyond the GIRs. 6.141[J] Robotics: Science and Systems (CI- 12
1 M)
2
Subjects that also appear in one of the electives lists can count as either a 6.161 Modern Optics Project Laboratory 12
BCS Program Subject or a Program Elective, but not both. (CI-M)
1 (CI-M)
BCS/EECS Joint Electives
6.027[J] Biomolecular Feedback Systems 12 9.17 Systems Neuroscience Laboratory 12
6.034 Articial Intelligence 12 (CI-M)
6.141[J] Robotics: Science and Systems 12 9.59[J] Laboratory in Psycholinguistics (CI- 12
M)
6.801 Machine Vision 12
9.60 Machine-Motivated Human Vision 12
6.803 The Human Intelligence Enterprise 12 2
(CI-M)
2
Processing 1
Subjects that also appear in the list of BCS Program Subjects can count as
2
6.819 Advances in Computer Vision 12 either a BCS Program Subject or a Program Elective, but not both.
2
9.19 Computational Psycholinguistics 12 Subject has prerequisites that are outside of the program.
9.21[J] Cellular Neurophysiology and 12

2
Computing
9.35 Perception 12
9.49 Neural Circuits for Cognition 12
1
BCS Electives
9.13 The Human Brain 12
9.18[J] Developmental Neurobiology 12
9.24 Disorders and Diseases of the 12
2
Nervous System
9.26[J] Principles and Applications 12
2
Biotechnology and Neuroscience
9.42 The Brain and Its Interface with the 12
2
Body
2
9.46 Neuroscience of Morality 12
9.53 Emergent Computations Within 12
9.85 Infant and Early Childhood Cognition 12
2
Laboratory Subjects
Laboratory (CI-M)
Laboratory
2019–2020 MIT Bulletin | 481

COMPUTER SCIENCE AND MOLECULAR BIOLOGY (COURSE 6-7)
COMPUTER SCIENCE AND MOLECULAR Introductory Laboratory

BIOLOGY (COURSE 6-7) Select one of the following: 15-18
6.129[J] Biological Circuit Engineering
Laboratory (CI-M)
Computer Science and Molecular Biology (p. 341)
& 7.003 Molecular Biology
Bachelor of Science in Computer Science and Molecular and Molecular Biology Laboratory
Biology (CI-M)
20.109 Laboratory Fundamentals in
Requirement that is integrated into both the HASS Requirement and Foundational Subjects
the requirements of each major; see details below. Three Computer Science subjects:
6.009 Fundamentals of Programming 12
Three Biological Science subjects:
7.03 Genetics 12
2
the Communication Requirement. 7.05 General Biochemistry 12
Restricted Electives in Science and Technology (REST) 2 7.06 Cell Biology 12
Requirement [can be satised by 5.12 and 6.042[J] in Restricted Electives
the Departmental Program] Computational Biology
Laboratory Requirement (12 units) [can be satised 1 Select one of the following: 12
by 6.129[J], 7.003, or 20.109 in the Departmental 6.047 Computational Biology: Genomes,
Program] Networks, Evolution
Total GIR Subjects Required for SB Degree 17 6.802[J] Computational Systems Biology:
7.09 Quantitative and Computational
Biology
7.33[J] Evolutionary Biology: Concepts,
3
Departmental Program Biology
Choose at least two subjects in the major that are designated Select one subject from the list of Biology Restricted 12
as communication-intensive (CI-M) to fulll the Communication Electives
Requirement.
Advanced Undergraduate Project
Required Subjects Units Select one of the following: 9-12
Mathematics and Introductory 6.UAR Seminar in Undergraduate Advanced
& 6.0002 Programming in Python 6.UAT Oral Communication (CI-M)
and Introduction to Computational 7.19 Communication in Experimental
1
Thinking and Data Science Biology (CI-M)
6.042[J] Mathematics for Computer Science 12 Units in Major 168-174
Chemistry Unrestricted Electives 48
5.12 Organic Chemistry I 12 Units in Major That Also Satisfy the GIRs (36)
Select one of the following: 12 Total Units Beyond the GIRs Required for SB Degree 180-186
5.601 Thermodynamics I
20.110[J] Thermodynamics of Biomolecular
Systems
482 | 2019–2020 MIT Bulletin

COMPUTER SCIENCE AND MOLECULAR BIOLOGY (COURSE 6-7)
1
Students who enter MIT with sucient programming experience may
substitute 6.031 Elements of Soware Construction (15 units) aer taking
6.009.
2
5.07[J] Introduction to Biological Chemistry is also an acceptable option.
3
These subjects can count towards either the Computational Biology or the
Biology restricted electives, but not both.
Biology Restricted Electives

7.08[J] Biological Chemistry II 12
7.09 Quantitative and Computational 12
Biology
7.20[J] Human Physiology 12
7.21 Microbial Physiology 12
7.26 Molecular Basis of Infectious Disease 12
7.27 Principles of Human Disease and 12
Aging
7.28 Molecular Biology 12
7.31 Current Topics in Mammalian 12
7.32 Systems Biology 12
7.33[J] Evolutionary Biology: Concepts, 12
1
7.37[J] Molecular and Engineering Aspects 12
of Biotechnology
7.371 Biological and Engineering Principles 12
Underlying Novel Biotherapeutics
7.45 The Hallmarks of Cancer 12
7.46 Building with Cells 12
7.49[J] Developmental Neurobiology 12
1
These subjects can count towards either the Computational Biology or the
Biology restricted electives, but not both.
2019–2020 MIT Bulletin | 483

COMPUTER SCIENCE, ECONOMICS, AND DATA SCIENCE (COURSE 6-14)
COMPUTER SCIENCE, ECONOMICS, AND DATA 14.01 Principles of Microeconomics

1
12
SCIENCE (COURSE 6-14) 14.32 Econometric Data Science 12
Introductory Probability and Statistics
Computer Science, Economics, and Data Science (p. 341) Select one of the following: 12
14.30 Introduction to Statistical Methods in
Economics
Bachelor of Science in Computer Science, Economics, and
Data Science 18.600 Probability and Random Variables
General Institute Requirements (GIRs) Data Science
The General Institute Requirements include a Communication 6.036 Introduction to Machine Learning 12
Project-based
Summary of Subject Requirements Subjects 6.UAR Seminar in Undergraduate Advanced
Science Requirement 6 Research (12 units, CI-M)
Humanities, Arts, and Social Sciences (HASS) 8 6.UAT Oral Communication (CI-M)
Requirement [between one and three subjects can 15.276 Communicating with Data (CI-M)
be from the Departmental Program]; at least two of Select one of the following: 12
these subjects must be designated as communication- 14.05 Intermediate Macroeconomics (CI-M)
intensive (CI-H) to fulll the Communication 2
Requirement.
14.18 Mathematical Economic Modeling
Restricted Electives in Science and Technology (REST) 2 (CI-M)
Requirement [can be satised by 6.042[J] and 18.06 in
Laboratory Requirement (12 units) [can be satised by 1 Implementation (CI-M)
Elective Subjects
Select one of the following computer science electives: 12
Physical Education Requirement 6.207[J] Networks
Swimming requirement, plus four physical education 6.215 Optimization Methods
courses for eight points. 15.053 Optimization Methods in Business
Analytics
Select three economics electives from the list below, 36
Departmental Program including at least one subject from each group
Requirement. Units in Major 177-186
Mathematics
18.06 Linear Algebra 12 The units for any subject that counts as one of the 17 GIR subjects
Computation/Algorithms
6.0001 Introduction to Computer Science 6 1
14.03 Microeconomic Theory and Public Policy is also an acceptable
Programming in Python option.
2
6.006 Introduction to Algorithms 12 Subject has prerequisites that are outside of the program.
6.046[J] Design and Analysis of Algorithms 12 Economics Electives
6.009 Fundamentals of Programming 6-12 Select three of the following, including at least one 36
subject from each group:
or 6.0002 Introduction to Computational Thinking and Data
Science Data Science
Economics
484 | 2019–2020 MIT Bulletin

COMPUTER SCIENCE, ECONOMICS, AND DATA SCIENCE (COURSE 6-14)
14.20 Industrial Organization: Competitive

Strategy and Public Policy
14.27 Economics and E-Commerce
14.36 Advanced Econometrics
14.41 Public Finance and Public Policy
14.64 Labor Economics and Public Policy
14.75 Political Economy and Economic
Development
15.780 Stochastic Models in Business
Analytics
Theory
Theory
14.13 Psychology and Economics
14.15[J] Networks
14.16 Strategy and Information
14.19 Market Design
14.26[J] Economics of Incentives: Theory and
Applications
1
14.54 International Trade
1
2019–2020 MIT Bulletin | 485

URBAN SCIENCE AND PLANNING WITH COMPUTER SCIENCE (COURSE 11-6)
URBAN SCIENCE AND PLANNING WITH Select one of the following options: 12-24
COMPUTER SCIENCE (COURSE 11-6) Option 1 (12 units)
6.008 Introduction to Inference
Department of Urban Studies and Planning (p. 135) Option 2 (24 units)

6.034 Articial Intelligence
or 6.036 Introduction to Machine Learning
Bachelor of Science in Urban Science and Planning with Urban Planning Requirements
Computer Science
Development
The General Institute Requirements include a Communication 11.007 Urban and Environmental Technology 12
Requirement that is integrated into both the HASS Requirement and Implementation Lab
the requirements of each major; see details below. 11.188 Urban Planning and Social Science 12
Laboratory (CI-M)
Science Requirement 6 6.805[J] Foundations of Information Policy
2
Humanities, Arts, and Social Sciences (HASS) 8 11.002[J] Making Public Policy
Requirement [two subjects satised by 11.001[J]
11.011 The Art and Science of Negotiation
and the required Policy/Ethics subjects (all HASS);
11.165 Urban Energy Systems and Policy
additional HASS units may be inluded in urban science
electives]; at least two of these subjects must be Senior Thesis/Project
designated as communication-intensive (CI-H) to fulll Select one of the following options: 18
the Communication Requirement. Option 1
Restricted Electives in Science and Technology 2 6.UR Undergraduate Research in Electrical
(REST) Requirement [can be satised from among Engineering and Computer Science
6.0001/6.0002, 6.041, and 6.042[J] (if taken under 6.UAR Seminar in Undergraduate Advanced
joint number 18.062[J]) in the Departmental Program] Research (CI-M)
Laboratory Requirement (12 units) [can be satised 1 Option 2
from among 6.008, 6.009, and 11.188 in the
11.THT[J] Thesis Research Design Seminar (CI-
M)
Physical Education Requirement Electives
Swimming requirement, plus four physical education Select one Advanced Computer Science Elective from 12
courses for eight points. the list below
Select three Urban Science Electives for a minimum of 30
30 units from the list below
Departmental Program Units in Major 183-195
Computer Science Requirements Units
6.0001 Introduction to Computer Science 6 The units for any subject that counts as one of the 17 GIR subjects
Programming in Python cannot also be counted as units required beyond the GIRs.
6.0002 Introduction to Computational 6 1
6.805[J] can count towards either the Urban Planning Requirements or the
1
Thinking and Data Science Urban Science Electives, but not both.
6.006 Introduction to Algorithms 12 Advanced Computer Science Electives
6.009 Fundamentals of Programming 12 6.803 The Human Intelligence Enterprise 12
6.031 Elements of Soware Construction 15
486 | 2019–2020 MIT Bulletin

6.811[J] Principles and Practice of Assistive 12

Technology
Photography
Urban Science Electives

2.00A Fundamentals of Engineering Design: 9
Explore Space, Sea and Earth
4.032 Design Studio: Information and 12
Visualization
4.432 Modeling Urban Energy Flows 12
for Sustainable Cities and
Neighborhoods
1
6.805[J] Foundations of Information Policy 12
11.123 Big Plans and Mega-Urban 9
Landscapes
11.137 Financing Economic Development 12
11.148 Environmental Justice: Law and 12
Policy
11.156 Healthy Cities: Assessing Health 12
Impacts of Policies and Plans
Transportation
12.010 Computational Methods of Scientic 12
Programming
15.276 Communicating with Data 12
IDS.012[J] Statistics, Computation and 12
Applications
IDS.060[J] Environmental Law, Policy, and 12
Economics: Pollution Prevention and
Control
1
6.805[J] can count towards either the Urban Planning Requirements or the
Urban Science Electives, but not both.
2019–2020 MIT Bulletin | 487

488 | 2019–2020 MIT Bulletin

COMPUTATION AND COGNITION (COURSE 6-9P)
COMPUTATION AND COGNITION (COURSE 6.268 Network Science and Models 12

6-9P) 6.332, 6.333 Advanced Topics in Circuits 12
6.334 Power Electronics 12
Computation and Cognition (p. 370) 6.335[J] Fast Methods for Partial Dierential 12
and Integral Equations
6.336[J] Introduction to Numerical Simulation 12
Master of Engineering in Computation and Cognition
6.337[J] Introduction to Numerical Methods 12
6.338[J] Numerical Computing and Interactive 12
have already received, or who will simultaneously receive, the
Soware
Bachelor of Science in Computation and Cognition (Course 6-9). Refer
6.339[J] Numerical Methods for Partial 12
to the undergraduate degree chart (p. 480) for requirements.
Dierential Equations
The graduate component of the MEng program is described below. 6.341 Discrete-Time Signal Processing 12
6.344 Digital Image Processing 12
Course 6-9P Graduate Requirements 6.345[J] Automatic Speech Recognition 12
Required Subjects
6.347, 6.348 Advanced Topics in Signals and 12
6.THM Master of Engineering Program 24 Systems
Thesis
6.374 Analysis and Design of Digital 12
Restricted Electives Integrated Circuits
Four graduate subjects totaling at least 42 units, 42-48 6.375 Complex Digital Systems Design 12
which includes two subjects from the EECS advanced
6.434[J] Statistics for Engineers and 12
subjects and two from the BCS advanced subjects
Scientists
Two subjects from the list of mathematics restricted 24
6.435 Bayesian Modeling and Inference 12
electives
6.436[J] Fundamentals of Probability 12
Total Units 90-96
6.437 Inference and Information 12
6.438 Algorithms for Inference 12
EECS Advanced Subjects
6.440 Essential Coding Theory 12
6.231 Dynamic Programming and 12
Reinforcement Learning 6.441 Information Theory 12
6.241[J] Dynamic Systems and Control 12 6.442 Optical Networks 12
6.245 Multivariable Control Systems 12 6.443[J] Quantum Information Science 12
6.246, 6.247 Advanced Topics in Control 12 6.450 Principles of Digital Communication 12
6.248, 6.249 Advanced Topics in Numerical 12 6.452 Principles of Wireless 12
Methods Communication
6.251[J] Introduction to Mathematical 12 6.453 Quantum Optical Communication 12
Programming 6.454 Graduate Seminar in Area I 6
6.252[J] Nonlinear Optimization 12 6.456 Array Processing 12
6.254 Game Theory with Engineering 12 6.521[J] Cellular Neurophysiology and 12
1
Applications Computing
6.255[J] Optimization Methods 12 6.522[J] Quantitative Physiology: Organ 12
6.256[J] Algebraic Techniques and 12 Transport Systems
Semidenite Optimization 6.524[J] Molecular, Cellular, and Tissue 12
6.260, 6.261 Advanced Topics in Communications 12 Biomechanics
6.262 Discrete Stochastic Processes 12 6.525[J] Medical Device Design 12
6.263[J] Data-Communication Networks 12 6.542[J] Laboratory on the Physiology, 12
Acoustics, and Perception of Speech
6.265[J] Discrete Probability and Stochastic 12
Processes 6.544, 6.545 Advanced Topics in BioEECS 12
6.267 Heterogeneous Networks: 12 6.552[J] Signal Processing by the Auditory 12
Architecture, Transport, Proctocols, System: Perception
and Management
2019–2020 MIT Bulletin | 489

6.555[J] Biomedical Signal and Image 12 6.837 Computer Graphics 12

Processing 6.838 Shape Analysis 12
6.556[J] Data Acquisition and Image 12 6.839 Advanced Computer Graphics 12
Reconstruction in MRI 6.840[J] Theory of Computation 12
6.561[J] Fields, Forces, and Flows in 12 6.841[J] Advanced Complexity Theory 12
Biological Systems
6.842 Randomness and Computation 12
6.630 Electromagnetics 12
6.845 Quantum Complexity Theory 12
6.631 Optics and Photonics 12
6.846 Parallel Computing 12
6.632 Electromagnetic Wave Theory 12
6.849 Geometric Folding Algorithms: 12
6.637 Optical Imaging Devices, and 12 Linkages, Origami, Polyhedra
Systems
6.850 Geometric Computing 12
6.644, 6.645 Advanced Topics in Applied Physics 12
6.851 Advanced Data Structures 12
6.685 Electric Machines 12
6.852[J] Distributed Algorithms 12
6.690 Introduction to Electric Power 12
6.853 Topics in Algorithmic Game Theory 12
Systems
6.854[J] Advanced Algorithms 12
6.695[J] Engineering, Economics and 12
Regulation of the Electric Power 6.856[J] Randomized Algorithms 12
Sector 6.857 Network and Computer Security 12
6.719 Nanoelectronics 12 6.858 Computer Systems Security 12
6.720[J] Integrated Microelectronic Devices 12 6.860[J] Statistical Learning Theory and 12
6.728 Applied Quantum and Statistical 12 Applications
Physics 6.863[J] Natural Language and the Computer 12
6.730 Physics for Solid-State Applications 12 Representation of Knowledge
6.731 Semiconductor Optoelectronics: 12 6.864 Advanced Natural Language 12

Theory and Design Processing
6.732 Physics of Solids 12 6.865 Advanced Computational 12

Photography
6.735, 6.736 Advanced Topics in Materials, 12
Devices, and Nanotechnology 6.866 Machine Vision 12
6.774 Physics of Microfabrication: Front 12 6.867 Machine Learning 12

End Processing 6.869 Advances in Computer Vision 12
6.776 High Speed Communication Circuits 12 6.870 Advanced Topics in Computer Vision 12
6.777[J] Design and Fabrication of 12 6.872[J] Biomedical Computing 12
Microelectromechanical Systems 6.874[J] Computational Systems Biology: 12
6.780[J] Control of Manufacturing Processes 12 Deep Learning in the Life Sciences
6.781[J] Nanostructure Fabrication 12 6.875[J] Cryptography and Cryptanalysis 12
6.820 Foundations of Program Analysis 12 6.876 Advanced Topics in Cryptography 12
6.823 Computer System Architecture 12 6.878[J] Advanced Computational Biology: 12
6.824 Distributed Computer Systems 12 Genomes, Networks, Evolution
Engineering 6.881 Advanced Topics in Articial 12
6.828 Operating System Engineering 12 Intelligence
6.829 Computer Networks 12 6.882 Advanced Topics in Articial 12

Intelligence
6.883 Advanced Topics in Articial 12
6.832 Underactuated Robotics 12
Intelligence
6.834[J] Cognitive Robotics 12 Intelligence
6.835 Intelligent Multimodal User 12 6.885-6.888 Advanced Topics in Computer 12
Interfaces Systems
490 | 2019–2020 MIT Bulletin

6.889-6.893 Advanced Topics in Theoretical 12

Computer Science Mathematics Restricted Electives
6.894-6.896 Advanced Topics in Graphics and 12 Probability and Statistics (maximum of 1)
1
Human-Computer Interfaces 6.008 Introduction to Inference
1
6.935[J] Financial Market Dynamics and 9 6.041 Introduction to Probability
Human Behavior 6.436[J] Fundamentals of Probability
6.945 Large-scale Symbolic Systems 12 9.07 Statistics for Brain and Cognitive
1
6.946[J] Classical Mechanics: A 12 Science
Computational Approach 9.073[J] Statistics for Neuroscience Research
2
1
Cannot count as EECS Advanced Subject if undergraduate version is taken 2
as part of the Course 6-9 SB degree.
9.272[J] Topics in Neural Signal Processing
18.05 Introduction to Probability and
BCS Advanced Subjects Statistics
9.016[J] Acoustics, Production and Perception 12 18.600 Probability and Random Variables
of Speech 18.650[J] Fundamentals of Statistics
9.021[J] Cellular Neurophysiology and 12 Discrete Mathematics (maximum of 1)
1 1
Computing 6.042[J] Mathematics for Computer Science
9.073[J] Statistics for Neuroscience Research 12 18.200 Principles of Discrete Applied
2
Mathematics
9.110[J] Nonlinear Control 12 Linear Algebra (maximum of 1)
9.123[J] Neurotechnology in Action 12 1
1
9.181[J] Developmental Neurobiology 12 18.703 Modern Algebra
1
9.190 Computational Psycholinguistics 12 Complex Variables (maximum of 1)
9.272[J] Topics in Neural Signal Processing 12 18.04 Complex Variables with Applications
9.285[J] Audition: Neural Mechanisms, 12 18.0751 Methods for Scientists and Engineers
Perception and Cognition Real Analysis (maximum of 1)
9.301[J] Neural Plasticity in Learning and 9 18.1001 Real Analysis
Memory
Other Subjects
9.34[J] Biomechanics and Neural Control of 12
8.044 Statistical Physics I
Movement
18.0851 Computational Science and
9.422[J] Principles of Neuroengineering 12
Engineering I
9.455[J] Revolutionary Ventures: How to 9
18.0861 Computational Science and
Invent and Deploy Transformative
Engineering II
Technologies
18.330 Introduction to Numerical Analysis
9.520[J] Statistical Learning Theory and 12
Applications
1 18.781 Theory of Numbers
9.530 Emergent Computations Within 12 1

Cannot count as Mathematics Restricted Elective if taken as part of the
1
Distributed Neural Circuits Course 6-9 SB degree.
2
9.583[J] Functional Magnetic Resonance 12 Subject can count as BCS Advanced Subject or Mathematics Restricted
Imaging: Data Acquisition and Elective, but not both.
Analysis
9.601[J] Language Acquisition I 9
1
9.660 Computational Cognitive Science 12
9.822[J] Psychology and Economics 12
1
Cannot count as BCS Advanced Subject if undergraduate version is taken
as part of the Course 6-9 SB degree.
2
Subject can count as BCS Advanced Subject or Mathematics Restricted
Elective, but not both.
2019–2020 MIT Bulletin | 491

COMPUTER SCIENCE AND MOLECULAR BIOLOGY (COURSE 6-7P)
COMPUTER SCIENCE AND MOLECULAR

BIOLOGY (COURSE 6-7P)
Computer Science and Molecular Biology (p. 373)
Master of Engineering in Computer Science and Molecular

Biology
have already received, or who will simultaneously receive, the
Bachelor of Science in Computer Science and Molecular Biology
(Course 6-7). Refer to the undergraduate degree chart (p. 482) for
requirements.
The graduate component of the MEng program is described below.
Course 6-7P Graduate Requirements

Required Subjects
6.THM Master of Engineering Program 24
Thesis
Four graduate subjects totaling at least 42 units, 42-48
which includes two concentration subjects plus a
third graduate subject in electrical engineering and
1
computer science and/or biology.
Two subjects from a restricted departmental list of 24
mathematics electives.
Total Units 90-96
1
The required graduate subjects are selected with departmental review
and approval to ensure that the combination, including two subjects in
biology and/or computational biology plus a third subject in electrical
engineering and computer science and/or biology, forms a distinct and
appropriate area of graduate concentration.
492 | 2019–2020 MIT Bulletin

INTERDISCIPLINARY DOCTOR OF PHILOSOPHY IN STATISTICS
INTERDISCIPLINARY DOCTOR OF 6.555[J] Biomedical Signal and Image

PHILOSOPHY IN STATISTICS Processing
6.867 Machine Learning
9.190 Computational Psycholinguistics
Interdisciplinary Doctoral Program in Statistics (p. 379)
9.520[J] Statistical Learning Theory and
Common Core Applications
All students in the Interdisciplinary Doctoral Program in Statistics are 9.660 Computational Cognitive Science
required to complete the common core for a total of 27 units. Data Analysis
6.436[J] Fundamentals of Probability 12
7.57 Quantitative Biology for Graduate
or 18.675 Theory of Probability
Students
IDS.190 Doctoral Seminar in Statistics and 3
9.073[J] Statistics for Neuroscience Research
Data Science
1 9.272[J] Topics in Neural Signal Processing
18.655 Mathematical Statistics 12
9.583[J] Functional Magnetic Resonance
or 18.6501 Fundamentals of Statistics
Imaging: Data Acquisition and
Total Units 27 Analysis
1
Mathematics students must enroll in 18.655. Total Units 24-27
Program-specic Requirements Economics

Each student must complete the requirements specied by their Computation and Statistics
1
home department in the lists below by taking one subject from the Select one of the following: 12
Computation and Statistics category and one subject from the Data 9.520[J] Statistical Learning Theory and
Analysis category. Applications
Aeronautics and Astronautics
Data Analysis
Computation and Statistics
14.192 Advanced Research and 12
Communication
6.438 Algorithms for Inference
14.386 New Econometric Methods 12
or 14.387 Applied Econometrics
Total Units 36
Applications
1
16.391[J] Statistics for Engineers and Students may substitute a more advanced subject with permission of the
Scientists program director.
16.940 Numerical Methods for Stochastic
Modeling and Inference Mathematics
Data Analysis Computation and Statistics
Select one of the following: 12 Select one of the following: 12
16.393 Statistical Communication and 6.252[J] Nonlinear Optimization
Localization Theory 6.256[J] Algebraic Techniques and
16.470 Statistical Methods in Experimental Semidenite Optimization
Design 6.438 Algorithms for Inference
IDS.131[J] Statistics, Computation and 6.867 Machine Learning
Applications 9.520[J] Statistical Learning Theory and
Total Units 24 Applications
18.337[J] Numerical Computing and Interactive
Brain and Cognitive Sciences Soware
Computation and Statistics 18.338 Eigenvalues of Random Matrices
Select one of the following: 12 18.415[J] Advanced Algorithms
2019–2020 MIT Bulletin | 493

INTERDISCIPLINARY DOCTOR OF PHILOSOPHY IN STATISTICS
18.416[J] Randomized Algorithms 17.804 Quantitative Research Methods

18.657 Topics in Statistics III: Generalized Linear Models and
Data Analysis Extensions
Select one of the following: 12 17.806 Quantitative Research Methods IV:

Advanced Topics
6.555[J] Biomedical Signal and Image
Processing Data Analysis
6.869 Advances in Computer Vision Select one of the following: 12-15
9.073[J] Statistics for Neuroscience Research 6.555[J] Biomedical Signal and Image
Processing
9.272[J] Topics in Neural Signal Processing
6.869 Advances in Computer Vision
18.367 Waves and Imaging
9.073[J] Statistics for Neuroscience Research
IDS.131[J] Statistics, Computation and
Applications 9.272[J] Topics in Neural Signal Processing
14.386 New Econometric Methods
Total Units 24
& 14.192 and Advanced Research and
Communication
Political Science
14.387 Applied Econometrics
& 14.192 and Advanced Research and
Select one of the following: 12 Communication
6.867 Machine Learning 18.367 Waves and Imaging
9.520[J] Statistical Learning Theory and IDS.131[J] Statistics, Computation and
Applications Applications
Total Units 24-27
Data Analysis
17.802 Quantitative Research Methods II:
Causal Inference
17.804 Quantitative Research Methods
III: Generalized Linear Models and
Extensions
17.806 Quantitative Research Methods IV:
Advanced Topics
Total Units 24
Social and Engineering Systems

6.434[J] Statistics for Engineers and
Scientists
6.438 Algorithms for Inference
Applications
14.382 Econometrics
15.077[J] Statistical Learning and Data Mining
17.802 Quantitative Research Methods II:
Causal Inference
494 | 2019–2020 MIT Bulletin

MASTER'S DEGREES IN SUPPLY CHAIN MANAGEMENT
MASTER'S DEGREES IN SUPPLY CHAIN Select 22 units of electives, including at least 6 units in 22
MANAGEMENT each of the following categories:
SCM Electives
Analysis Electives
Supply Chain Management Program (p. 379)
Management Electives
Master of Applied Science in Supply Chain Management Total Units 90

(Residential Program) 1
Students who have already successfully completed one of the required
The Master of Applied Science in Supply Chain Management degree subjects at a graduate level elsewhere may petition to replace that subject
is an intensive, 10-month residential program requiring 90 units of with another elective.
2
graduate subjects. Students complete at least 81 units of required With the approval of the instructor, students may substitute SCM.271
and elective subjects and complete a 9-unit capstone project. The Logistics Systems Topics (3 units) plus 9 additional units of electives.
3
subject requirements for this program are described below. With the approval of the instructor, students may substitute SCM.274
Databases and Data Analysis Topics for Supply Chain Management (3
1 units) plus 3 additional units of electives.
4
With the permission of the program director, students may substitute
Fall Required Subjects
SCM.253 Case Studies in Supply Chain Financial Analysis (3 units) plus 6
SCM.250 Analytical Methods for Supply Chain 6 additional units of electives.
Management
SCM.259 Written Communications for Supply 3 Electives
Chain Management The subjects listed below are recommended but other
2
SCM.260[J] Logistics Systems 12 choices can be approved by the graduate advisor.
SCM.264 Databases and Data Analysis for 6 SCM Electives
3
Supply Chain Management SCM.261[J] Case Studies in Logistics and Supply 9
SCM.280 Supply Chain Communications 1 Chain Management
Workshop SCM.265[J] Global Supply Chain Management 6
SCM.800 Capstone Project in Supply Chain 3 SCM.266 Freight Transportation 6
Management
SCM.267 Global Supply Chain Management 3
IAP Required Subjects Topics
SCM.262 Leading Global Teams 3 SCM.283 Humanitarian Logistics 6
SCM.282 Supply Chain Leadership Workshop 3 SCM.284 Humanitarian Logistics with Project 12
Spring Required Subjects SCM.290 Sustainable Supply Chain 6
SCM.263 Advanced Writing Workshop for SCM 3 Management
SCM.281 Supply Chain Public Speaking 1 SCM.291 Procurement Fundamentals 6
Workshop SCM.293[J] Urban Last-Mile Logistics 6
SCM.800 Capstone Project in Supply Chain 6 SCM.295 Supply Chain Study Trek 3
Management
Analysis Electives
SCM.256 Data Science and Machine Learning 12
SCM.254 Applied Programming and Data 3
for Supply Chain Management
Analysis in Python
or 6.883 Advanced Topics in Articial Intelligence
1.200[J] Transportation Systems Analysis: 12
Finance Choices Performance and Optimization
4
Select one of the following: 9 15.093[J] Optimization Methods 12
15.011 Economic Analysis for Business 15.764[J] The Theory of Operations 12
Decisions Management
15.401 Managerial Finance 15.774 The Analytics of Operations 12
15.521 Accounting Information for Decision Management
Makers 15.871 Introduction to System Dynamics 6
SCM.251 Supply Chain Financial Analysis 15.872 System Dynamics II 6
Required Electives IDS.145[J] Data Mining: Finding the Models and 6
2019–2020 MIT Bulletin | 495

IDS.147[J] Statistical Learning and Data Mining 12

IDS.330 Real Options for Product and 6
Systems Design
IDS.333 Risk and Decision Analysis 6
IDS.338[J] Multidisciplinary Design 12
Optimization
15.762[J] Supply Chain Planning 6
15.763[J] Manufacturing System and Supply 6
Chain Design
15.768 Management of Services: Concepts, 9
Design, and Delivery
15.769 Operations Strategy 9
15.784 Operations Laboratory 9
496 | 2019–2020 MIT Bulletin

1
Supply Chain Management Program (p. 379) Students who have already successfully completed one of the required
subjects at a graduate level elsewhere may petition to replace that subject
with another elective.
Master of Engineering in Supply Chain Management 2
With the approval of the instructor, students may substitute SCM.271
(Residential Program)
Logistics Systems Topics (3 units) plus 9 additional units of electives.
3
The Master of Engineering in Supply Chain Management degree is With the approval of the instructor, students may substitute SCM.274
an intensive, 10-month residential program requiring 90 units of Databases and Data Analysis Topics for Supply Chain Management (3
graduate subjects. Students complete at least 78 units of required units) plus 3 additional units of electives.
4
and elective subjects, and complete a 12-unit thesis. The subject With the permission of the program director, students may substitute
requirements for this program are described below. SCM.253 Case Studies in Supply Chain Financial Analysis (3 units) plus 6
additional units of electives.
1
Fall Required Subjects Electives
SCM.250 Analytical Methods for Supply Chain 6 The subjects listed below are recommended but other
Management choices can be approved by the graduate advisor.
SCM.259 Written Communications for Supply 3 SCM Electives

Chain Management SCM.261[J] Case Studies in Logistics and Supply 9
SCM.260[J] Logistics Systems
2
12 Chain Management
SCM.264 Databases and Data Analysis for 6 SCM.265[J] Global Supply Chain Management 6
3 SCM.266 Freight Transportation 6
SCM.280 Supply Chain Communications 1 SCM.267 Global Supply Chain Management 3
Workshop Topics
SCM.THG Graduate Thesis 3 SCM.283 Humanitarian Logistics 6
IAP Required Subjects SCM.284 Humanitarian Logistics with Project 12
SCM.262 Leading Global Teams 3 SCM.290 Sustainable Supply Chain 6
SCM.282 Supply Chain Leadership Workshop 3 Management
Spring Required Subjects SCM.291 Procurement Fundamentals 6
SCM.263 Advanced Writing Workshop for SCM 3 SCM.293[J] Urban Last-Mile Logistics 6
SCM.281 Supply Chain Public Speaking 1 SCM.295 Supply Chain Study Trek 3
Workshop Analysis Electives
SCM.THG Graduate Thesis 9 SCM.254 Applied Programming and Data 3
6.883 Advanced Topics in Articial 12 Analysis in Python
Intelligence 1.200[J] Transportation Systems Analysis: 12
Finance Choices Performance and Optimization

4
9 15.093[J] Optimization Methods 12
15.011 Economic Analysis for Business 15.764[J] The Theory of Operations 12

Decisions Management
15.401 Managerial Finance 15.774 The Analytics of Operations 12

Management
15.521 Accounting Information for Decision
Makers 15.871 Introduction to System Dynamics 6
SCM.251 Supply Chain Financial Analysis 15.872 System Dynamics II 6
Required Electives IDS.145[J] Data Mining: Finding the Models and 6

Select 19 units of electives, including at least 6 units in 19
each of the following categories: IDS.147[J] Statistical Learning and Data Mining 12
SCM Electives IDS.330 Real Options for Product and 6

Systems Design
Analysis Electives
IDS.333 Risk and Decision Analysis 6
Total Units 90
Optimization
2019–2020 MIT Bulletin | 497


15.763[J] Manufacturing System and Supply 6
Chain Design
498 | 2019–2020 MIT Bulletin

2019–2020 MIT Bulletin | 499


Electives
Master of Applied Science in Supply Chain Management The subjects listed below are recommended. Students
(Blended Program) may select other subjects with the approval of the
advisor.
The Master of Applied Science in Supply Chain Management degree
SCM Electives
is an intensive, ve-month blended program requiring 90 units of
SCM.261[J] Case Studies in Logistics and Supply 9
graduate subjects. The MASc degree is only available to students
Chain Management
who have successfully completed the MITx MicroMasters credential
in Supply Chain Management. Students receive 42 units of advance SCM.266 Freight Transportation 6
standing credit for completion of the MicroMasters Credential, SCM.267 Global Supply Chain Management 3
complete at least 39 units of required and elective subjects, and Topics
complete a 9-unit capstone project. The subject requirements for this SCM.283 Humanitarian Logistics 6
program are described below. SCM.284 Humanitarian Logistics with Project 12
SCM.290 Sustainable Supply Chain 6
Management
Students receive advanced standing credit for
SCM.291 Procurement Fundamentals 6
completion of the MicroMasters Credential, which
SCM.293[J] Urban Last-Mile Logistics 6
constitutes the rst semester of the program.
SCM.295 Supply Chain Study Trek 3
SCM.500 Studies in Supply Chain Management 42
Analysis Electives
constituting the second semester of the program. SCM.254 Applied Programming and Data 3
Analysis in Python
IAP Required Subjects
15.764[J] The Theory of Operations 12
SCM.258 Written Communication Topics for 1
Management
15.871 Introduction to System Dynamics 6
SCM.262 Leading Global Teams 3
15.872 System Dynamics II 6
SCM.280 Supply Chain Communications 1
Workshop IDS.145[J] Data Mining: Finding the Models and 6
SCM.282 Supply Chain Leadership Workshop 3
Spring Required Subjects
SCM.253 Case Studies in Supply Chain 3
Systems Design
Financial Analysis
SCM.263 Advanced Writing Workshop for SCM 3
Optimization
SCM.281 Supply Chain Public Speaking 1
Workshop
SCM.256 Data Science and Machine Learning 12
for Supply Chain Management 15.763[J] Manufacturing System and Supply 6
Chain Design
or 6.883 Advanced Topics in Articial Intelligence
Capstone Requirement
A capstone report, presentation, and executive
summary of the project are required.
SCM.800 Capstone Project in Supply Chain 9
Management
Required Electives
From the list of electives, select subjects in each of the
following categories:
SCM Electives 6
Analysis Electives 6
Total Units 90
500 | 2019–2020 MIT Bulletin

2019–2020 MIT Bulletin | 501


Electives
Master of Engineering in Supply Chain Management The subjects listed below are recommended. Students
(Blended Program) may select other subjects with the approval of the
advisor.
The Master of Engineering in Supply Chain Management degree
SCM Electives
is an intensive, ve-month blended program requiring 90 units of
SCM.261[J] Case Studies in Logistics and Supply 9
graduate subjects. The MEng degree is only available to students
Chain Management
who have successfully completed the MITx MicroMasters credential
in Supply Chain Management. Students receive 42 units of advance SCM.266 Freight Transportation 6
standing credit for completion of the MicroMasters Credential, SCM.267 Global Supply Chain Management 3
complete at least 36 units of required and elective subjects, and Topics
complete a 12-unit thesis. The subject requirements for this program SCM.283 Humanitarian Logistics 6
are described below. SCM.284 Humanitarian Logistics with Project 12
SCM.290 Sustainable Supply Chain 6
Management
Students receive advanced standing credit for
SCM.291 Procurement Fundamentals 6
completion of the MicroMasters Credential, which
SCM.293[J] Urban Last-Mile Logistics 6
constitutes the rst semester of the program.
SCM.295 Supply Chain Study Trek 3
SCM.500 Studies in Supply Chain Management 42
Analysis Electives
constituting the second semester of the program. SCM.254 Applied Programming and Data 3
Analysis in Python
IAP Required Subjects
15.764[J] The Theory of Operations 12
SCM.258 Written Communication Topics for 1
Management
15.871 Introduction to System Dynamics 6
SCM.262 Leading Global Teams 3
15.872 System Dynamics II 6
SCM.280 Supply Chain Communications 1
Workshop IDS.145[J] Data Mining: Finding the Models and 6
SCM.282 Supply Chain Leadership Workshop 3
Spring Required Subjects
SCM.253 Case Studies in Supply Chain 3
Systems Design
Financial Analysis
SCM.263 Advanced Writing Workshop for SCM 3
Optimization
SCM.281 Supply Chain Public Speaking 1
Workshop
Intelligence 15.763[J] Manufacturing System and Supply 6
Chain Design
Thesis Requirement
A master's thesis, presentation, and executive
summary of the thesis are required.
SCM.THG Graduate Thesis 12
Required Electives
From the list of electives, select subjects in each of the
following categories:
SCM Electives 6
Analysis Electives 3
Total Units 90
502 | 2019–2020 MIT Bulletin

MASTER OF SCIENCE IN TECHNOLOGY AND POLICY
MASTER OF SCIENCE IN TECHNOLOGY AND

POLICY
Institute for Data, Systems, and Society (p. 183)
The Master of Science in Technology and Policy, designed to be

completed in two years, requires 84–90 units of coursework plus a
master's thesis that builds on the student's concentration.
Core Subjects
IDS.411 Concepts and Research in 9
Technology and Policy
17.800 Quantitative Research Methods I:
Regression
IDS.131[J] Statistics, Computation and
Applications
Students who elect to take an optional internship
between the rst and second academic year typically
must register for IDS.449, particularly if internship
funding has been secured from TPP or if the internship
is part of curricular practical training.
Framework Subjects
15.011 Economic Analysis for Business 9-12
Decisions
or 14.003 Microeconomic Theory and Public Policy
IDS.412[J] Science, Technology, and Public 12
Policy
One Restricted elective in Law, Social Science, or 9-12
1
Statistics
Engineering Systems Concentration
Select three graduate subjects that form a coherent 30
sequence in technology and policy/social sciences.
Concentration requires approval from both the
2
research supervisor and TPP administration.
Thesis Requirement
Students must complete a research-based thesis on
a topic of their choice that has been approved by the
thesis supervisor.
IDS.THG Graduate Thesis 24
Total Units 105-111
1
A list of candidate subjects is maintained by the program.
2
TPP academic advisors may suggest subjects, depending on a student's
background, research interests, and academic goals.
2019–2020 MIT Bulletin | 503

MASTER OF SCIENCE IN TRANSPORTATION (MST)
MASTER OF SCIENCE IN TRANSPORTATION 16.781[J] Planning and Design of Airport 12

(MST) Systems
16.886 Air Transportation Systems 12
Architecting
Master of Science in Transportation Program Description (p. 380)
Analysis and Planning Methods
A Master of Science degree at MIT requires a minimum of 66 1.202 Demand Modeling 12
units of graduate subjects, plus a thesis. The subject and thesis 1.203[J] Applied Probability and Stochastic 12
requirements for this program are described below. Models
1.205 Advanced Demand Modeling 12
Subject Requirements Data Sciences for Transportation
1
Core Subjects 6.268 Network Science and Models 12
1.200[J] Transportation Systems Analysis: 12 11.205 Introduction to Spatial Analysis 6
Performance and Optimization 15.060 Data, Models, and Decisions 9
1.201[J] Transportation Systems Analysis: 12 15.077[J] Statistical Learning and Data Mining 12
Demand and Economics Intelligent Transportation Systems, Safety, and
Individually Designed Program Security
Select three subjects from the MST Program Areas, 18-21 1.208 Resilient Infrastructure Networks 12
listed separately below. 1
16.412[J] Cognitive Robotics 12
Select one subject from the Policy and Technology 9-12 16.413[J] Principles of Autonomy and Decision 12
Subjects, listed separately below. 1
Making
1
Computer Programming Requirement 16.422 Human Supervisory Control of 12
1
1.001 Engineering Computation and Data 12 Automated Systems
2
Science IDS.340[J] System Safety Concepts 12
Total Units 66 STS.487 Foundations of Information Policy 12
1
Logistics and Supply Chain Management
Requests to waive this requirement based on prior coursework must be
1.203[J] Applied Probability and Stochastic 12
submitted in writing to the Transportation Education Committee (TEC)
executive director. Models
2
Recommended for most students. See the MST website (http:// 1.260[J] Logistics Systems 12
cee.mit.edu/graduate/transportation/degreerequirements) for 1.261[J] Case Studies in Logistics and Supply 9
information about acceptable substitutions. Chain Management
1.265[J] Global Supply Chain Management 6
Thesis Requirement SCM.266 Freight Transportation 6
Transportation Planning, Policy, and Sustainability
Students must complete a research-based thesis on
1
a topic of their choice that has been approved by the 2.65[J] Sustainable Energy 12
thesis supervisor. 11.478 Behavior and Policy: Connections in 12
3
1.THG Graduate Thesis 24 Transportation
11.527 Advanced Seminar in Transportation 12
MST Program Areas Finance
Select from the subjects below to fulll the Individually Designed IDS.435[J] Law, Technology, and Public Policy 12
Program Requirement. 2
Urban Transportation
Air Transportation 3
16.71[J] The Airline Industry 12
1
16.72 Air Trac Control 12 Also satises the Technology requirement.
2
16.75[J] Airline Management 12 Special subjects oered by the Department of Urban Studies and Planning
(Course 11) may satisfy this requirement if content satises MST criteria.
16.763[J] Air Transportation Operations 12
Contact program oce for available oerings.
Research 3
Also satises the Policy requirement.
504 | 2019–2020 MIT Bulletin

MASTER OF SCIENCE IN TRANSPORTATION (MST)
Policy and Technology Subjects

Select from the subjects below to satisfy the Policy / Technology
Requirement.
1
Transportation Policy Subjects
Transportation
Transportation Subjects with Substantial Policy
Content
16.71[J] The Airline Industry 12
Policy Subjects with Modest or No Transportation
Content
11.255 Negotiation and Dispute Resolution 12
in the Public Sector
11.481[J] Analyzing and Accounting for 12
Regional Economic Change
11.482[J] Regional Socioeconomic Impact 12
Analyses and Modeling
15.023[J] Global Climate Change: Economics, 9
Science, and Policy
IDS.412[J] Science, Technology, and Public 12
Policy
IDS.435[J] Law, Technology, and Public Policy 12
STS.487 Foundations of Information Policy 12
Technology Subjects
2.65[J] Sustainable Energy 12
6.268 Network Science and Models 12
16.422 Human Supervisory Control of 12
Automated Systems
16.72 Air Trac Control 12
MAS.552[J] City Science 12
MAS.836 Sensor Technologies for Interactive 12
Environments
1
Special subjects oered by the Department of Urban Studies and Planning
(Course 11) may satisfy this requirement if content satises MST criteria.
Contact program oce for available oerings.
2019–2020 MIT Bulletin | 505

INDEX
INDEX Bachelor of Science in Archaeology and Materials as Recommended by

the Department of Materials Science and Engineering (Course 3-C) Degree
Chart ............................................................................................. 395
A Biological Engineering (Course 20) Bachelor of Science Degree Chart .. 396
Abdul Latif Jameel Poverty Action Lab ................................................92 Biological Engineering Department .................................................. 161
Academic and Research Options ....................................................... 44 Biology (Course 7) Bachelor of Science Degree Chart .........................461
Academic Calendar ............................................................................ 8 Biology Department ........................................................................302
Academic Performance and Grades ................................................... 80 Biomedical Engineering Minor .........................................................356
Academic Procedures ....................................................................... 76 Brain and Cognitive Sciences (Course 9) Bachelor of Science Degree Chart
...................................................................................................... 463
Academic Program, overview ............................................................. 15
Brain and Cognitive Sciences Department ........................................ 309
Academic Programs, undergraduate ...................................................31
Broad Institute of MIT and Harvard ....................................................92
Academic Resources ......................................................................... 27
Business Analytics (Course 15-2) Bachelor of Science Degree Chart .... 457
Activities .......................................................................................... 17
Administration ..................................................................................16 C
Admissions, graduate ....................................................................... 67
Campus Life ..................................................................................... 17
Admissions, undergraduate .............................................................. 54
Campus Media ................................................................................. 20
Advanced Urbanism ........................................................................370
Career Advising and Professional Development .................................. 50
Advising and Support ....................................................................... 27
Career and Professional Options ....................................................... 50
Aeronautics and Astronautics Department ........................................ 150
Center for Archaeological Materials ................................................... 92
Aerospace Engineering (Course 16) Bachelor of Science Degree Chart .. 393
Center for Bits and Atoms ................................................................. 93
African and African Diaspora Studies Minor ...................................... 351
Center for Collective Intelligence ....................................................... 93
Alumni ............................................................................................. 16
Center for Computational Engineering ............................................... 93
Ancient and Medieval Studies Minor ................................................352
Center for Energy and Environmental Policy Research ......................... 94
Anthropology (Course 21A) Bachelor of Science Degree Chart ............ 426
Center for Environmental Health Sciences .......................................... 94
Anthropology Program ....................................................................243
Center for Global Change Science ......................................................95
Applied International Studies Minor ................................................ 354
Center for International Studies ........................................................ 95
Architecture (Course 4) Bachelor of Science Degree Chart ..................386
Center for Real Estate ....................................................................... 96
Architecture Department ................................................................. 123
Center for Transportation & Logistics ................................................. 97
Around Campus ................................................................................ 13
Chemical Engineering (Course 10) Bachelor of Science Degree Chart ... 398
Art and Design (Course 4-B) Bachelor of Science Degree Chart ...........388
Chemical Engineering Department ................................................... 168
Arts at MIT ....................................................................................... 17
Chemical-Biological Engineering (Course 10-B) Bachelor of Science Degree
Asian and Asian Diaspora Studies Minor .......................................... 354 Chart ..............................................................................................397
Astronomy Minor ............................................................................ 356 Chemistry and Biology (Course 5-7) ................................................. 478
Athletics .......................................................................................... 20 Chemistry and Biology interdisciplinary undergraduate program ....... 340
Atmospheric Chemistry Minor ......................................................... 356 Chemistry (Course 5) Bachelor of Science Degree Chart .....................465
Chemistry Department .................................................................... 314

B Civil and Environmental Engineering Department .............................. 177
Bachelor of Science as Recommended by the Department of Chemical Clinical Research Center ................................................................... 98
Engineering (Course 10-C) Degree Chart ...........................................400
Comparative Media Studies Bachelor of Science Degree Chart ........... 427
Bachelor of Science as Recommended by the Department of Materials
Science and Engineering (Course 3-A) .............................................. 418 Comparative Media Studies/Writing Program ................................... 245
Computation and Cognition .............................................................340
506 | 2019–2020 MIT Bulletin

INDEX
Computation and Cognition .............................................................370 Electrical Engineering and Computer Science (Course 6-P) Master of
Engineering Degree Chart ............................................................... 406
Computation and Cognition (Course 6-9) ..........................................480
Electrical Engineering and Computer Science Department ................. 190
Computation and Cognition (Course 6-9P) ........................................489
Electrical Science and Engineering (Course 6-1) Bachelor of Science Degree
Computation for Design and Optimization ........................................ 370 Chart ............................................................................................. 407
Computational and Systems Biology ................................................ 371 Energy Studies Minor ......................................................................357
Computational Science and Engineering ...........................................373 Engineering as Recommended by the Department of Aeronautics and
Computer Science and Articial Intelligence Laboratory ...................... 98 Astronautics (Course 16-ENG) Bachelor of Science Degree Chart ......... 410
Computer Science and Engineering (Course 6-3) Bachelor of Science Engineering as Recommended by the Department of Chemical Engineering
Degree Chart .................................................................................. 401 (Course 10-ENG) Bachelor of Science Degree Chart ............................ 411
Computer Science and Molecular Biology (Course 6-7) Bachelor of Science Engineering as Recommended by the Department of Mechanical
Degree Chart ..................................................................................482 Engineering (Course 2-A) Bachelor of Science Degree Chart ............... 413
Computer Science and Molecular Biology (Course 6-7P) Master of Engineering (Course 22-ENG) ...........................................................414
Engineering Degree Chart ............................................................... 492 Entrepreneurship and Innovation Minor ........................................... 359
Computer Science and Molecular Biology Program, graduate ............. 373 Environment and Sustainability Minor ............................................. 360
Computer Science and Molecular Biology Program, undergraduate .....341
Computer Science, Economics, and Data Science .............................. 341 F

Computer Science, Economics, and Data Science (Course 6-14) ..........484 Finance (Course 15-3) Bachelor of Science Degree Chart .................... 459
Concrete Sustainability Hub ..............................................................98 Financial Aid, graduate ..................................................................... 72
Costs, graduate ................................................................................69 Financial Aid, undergraduate ............................................................ 58
Costs, undergraduate ........................................................................55 First-Year Advising Seminars ............................................................. 45
Fraternities, Sororities, and Independent Living Groups ...................... 21

D
D-Lab ...............................................................................................99 G
Data, Economics, and Development Policy ....................................... 454 General Degree Requirements, graduate ............................................62
Degree Charts ................................................................................ 383 General Engineering (Course 1-ENG) Bachelor of Science Degree Chart . 415
Deshpande Center for Technological Innovation ................................. 99 General Institute Requirements ......................................................... 36
Design and Management (Integrated Design and Management & System Global Studies and Languages (Course 21G) Bachelor of Science Degree
Design and Management) ............................................................... 374 Chart ............................................................................................. 429
Digital Learning ................................................................................27 Global Studies and Languages Program ........................................... 255
Dining .............................................................................................. 21 Grading Options ...............................................................................46
Disability and Access Services .......................................................... 28 Graduate Education .......................................................................... 61
Division of Comparative Medicine .................................................... 100 Graduate Study at MIT ...................................................................... 61
Draper ............................................................................................100 Graduation ...................................................................................... 84
E H
Earth, Atmospheric, and Planetary Sciences (Course 12) Bachelor of Harvard-MIT Health Sciences and Technology (HST) Program ............. 203
Science Degree Chart ..................................................................... 467
Haystack Observatory ..................................................................... 100
Earth, Atmospheric, and Planetary Sciences Department ................... 319
History (Course 21H) Bachelor of Science Degree Chart ..................... 432
Economics (Course 14-1) Bachelor of Science Degree Chart ................428
History Section .............................................................................. 260
Economics Department ................................................................... 250
Housing ........................................................................................... 21
Edgerton Center ............................................................................... 46
Humanities and Engineering, bachelor of science degree program ..... 349
Electrical Engineering and Computer Science (Course 6-2) Bachelor of
Science Degree Chart ..................................................................... 403
2019–2020 MIT Bulletin | 507

INDEX
Humanities and Engineering (Course 21E) Bachelor of Science Degree Chart Linguistics and Philosophy (Course 24-2) Bachelor of Science Degree Chart
.......................................................................................................435 .......................................................................................................441
Humanities and Science ..................................................................350 Linguistics and Philosophy Department ........................................... 263
Humanities and Science (Course 21S) Bachelor of Science Degree Chart Literature (Course 21L) Bachelor of Science Degree Chart .................. 443
...................................................................................................... 438
Literature Section ........................................................................... 267
Humanities, bachelor of science degree program .............................. 341
Humanities (Course 21) Bachelor of Science Degree Chart ................. 433 M

Humanities Department .................................................................. 262 Major Course of Study ...................................................................... 34
Management (Course 15-1) Bachelor of Science Degree Chart .............456

I
Management Programs ................................................................... 285
Independent Activities Period ........................................................... 44
Martin Trust Center for MIT Entrepreneurship ....................................107
Information Systems and Technology ................................................ 28
Master of Applied Science in Supply Chain Management ................... 495
Initiative on the Digital Economy ......................................................101
Master of Science in Art, Culture and Technology .............................. 391
Institute for Data, Systems, and Society ........................................... 183
Materials Research Laboratory .........................................................107
Institute for Medical Engineering and Science ...................................101
Materials Science and Engineering (Course 3) Bachelor of Science Degree
Institute for Soldier Nanotechnologies ............................................. 101 Chart ..............................................................................................416
Institute for Work and Employment Research ....................................102 Materials Science and Engineering Department ................................208
Institute Regulations ........................................................................ 85 Mathematical Economics (Course 14-2) Bachelor of Science Degree Chart
...................................................................................................... 444
Interdisciplinary Graduate Programs ................................................369
Mathematics (Course 18) Bachelor of Science Degree Chart ............... 470
Interdisciplinary Programs .............................................................. 339
Mathematics Department ................................................................ 325
Internet Policy Research Initiative .................................................... 102
Mathematics with Computer Science (Course 18-C) Bachelor of Science
Internships Abroad ...........................................................................50 Degree Chart .................................................................................. 473
Interphase EDGE .............................................................................. 45 McGovern Institute for Brain Research ............................................. 108
Mechanical and Ocean Engineering (Course 2-OE) Bachelor of Science

J Degree Chart ..................................................................................420
Joint Program on the Science and Policy of Global Change ................. 103 Mechanical Engineering (Course 2) Bachelor of Science Degree Chart .. 421
Joint Program with Woods Hole Oceanographic Institution ................. 375 Mechanical Engineering Department ................................................ 215
Media Arts and Sciences Program ....................................................133

K
Medical Requirements, graduate ....................................................... 74
Knight Science Journalism Program ..................................................103
Medical Requirements, undergraduate .............................................. 59
Koch Institute for Integrative Cancer Research .................................. 104
Medical Services .............................................................................. 23
Microbiology graduate program .......................................................376

L
Microsystems Technology Laboratories ............................................ 108
Laboratory for Financial Engineering ................................................ 104
Middle Eastern Studies Minor ......................................................... 363
Laboratory for Information and Decision Systems ............................. 105
Minors, interdisciplinary undergraduate .......................................... 350
Laboratory for Manufacturing and Productivity ..................................105
Minors, undergraduate ..................................................................... 35
Laboratory for Nuclear Science ........................................................ 106
MIT Center for Art, Science & Technology ......................................... 109
Latin American and Latino/a Studies minor ......................................362
MIT Energy Initiative ....................................................................... 109
Leaders for Global Operations ......................................................... 376
MIT Environmental Solutions Initiative ..............................................110
Legatum Center for Development and Entrepreneurship .................... 106
MIT Innovation Initiative .................................................................. 110
Libraries .......................................................................................... 29
MIT Kavli Institute for Astrophysics and Space Research .................... 110
Lincoln Laboratory .......................................................................... 107
508 | 2019–2020 MIT Bulletin

INDEX
MIT Media Lab .................................................................................111

MIT Open Learning .......................................................................... 111 R
MIT Portugal Program ...................................................................... 111 Registration ..................................................................................... 76
MIT Professional Education ..............................................................112 Religious Organizations ....................................................................24
MIT Program in Art, Culture and Technology ......................................112 Research and Study ..........................................................................91
MIT Sea Grant College Program ........................................................ 113 Research Laboratory of Electronics ...................................................116
MIT Sloan School of Management ................................................... 283 ROTC Programs ................................................................................. 51
MIT Stephen A. Schwarzman College of Computing ...........................338 Russian and Eurasian Studies Minor ................................................366
Music and Theater Arts Section ....................................................... 271
Music (Course 21M-1) Bachelor of Science Degree Chart .................... 445 S

School of Architecture and Planning ................................................ 120
N School of Engineering ..................................................................... 145
Nondiscrimination Policy .................................................................... 7 School of Humanities, Arts, and Social Sciences .............................. 240
Nuclear Reactor Laboratory ..............................................................113 School of Science ...........................................................................299
Nuclear Science and Engineering (Course 22) Bachelor of Science Degree Schools and College ........................................................................119
Chart ............................................................................................. 423
Science, Technology, and Society Program ...................................... 280
Nuclear Science and Engineering Department .................................. 232
Science, Technology, and Society/Second Major (STS) ......................450
O Seminar XL Freshman Program .......................................................... 31
Simons Center for the Social Brain ...................................................116

Operations Research .......................................................................378
Singapore-MIT Alliance for Research and Technology Centre .............. 116
Operations Research Center .............................................................114
Social and Engineering Systems ...................................................... 379
Other Institutions .............................................................................66
Sociotechnical Systems Research Center .......................................... 117
Overview .......................................................................................... 13
Statistics and Data Science Minor ................................................... 366
P Statistics, interdisciplinary doctoral program ................................... 379
Parking, campus, student ................................................................. 24 Statistics, interdisciplinary doctoral program degree chart ................493
Philosophy (Course 24-1) Bachelor of Science Degree Chart ...............446 Student Government .........................................................................25
Physics (Course 8) Bachelor of Science Degree Chart ........................ 475 Student Services Center ................................................................... 29
Physics Department ........................................................................ 331 Study at Other Universities ............................................................... 47
Picower Institute for Learning and Memory ....................................... 114 Supply Chain Management, master of applied science degree chart,
blended program ............................................................................500
Planning (Course 11) Bachelor of Science Degree Chart ..................... 390
Supply Chain Management, master of applied science degree chart,
Plasma Science and Fusion Center ................................................... 114 residential program ........................................................................ 495
Policies and Procedures ....................................................................85 Supply Chain Management, master of engineering degree chart, blended
Political Science (Course 17) Bachelor of Science Degree Chart .......... 448 program ......................................................................................... 502
Political Science Department ...........................................................276 Supply Chain Management, master of engineering degree chart,
residential program ........................................................................ 497
Polymers and So Matter Minor ...................................................... 364
Supply Chain Management Program ................................................ 379
Priscilla King Gray Public Service Center ............................................ 24
Privacy of Student Records ............................................................... 88 T

Program in Polymers and So Matter ...............................................378 Teacher Licensure and Education .......................................................50
Public Policy Minor ......................................................................... 365 Technology and Policy, master of science degree chart ......................503
Technology and Policy Program .......................................................380
2019–2020 MIT Bulletin | 509

INDEX
Term Regulations and Examination Policies ........................................ 77

Theater Arts (Course 21M-2) Bachelor of Science Degree Chart ........... 451
This Is MIT ....................................................................................... 12
Transporation, master of science degree chart ................................. 504

Transportation, graduate programs ................................................. 380
U
Undergraduate Education ..................................................................31
Undergraduate Programs, interdisciplinary ...................................... 340
Undergraduate Research Opportunities Program (UROP) ..................... 45
Urban Science and Planning with Computer Science ......................... 350
Urban Science and Planning with Computer Science (Course 11-6) Bachelor
of Science degree chart ..................................................................486
Urban Studies and Planning Department .......................................... 135
W
WebSIS ............................................................................................30
Whitehead Institute for Biomedical Research .................................... 118
Women's and Gender Studies Minor ................................................ 367
Women's and Gender Studies Program .............................................118
Work/Life and Family Resources ........................................................25
Writing and Communication Center ................................................... 30
Writing (Course 21W) Bachelor of Science Degree Chart .....................453
510 | 2019–2020 MIT Bulletin

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COURSE CATALOG

The MIT Bulletin is published by the

General Institute Requirements ............................................ 36

Clinical Research Center ...................................................... 98 Nuclear Reactor Laboratory ................................................. 113

D-Lab ................................................................................. 99 Plasma Science and Fusion Center ...................................... 114

Anthropology .................................................................... 243 Astronomy .................................................................. 356

Comparative Media Studies/Writing ................................... 245 Atmospheric Chemistry ................................................ 356

Department of Economics .................................................. 250 Biomedical Engineering ............................................... 356

History ............................................................................. 260 Entrepreneurship and Innovation ................................. 359

Department of Humanities ................................................. 262 Environment and Sustainability ................................... 360

Literature .......................................................................... 267 Middle Eastern Studies ............................................... 363

Department of Political Science .......................................... 276 Public Policy ............................................................... 365

Management ..................................................................... 285 Women's and Gender Studies ...................................... 367

School of Science ................................................................... 299 Interdisciplinary Graduate Programs ........................................ 369

Department of Biology ...................................................... 302 Advanced Urbanism .......................................................... 370

Linguistics and Philosophy (Course 24-2) .................................. 441

Literature (Course 21L) ............................................................. 443

Mathematical Economics (Course 14-2) ..................................... 444

The Massachusetts Institute of Technology is committed to the

The Vice President for Human Resources is designated as the

Last updated October 1, 2019.

2019–2020 MIT Bulletin | 7

ACADEMIC CALENDAR 6 Fri Degree application deadline for February SB

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Graduate student orientation activities begin.

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The espoused values of the FSILG community include leadership,

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community members should call 617-253-4481 or 617-258-0656

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The council accomplishes its goals through a structure of • Legal consultation

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