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      in Energy

      Preparing global online learners for the clean energy transition

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      After a career devoted to making the electric power system more efficient and resilient, Marija Ilic came to MIT in 2018 eager not just to extend her research in new directions, but to prepare a new generation for the challenges of the clean-energy transition.

      To that end, Ilic, a senior research scientist in MIT’s Laboratory for Information and Decisions Systems (LIDS) and a senior staff member at Lincoln Laboratory in the Energy Systems Group, designed an edX course that captures her methods and vision: Principles of Modeling, Simulation, and Control for Electric Energy Systems.

      EdX is a provider of massive open online courses produced in partnership with MIT, Harvard University, and other leading universities. Ilic’s class made its online debut in June 2021, running for 12 weeks, and it is one of an expanding set of online courses funded by the MIT Energy Initiative (MITEI) to provide global learners with a view of the shifting energy landscape.

      Ilic first taught a version of the class while a professor at Carnegie Mellon University, rolled out a second iteration at MIT just as the pandemic struck, and then revamped the class for its current online presentation. But no matter the course location, Ilic focuses on a central theme: “With the need for decarbonization, which will mean accommodating new energy sources such as solar and wind, we must rethink how we operate power systems,” she says. “This class is about how to pose and solve the kinds of problems we will face during this transformation.”

      Hot global topic

      The edX class has been designed to welcome a broad mix of students. In summer 2021, more than 2,000 signed up from 109 countries, ranging from high school students to retirees. In surveys, some said they were drawn to the class by the opportunity to advance their knowledge of modeling. Many others hoped to learn about the move to decarbonize energy systems.

      “The energy transition is a hot topic everywhere in the world, not just in the U.S.,” says teaching assistant Miroslav Kosanic. “In the class, there were veterans of the oil industry and others working in investment and finance jobs related to energy who wanted to understand the potential impacts of changes in energy systems, as well as students from different fields and professors seeking to update their curricula — all gathered into a community.”

      Kosanic, who is currently a PhD student at MIT in electrical engineering and computer science, had taken this class remotely in the spring semester of 2021, while he was still in college in Serbia. “I knew I was interested in power systems, but this course was eye-opening for me, showing how to apply control theory and to model different components of these systems,” he says. “I finished the course and thought, this is just the beginning, and I’d like to learn a lot more.” Kosanic performed so well online that Ilic recruited him to MIT, as a LIDS researcher and edX course teaching assistant, where he grades homework assignments and moderates a lively learner community forum.

      A platform for problem-solving

      The course starts with fundamental concepts in electric power systems operations and management, and it steadily adds layers of complexity, posing real-world problems along the way. Ilic explains how voltage travels from point to point across transmission lines and how grid managers modulate systems to ensure that enough, but not too much, electricity flows. “To deliver power from one location to the next one, operators must constantly make adjustments to ensure that the receiving end can handle the voltage transmitted, optimizing voltage to avoid overheating the wires,” she says.

      In her early lectures, Ilic notes the fundamental constraints of current grid operations, organized around a hierarchy of regional managers dealing with a handful of very large oil, gas, coal, and nuclear power plants, and occupied primarily with the steady delivery of megawatt-hours to far-flung customers. But historically, this top-down structure doesn’t do a good job of preventing loss of energy due to sub-optimal transmission conditions or due to outages related to extreme weather events.

      These issues promise to grow for grid operators as distributed resources such as solar and wind enter the picture, Ilic tells students. In the United States, under new rules dictated by the Federal Energy Regulatory Commission, utilities must begin to integrate the distributed, intermittent electricity produced by wind farms, solar complexes, and even by homes and cars, which flows at voltages much lower than electricity produced by large power plants.

      Finding ways to optimize existing energy systems and to accommodate low- and zero-carbon energy sources requires powerful new modes of analysis and problem-solving. This is where Ilic’s toolbox comes in: a mathematical modeling strategy and companion software that simplifies the input and output of electrical systems, no matter how large or how small. “In the last part of the course, we take up modeling different solutions to electric service in a way that is technology-agnostic, where it only matters how much a black-box energy source produces, and the rates of production and consumption,” says Ilic.

      This black-box modeling approach, which Ilic pioneered in her research, enables students to see, for instance, “what is happening with their own household consumption, and how it affects the larger system,” says Rupamathi Jaddivada PhD ’20, a co-instructor of the edX class and a postdoc in electrical engineering and computer science. “Without getting lost in details of current or voltage, or how different components work, we think about electric energy systems as dynamical components interacting with each other, at different spatial scales.” This means that with just a basic knowledge of physical laws, high school and undergraduate students can take advantage of the course “and get excited about cleaner and more reliable energy,” adds Ilic.

      What Jaddivada and Ilic describe as “zoom in, zoom out” systems thinking leverages the ubiquity of digital communications and the so-called “internet of things.” Energy devices of all scales can link directly to other devices in a network instead of just to a central operations hub, allowing for real-time adjustments in voltage, for instance, vastly improving the potential for optimizing energy flows.

      “In the course, we discuss how information exchange will be key to integrating new end-to-end energy resources and, because of this interactivity, how we can model better ways of controlling entire energy networks,” says Ilic. “It’s a big lesson of the course to show the value of information and software in enabling us to decarbonize the system and build resilience, rather than just building hardware.”

      By the end of the course, students are invited to pursue independent research projects. Some might model the impact of a new energy source on a local grid or investigate different options for reducing energy loss in transmission lines.

      “It would be nice if they see that we don’t have to rely on hardware or large-scale solutions to bring about improved electric service and a clean and resilient grid, but instead on information technologies such as smart components exchanging data in real time, or microgrids in neighborhoods that sustain themselves even when they lose power,” says Ilic. “I hope students walk away convinced that it does make sense to rethink how we operate our basic power systems and that with systematic, physics-based modeling and IT methods we can enable better, more flexible operation in the future.”

      This article appears in the Autumn 2021 issue of Energy Futures, the magazine of the MIT Energy Initiative More

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      in Environment

      The power of economics to explain and shape the world

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      Nobel Prize-winning economist Esther Duflo sympathizes with students who have no interest in her field. She was such a student herself — until an undergraduate research post gave her the chance to learn first-hand that economists address many of the major issues facing human and planetary well-being.“Most people have a wrong view of what economics is. They just see economists on television discussing what’s going to happen to the stock market,” says Duflo, the Abdul Latif Jameel Professor of Poverty Alleviation and Development Economics. “But what people do in the field is very broad. Economists grapple with the real world and with the complexity that goes with it.”

      That’s why this year Duflo has teamed up with Professor Abhijit Banerjee to offer 14.009 (Economics and Society’s Greatest Problems), a first-year discovery subject — a class type designed to give undergraduates a low-pressure, high-impact way to explore a field. In this case, they are exploring the range of issues that economists engage with every day: the economic dimensions of climate change, international trade, racism, justice, education, poverty, health care, social preferences, and economic growth are just a few of the topics the class covers.“We think it’s pretty important that the first exposure to economics is via issues,” Duflo says. “If you first get exposed to economics via models, these models necessarily have to be very simplified, and then students get the idea that economics is a simplistic view of the world that can’t explain much.”Arguably, Duflo and Banerjee have been disproving that view throughout their careers. In 2003, the pair founded MIT’s Abdul Latif Jameel Poverty Action Lab, a leading antipoverty research network that provides scientific evidence on what methods actually work to alleviate poverty — which enables governments and nongovernmental organizations to implement truly effective programs and social policies. And, in 2019 they won the Nobel Prize in economics (together with Michael Kremer of the University of Chicago) for their innovative work applying laboratory-style randomized, controlled trials to research a wide range of topics implicated in global poverty.“Super cool”

      First-year Jean Billa, one of the students in 14.009, says, “Economics isn’t just about how money flows, but about how people react to certain events. That was an interesting discovery for me.”

      It’s also precisely the lesson Banerjee and Duflo hoped students would take away from 14.009, a class that centers on weekly in-person discussions of the professors’ recorded lectures — many of which align with chapters in Banerjee and Duflo’s book “Good Economics for Hard Times” (Public Affairs, 2019).Classes typically start with a poll in which the roughly 100 enrolled students can register their views on that week’s topic. Then, students get to discuss the issue, says senior Dina Atia, teaching assistant for the class. Noting that she finds it “super cool” that Nobelists are teaching MIT’s first-year students, Atia points out that both Duflo and Banerjee have also made themselves available to chat with students after class. “They’re definitely extending themselves,” she says.“We want the students to get excited about economics so they want to know more,” says Banerjee, the Ford Foundation International Professor of Economics, “because this is a field that can help us address some of the biggest problems society faces.” Using natural experiments to test theories

      Early in the term, for example, the topic was migration. In the lecture, Duflo points out that migration policies are often impacted by the fear that unskilled migrants will overwhelm a region, taking jobs from residents and demanding social services. Yet, migrant flows in normal years represent just 3 percent of the world population. “There is no flood. There is no vast movement of migrants,” she says.Duflo then explains that economists were able to learn a lot about migration thanks to a “natural experiment,” the Mariel boat lift. This 1980 event brought roughly 125,000 unskilled Cubans to Florida over a matter a months, enabling economists to study the impacts of a sudden wave of migration. Duflo says a look at real wages before and after the migration showed no significant impacts.“It was interesting to see that most theories about immigrants were not justified,” Billa says. “That was a real-life situation, and the results showed that even a massive wave of immigration didn’t change work in the city [Miami].”

      Question assumptions, find the facts in dataSince this is a broad survey course, there is always more to unpack. The goal, faculty say, is simply to help students understand the power of economics to explain and shape the world. “We are going so fast from topic to topic, I don’t expect them to retain all the information,” Duflo says. Instead, students are expected to gain an appreciation for a way of thinking. “Economics is about questioning everything — questioning assumptions you don’t even know are assumptions and being sophisticated about looking at data to uncover the facts.”To add impact, Duflo says she and Banerjee tie lessons to current events and dive more deeply into a few economic studies. One class, for example, focused on the unequal burden the Covid-19 pandemic has placed on different demographic groups and referenced research by Harvard University professor Marcella Alsan, who won a MacArthur Fellowship this fall for her work studying the impact of racism on health disparities.

      Duflo also revealed that at the beginning of the pandemic, she suspected that mistrust of the health-care system could prevent Black Americans from taking certain measures to protect themselves from the virus. What she discovered when she researched the topic, however, was that political considerations outweighed racial influences as a predictor of behavior. “The lesson for you is, it’s good to question your assumptions,” she told the class.“Students should ideally understand, by the end of class, why it’s important to ask questions and what they can teach us about the effectiveness of policy and economic theory,” Banerjee says. “We want people to discover the range of economics and to understand how economists look at problems.”

      Story by MIT SHASS CommunicationsEditorial and design director: Emily HiestandSenior writer: Kathryn O’Neill More

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      in Environment

      Climate and sustainability classes expand at MIT

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      In fall 2019, a new class, 6.S898/12.S992 (Climate Change Seminar), arrived at MIT. It was, at the time, the only course in the Department of Electrical Engineering and Computer Science (EECS) to tackle the science of climate change. The class covered climate models and simulations alongside atmospheric science, policy, and economics.

      Ron Rivest, MIT Institute Professor of Computer Science, was one of the class’s three instructors, with Alan Edelman of the Computer Science and Artificial Intelligence Laboratory (CSAIL) and John Fernández of the Department of Urban Studies and Planning. “Computer scientists have much to contribute to climate science,” Rivest says. “In particular, the modeling and simulation of climate can benefit from advances in computer science.”

      Rivest is one of many MIT faculty members who have been working in recent years to bring topics in climate, sustainability, and the environment to students in a growing variety of fields. And students have said they want this trend to continue.

      “Sustainability is something that touches all disciplines,” says Megan Xu, a rising senior in biological engineering and advisory chair of the Undergraduate Association Sustainability Committee. “As students who have grown up knowing that climate change is real and witnessed climate disaster after disaster, we know this is a huge problem that needs to be addressed by our generation.”

      Expanding the course catalog

      As education program manager at the MIT Environmental Solutions Initiative, Sarah Meyers has repeatedly had a hand in launching new sustainability classes. She has steered grant money to faculty, brought together instructors, and helped design syllabi — all in the service of giving MIT students the same world-class education in climate and sustainability that they get in science and engineering.

      Her work has given Meyers a bird’s-eye view of MIT’s course offerings in this area. By her count, there are now over 120 undergraduate classes, across 23 academic departments, that teach climate, environment, and sustainability principles.

      “Educating the next generation is the most important way that MIT can have an impact on the world’s environmental challenges,” she says. “MIT students are going to be leaders in their fields, whatever they may be. If they really understand sustainable design practices, if they can balance the needs of all stakeholders to make ethical decisions, then that actually changes the way our world operates and can move humanity towards a more sustainable future.”

      Some sustainability classes are established institutions at MIT. Success stories include 2.00A (Fundamentals of Engineering Design: Explore Space, Sea and Earth), a hands-on engineering class popular with first-year students; and 21W.775 (Writing About Nature and Environmental Issues), which has helped undergraduates fulfill their HASS-H (humanities distribution subject) and CI-H (Communication Intensive subject in the Humanities, Arts, and Social Sciences) graduation requirements for 15 years.

      Expanding this list of classes is an institutional priority. In the recently released Climate Action Plan for the Decade, MIT pledged to recruit at least 20 additional faculty members who will teach climate-related classes.

      “I think it’s easy to find classes if you’re looking for sustainability classes to take,” says Naomi Lutz, a senior in mechanical engineering who helped advise the MIT administration on education measures in the Climate Action Plan. “I usually scroll through the titles of the classes in courses 1, 2, 11, and 12 to see if any are of interest. I also have used the Environment & Sustainability Minor class list to look for sustainability-related classes to take.

      “The coming years are critical for the future of our planet, so it’s important that we all learn about sustainability and think about how to address it,” she adds.

      Working with students’ schedules

      Still, despite all this activity, climate and sustainability are not yet mainstream parts of an MIT education. Last year, a survey of over 800 MIT undergraduates, taken by the Undergraduate Association Sustainability Committee, found that only one in four had ever taken a class related to sustainability. But it doesn’t seem to be from lack of interest in the topic. More than half of those surveyed said that sustainability is a factor in their career planning, and almost 80 percent try to practice sustainability in their daily lives.

      “I’ve often had conversations with students who were surprised to learn there are so many classes available,” says Meyers. “We do need to do a better job communicating about them, and making it as easy as possible to enroll.”

      A recurring challenge is helping students fit sustainability into their plans for graduation, which are often tightly mapped-out.

      “We each only have four years — around 32 to 40 classes — to absorb all that we can from this amazing place,” says Xu. “Many of these classes are mandated to be GIRs [General Institute Requirements] and major requirements. Many students recognize that sustainability is important, but might not have the time to devote an entire class to the topic if it would not count toward their requirements.”

      This was a central focus for the students who were involved in forming education recommendations for the Climate Action Plan. “We propose that more sustainability-related courses or tracks are offered in the most common majors, especially in Course 6 [EECS],” says Lutz. “If students can fulfill major requirements while taking courses that address environmental problems, we believe more students will pursue research and careers related to sustainability.”

      She also recommends that students look into the dozens of climate and sustainability classes that fulfill GIRs. “It’s really easy to take sustainability-related courses that fulfill HASS [Humanities, Arts, and Social Sciences] requirements,” she says. For example, students can meet their HASS-S (social sciences sistribution subject) requirement by taking 21H.185 (Environment and History), or fulfill their HASS-A requirement with CMS.374 (Transmedia Art, Extraction and Environmental Justice).

      Classes with impact

      For those students who do seek out sustainability classes early in their MIT careers, the experience can shape their whole education.

      “My first semester at MIT, I took Environment and History, co-taught by professors Susan Solomon and Harriet Ritvo,” says Xu. “It taught me that there is so much more involved than just science and hard facts to solving problems in sustainability and climate. I learned to look at problems with more of a focus on people, which has informed much of the extracurricular work that I’ve gone on to do at MIT.”

      And the faculty, too, sometimes find that teaching in this area opens new doors for them. Rivest, who taught the climate change seminar in Course 6, is now working to build a simplified climate model with his co-instructor Alan Edelman, their teaching assistant Henri Drake, and Professor John Deutch of the Department of Chemistry, who joined the class as a guest lecturer. “I very much enjoyed meeting new colleagues from all around MIT,” Rivest says. “Teaching a class like this fosters connections between computer scientists and climate scientists.”

      Which is why Meyers will continue helping to get these classes off the ground. “We know students think climate is a huge issue for their futures. We know faculty agree with them,” she says. “Everybody wants this to be part of an MIT education. The next step is to really reach out to students and departments to fill the classrooms. That’s the start of a virtuous cycle where enrollment drives more sustainability instruction in every part of MIT.” More