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    MIT OpenCourseWare is “a living testament to the nobility of open, unbounded learning”

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    Mostafa Fawzy became interested in physics in high school. It was the “elegance and paradox” of quantum theory that got his attention and led to his studies at the undergraduate and graduate level. But even with a solid foundation of coursework and supportive mentors, Fawzy wanted more. MIT Open Learning’s OpenCourseWare was just the thing he was looking for.  Now a doctoral candidate in atomic physics at Alexandria University and an assistant lecturer of physics at Alamein International University in Egypt, Fawzy reflects on how MIT OpenCourseWare bolstered his learning early in his graduate studies in 2019.  Part of MIT Open Learning, OpenCourseWare offers free, online, open educational resources from more than 2,500 courses that span the MIT undergraduate and graduate curriculum. Fawzy was looking for advanced resources to supplement his research in quantum mechanics and theoretical physics, and he was immediately struck by the quality, accessibility, and breadth of MIT’s resources. “OpenCourseWare was transformative in deepening my understanding of advanced physics,” Fawzy says. “I found the structured lectures and assignments in quantum physics particularly valuable. They enhanced both my theoretical insight and practical problem-solving skills — skills I later applied in research on atomic systems influenced by magnetic fields and plasma environments.”  He completed educational resources including Quantum Physics I and Quantum Physics II, calling them “dense and mathematically sophisticated.” He met the challenge by engaging with the content in different ways: first, by simply listening to lectures, then by taking detailed notes, and finally by working though problem sets. Although initially he struggled to keep up, this methodical approach paid off, he says. He is grateful to his undergraduate mentors, professors M. Sakr and T. Bahy of Alexandria University, as well as to MIT OpenCourseWare, calling it a “steadfast companion through countless solitary nights of study, a beacon in times when formal resources were scarce, and a living testament to the nobility of open, unbounded learning.”  Recognizing the power of mentorship and teaching, Fawzy serves as an academic mentor with the African Academy of Sciences, supporting early-career researchers across the continent in theoretical and atomic physics.  “Many of these mentees lack access to advanced academic resources,” he explains. “I regularly incorporate OpenCourseWare into our mentorship sessions, using it as a foundational teaching and reference tool. It’s an equalizer, providing the same high-caliber content to students regardless of geographical or institutional limitations.” As he looks toward the future, Fawzy has big plans, influenced by MIT. “I aspire to establish a regional center for excellence in atomic and plasma physics, blending cutting-edge research with open-access education in the Global South,” he says. As he continues his research and teaching, he also hopes to influence science policy and contribute to international partnerships that shine the spotlight on research and science in emerging nations.  Along the way, he says, “OpenCourseWare remains a cornerstone resource that I will return to again and again.”  Fawzy says he’s also interested in MIT Open Learning resources in computational physics and energy and sustainability. He’s following MIT’s Energy Initiative, calling it increasingly relevant to his current work and future plans.  Fawzy is a proponent of open learning and a testament to its power. “The intellectual seeds sown by Open Learning resources such as MIT OpenCourseWare have flourished within me, shaping my identity as a physicist and affirming my deep belief in the transformative power of knowledge shared freely, without barriers,” he says.  More

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      Climate Action Learning Lab helps state and local leaders identify and implement effective climate mitigation strategies

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      This spring, J-PAL North America — a regional office of MIT’s Abdul Latif Jameel Poverty Action Lab (J-PAL) — launched its first ever Learning Lab, centered on climate action. The Learning Lab convened a cohort of government leaders who are enacting a broad range of policies and programs to support the transition to a low-carbon economy. Through the Learning Lab, participants explored how to embed randomized evaluation into promising solutions to determine how to maximize changes in behavior — a strategy that can help advance decarbonization in the most cost-effective ways to benefit all communities. The inaugural cohort included more than 25 participants from state agencies and cities, including the Massachusetts Clean Energy Center, the Minnesota Housing Finance Agency, and the cities of Lincoln, Nebraska; Newport News, Virginia; Orlando, Florida; and Philadelphia.“State and local governments have demonstrated tremendous leadership in designing and implementing decarbonization policies and climate action plans over the past few years,” said Peter Christensen, scientific advisor of the J-PAL North America Environment, Energy, and Climate Change Sector. “And while these are informed by scientific projections on which programs and technologies may effectively and equitably reduce emissions, the projection methods involve a lot of assumptions. It can be challenging for governments to determine whether their programs are actually achieving the expected level of emissions reductions that we desperately need. The Climate Action Learning Lab was designed to support state and local governments in addressing this need — helping them to rigorously evaluate their programs to detect their true impact.”From May to July, the Learning Lab offered a suite of resources for participants to leverage rigorous evaluation to identify effective and equitable climate mitigation solutions. Offerings included training lectures, one-on-one strategy sessions, peer learning engagements, and researcher collaboration. State and local leaders built skills and knowledge in evidence generation and use, reviewed and applied research insights to their own programmatic areas, and identified priority research questions to guide evidence-building and decision-making practices. Programs prioritized for evaluation covered topics such as compliance with building energy benchmarking policies, take-up rates of energy-efficient home improvement programs such as heat pumps and Solar for All, and scoring criteria for affordable housing development programs.“We appreciated the chance to learn about randomized evaluation methodology, and how this impact assessment tool could be utilized in our ongoing climate action planning. With so many potential initiatives to pursue, this approach will help us prioritize our time and resources on the most effective solutions,” said Anna Shugoll, program manager at the City of Philadelphia’s Office of Sustainability.This phase of the Learning Lab was possible thanks to grant funding from J-PAL North America’s longtime supporter and collaborator Arnold Ventures. The work culminated in an in-person summit in Cambridge, Massachusetts, on July 23, where Learning Lab participants delivered a presentation on their jurisdiction’s priority research questions and strategic evaluation plans. They also connected with researchers in the J-PAL network to further explore impact evaluation opportunities for promising decarbonization programs.“The Climate Action Learning Lab has helped us identify research questions for some of the City of Orlando’s deep decarbonization goals. J-PAL staff, along with researchers in the J-PAL network, worked hard to bridge the gap between behavior change theory and the applied, tangible benefits that we achieve through rigorous evaluation of our programs,” said Brittany Sellers, assistant director for sustainability, resilience and future-ready for Orlando. “Whether we’re discussing an energy-efficiency policy for some of the biggest buildings in the City of Orlando or expanding [electric vehicle] adoption across the city, it’s been very easy to communicate some of these high-level research concepts and what they can help us do to actually pursue our decarbonization goals.”The next phase of the Climate Action Learning Lab will center on building partnerships between jurisdictions and researchers in the J-PAL network to explore the launch of randomized evaluations, deepening the community of practice among current cohort members, and cultivating a broad culture of evidence building and use in the climate space. “The Climate Action Learning Lab provided a critical space for our city to collaborate with other cities and states seeking to implement similar decarbonization programs, as well as with researchers in the J-PAL network to help rigorously evaluate these programs,” said Daniel Collins, innovation team director at the City of Newport News. “We look forward to further collaboration and opportunities to learn from evaluations of our mitigation efforts so we, as a city, can better allocate resources to the most effective solutions.”The Climate Action Learning Lab is one of several offerings under the J-PAL North America Evidence for Climate Action Project. The project’s goal is to convene an influential network of researchers, policymakers, and practitioners to generate rigorous evidence to identify and advance equitable, high-impact policy solutions to climate change in the United States. In addition to the Learning Lab, J-PAL North America will launch a climate special topic request for proposals this fall to fund research on climate mitigation and adaptation initiatives. J-PAL will welcome applications from both research partnerships formed through the Learning Lab as well as other eligible applicants.Local government leaders, researchers, potential partners, or funders committed to advancing climate solutions that work, and who want to learn more about the Evidence for Climate Action Project, may email na_eecc@povertyactionlab.org or subscribe to the J-PAL North America Climate Action newsletter. More

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      in Security

      MIT gears up to transform manufacturing

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      “Manufacturing is the engine of society, and it is the backbone of robust, resilient economies,” says John Hart, head of MIT’s Department of Mechanical Engineering (MechE) and faculty co-director of the MIT Initiative for New Manufacturing (INM). “With manufacturing a lively topic in today’s news, there’s a renewed appreciation and understanding of the importance of manufacturing to innovation, to economic and national security, and to daily lives.”Launched this May, INM will “help create a transformation of manufacturing through new technology, through development of talent, and through an understanding of how to scale manufacturing in a way that enables imparts higher productivity and resilience, drives adoption of new technologies, and creates good jobs,” Hart says.INM is one of MIT’s strategic initiatives and builds on the successful three-year-old Manufacturing@MIT program. “It’s a recognition by MIT that manufacturing is an Institute-wide theme and an Institute-wide priority, and that manufacturing connects faculty and students across campus,” says Hart. Alongside Hart, INM’s faculty co-directors are Institute Professor Suzanne Berger and Chris Love, professor of chemical engineering.The initiative is pursuing four main themes: reimagining manufacturing technologies and systems, elevating the productivity and human experience of manufacturing, scaling up new manufacturing, and transforming the manufacturing base.Breaking manufacturing barriers for corporationsAmgen, Autodesk, Flex, GE Vernova, PTC, Sanofi, and Siemens are founding members of INM’s industry consortium. These industry partners will work closely with MIT faculty, researchers, and students across many aspects of manufacturing-related research, both in broad-scale initiatives and in particular areas of shared interests. Membership requires a minimum three-year commitment of $500,000 a year to manufacturing-related activities at MIT, including the INM membership fee of $275,000 per year, which supports several core activities that engage the industry members.One major thrust for INM industry collaboration is the deployment and adoption of AI and automation in manufacturing. This effort will include seed research projects at MIT, collaborative case studies, and shared strategy development.INM also offers companies participation in the MIT-wide New Manufacturing Research effort, which is studying the trajectories of specific manufacturing industries and examining cross-cutting themes such as technology and financing.Additionally, INM will concentrate on education for all professions in manufacturing, with alliances bringing together corporations, community colleges, government agencies, and other partners. “We’ll scale our curriculum to broader audiences, from aspiring manufacturing workers and aspiring production line supervisors all the way up to engineers and executives,” says Hart.In workforce training, INM will collaborate with companies broadly to help understand the challenges and frame its overall workforce agenda, and with individual firms on specific challenges, such as acquiring suitably prepared employees for a new factory.Importantly, industry partners will also engage directly with students. Founding member Flex, for instance, hosted MIT researchers and students at the Flex Institute of Technology in Sorocaba, Brazil, developing new solutions for electronics manufacturing.“History shows that you need to innovate in manufacturing alongside the innovation in products,” Hart comments. “At MIT, as more students take classes in manufacturing, they’ll think more about key manufacturing issues as they decide what research problems they want to solve, or what choices they make as they prototype their devices. The same is true for industry — companies that operate at the frontier of manufacturing, whether through internal capabilities or their supply chains, are positioned to be on the frontier of product innovation and overall growth.”“We’ll have an opportunity to bring manufacturing upstream to the early stage of research, designing new processes and new devices with scalability in mind,” he says.Additionally, MIT expects to open new manufacturing-related labs and to further broaden cooperation with industry at existing shared facilities, such as MIT.nano. Hart says that facilities will also invite tighter collaborations with corporations — not just providing advanced equipment, but working jointly on, say, new technologies for weaving textiles, or speeding up battery manufacturing.Homing in on the United StatesINM is a global project that brings a particular focus on the United States, which remains the world’s second-largest manufacturing economy, but has suffered a significant decline in manufacturing employment and innovation.One key to reversing this trend and reinvigorating the U.S. manufacturing base is advocacy for manufacturing’s critical role in society and the career opportunities it offers.“No one really disputes the importance of manufacturing,” Hart says. “But we need to elevate interest in manufacturing as a rewarding career, from the production workers to manufacturing engineers and leaders, through advocacy, education programs, and buy-in from industry, government, and academia.”MIT is in a unique position to convene industry, academic, and government stakeholders in manufacturing to work together on this vital issue, he points out.Moreover, in times of radical and rapid changes in manufacturing, “we need to focus on deploying new technologies into factories and supply chains,” Hart says. “Technology is not all of the solution, but for the U.S. to expand our manufacturing base, we need to do it with technology as a key enabler, embracing companies of all sizes, including small and medium enterprises.”“As AI becomes more capable, and automation becomes more flexible and more available, these are key building blocks upon which you can address manufacturing challenges,” he says. “AI and automation offer new accelerated ways to develop, deploy, and monitor production processes, which present a huge opportunity and, in some cases, a necessity.”“While manufacturing is always a combination of old technology, new technology, established practice, and new ways of thinking, digital technology gives manufacturers an opportunity to leapfrog competitors,” Hart says. “That’s very, very powerful for the U.S. and any company, or country, that aims to create differentiated capabilities.”Fortunately, in recent years, investors have increasingly bought into new manufacturing in the United States. “They see the opportunity to re-industrialize, to build the factories and production systems of the future,” Hart says.“That said, building new manufacturing is capital-intensive, and takes time,” he adds. “So that’s another area where it’s important to convene stakeholders and to think about how startups and growth-stage companies build their capital portfolios, how large industry can support an ecosystem of small businesses and young companies, and how to develop talent to support those growing companies.”All these concerns and opportunities in the manufacturing ecosystem play to MIT’s strengths. “MIT’s DNA of cross-disciplinary collaboration and working with industry can let us create a lot of impact,” Hart emphasizes. “We can understand the practical challenges. We can also explore breakthrough ideas in research and cultivate successful outcomes, all the way to new companies and partnerships. Sometimes those are seen as disparate approaches, but we like to bring them together.” More

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      in Energy

      MIT-Africa launches new collaboration with Angola

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      The MIT Center for International Studies announced the launch of a new pilot initiative with Angola, to be implemented through its MIT-Africa Program.The new initiative marks a significant collaboration between MIT-Africa, Sonangol (Angola’s national energy company), and the Instituto Superior Politécnico de Tecnologias e Ciências (ISPTEC). The collaboration was formalized at a signing ceremony on MIT’s campus in June with key stakeholders from all three institutions present, including Diamantino Pedro Azevedo, the Angolan minister of mineral resources, petroleum, and gas, and Sonangol CEO Gaspar Martins.“This partnership marks a pivotal step in the Angolan government’s commitment to leveraging knowledge as the cornerstone of the country’s economic transformation,” says Azevedo. “By connecting the oil and gas sector with science, innovation, and world-class training, we are equipping future generations to lead Angola into a more technological, sustainable, and globally competitive era.”The sentiment is shared by the MIT-Africa Program leaders. “This initiative reflects MIT’s deep commitment to fostering meaningful, long-term relationships across the African continent,” says Mai Hassan, faculty director of the MIT-Africa Program. “It supports our mission of advancing knowledge and educating students in ways that are globally informed, and it provides a platform for mutual learning. By working with Angolan partners, we gain new perspectives and opportunities for innovation that benefit both MIT and our collaborators.”In addition to its new collaboration with MIT-Africa, Sonangol has joined MIT’s Industrial Liaison Program (ILP), breaking new ground as its first corporate member based in sub-Saharan Africa. ILP enables companies worldwide to harness MIT resources to address current challenges and to anticipate future needs. As an ILP member, Sonangol seeks to facilitate collaboration in key sectors such as natural resources and mining, energy, construction, and infrastructure.The MIT-Africa Program manages a portfolio of research, teaching, and learning initiatives that emphasize two-way value — offering impactful experiences to MIT students and faculty while collaborating closely with institutions and communities across Africa. The new Angola collaboration is aligned with this ethos, and will launch with two core activities during the upcoming academic year:Global Classroom: An MIT course on geo-spatial technologies for environmental monitoring, taught by an MIT faculty member, will be brought directly to the ISPTEC campus, offering Angolan students and MIT participants a collaborative, in-country learning experience.Global Teaching Labs: MIT students will travel to ISPTEC to teach science, technology, engineering, arts, and mathematics subjects on renewable energy technologies, engaging Angolan students through hands-on instruction.“This is not a traditional development project,” says Ari Jacobovits, managing director of MIT-Africa. “This is about building genuine partnerships rooted in academic rigor, innovation, and shared curiosity. The collaboration has been designed from the ground up with our partners at ISPTEC and Sonangol. We’re coming in with a readiness to learn as much as we teach.”The pilot marks an important first step in establishing a long-term collaboration with Angola. By investing in collaborative education and innovation, the new initiative aims to spark novel approaches to global challenges and strengthen academic institutions on both sides.These agreements with MIT-Africa and ILP “not only enhance our innovation and technological capabilities, but also create opportunities for sustainable development and operational excellence,” says Gaspar. “They advance our mission to be a leading force in the African energy sector.”“The vision behind this initiative is bold,” says Hassan. “It’s about co-creating knowledge and building capacity that lasts.” More

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      in Environment

      Designing across cultural and geographic divides

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      In addition to the typical rigors of MIT classes, Terrascope Subject 2.00C/1.016/EC.746 (Design for Complex Environmental Issues) poses some unusual hurdles for students to navigate: collaborating across time zones, bridging different cultural and institutional experiences, and trying to do hands-on work over Zoom. That’s because the class includes students from not only MIT, but also Diné College in Tsaile, Arizona, within the Navajo Nation, and the University of Puerto Rico-Ponce (UPRP).Despite being thousands of miles apart, students work in teams to tackle a real-world problem for a client, based on the Terrascope theme for the year. “Understanding how to collaborate over long distances with people who are not like themselves will be an important item in many of these students’ toolbelts going forward, in some cases just as much as — or more than — any particular design technique,” says Ari Epstein, Terrascope associate director and senior lecturer. Over the past several years, Epstein has taught the class along with Joel Grimm of MIT Beaver Works and Libby Hsu of MIT D-Lab, as well instructors from the two collaborating institutions. Undergraduate teaching fellows from all three schools are also key members of the instructional staff.Since the partnership began three years ago (initially with Diné College, with the addition of UPRP two years ago), the class themes have included food security and sustainable agriculture in Navajo Nation; access to reliable electrical power in Puerto Rico; and this year, increasing museum visitors’ engagement with artworks depicting mining and landscape alteration in Nevada.Each team — which includes students from all three colleges — meets with clients online early in the term to understand their needs; then, through an iterative process, teams work on designing prototypes. During MIT’s spring break, teams travel to meet with the clients onsite to get feedback and continue to refine their prototypes. At the end of the term, students present their final products to the clients, an expert panel, and their communities at a hybrid showcase event held simultaneously on all three campuses.Free-range design engineering“I really loved the class,” says Graciela Leon, a second-year mechanical engineering major who took the subject in 2024. “It was not at all what I was expecting,” she adds. While the learning objectives on the syllabus are fairly traditional — using an iterative engineering design process, developing teamwork skills, and deepening communication skills, to name a few — the approach is not. “Terrascope is just kind of like throwing you into a real-world problem … it feels a lot more like you are being trusted with this actual challenge,” Leon says.The 2024 challenge was to find a way to help the clients, Puerto Rican senior citizens, turn on gasoline-powered generators when the electrical power grid fails; some of them struggle with the pull cords necessary to start the generators. The students were tasked with designing solutions to make starting the generators easier.Terrascope instructors teach fundamental skills such as iterative design spirals and scrum workflow frameworks, but they also give students ample freedom to follow their ideas. Leon admits she was a bit frustrated at first, because she wasn’t sure what she was supposed to be doing. “I wanted to be building things and thought, ‘Wow, I have to do all these other things, I have to write some kind of client profile and understand my client’s needs.’ I was just like, ‘Hand me a drill! I want to design something!’”When he took the class last year, Uziel Rodriguez-Andujar was also thrown off initially by the independence teams had. Now a second-year UPRP student in mechanical engineering, he’s accustomed to lecture-based classes. “What I found so interesting is the way [they] teach the class, which is, ‘You make your own project, and we need you to find a solution to this. How it will look, and when you have it — that’s up to you,’” he says.Clearing hurdlesTeaching the course on three different campuses introduces a number of challenges for students and instructors to overcome — among them, operating in three different time zones, overcoming language barriers, navigating different cultural and institutional norms, communicating effectively, and designing and building prototypes over Zoom.“The culture span is huge,” explains Epstein. “There are different ways of speaking, different ways of listening, and each organization has different resources.”First-year MIT student EJ Rodriguez found that one of the biggest obstacles was trying to convey ideas to teammates clearly. He took the class this year, when the theme revolved around the environmental impacts of lithium mining. The client, the Nevada Museum of Art, wanted to find ways to engage visitors with its artwork collection related to mining-related landscape changes.Rodriguez and his team designed a pendulum with a light affixed to it that illuminates a painting by a Native American artist. When the pendulum swings, it changes how the visitor experiences the artwork. The team built parts for the pendulum on different campuses, and they reached a point where they realized their pieces were incompatible. “We had different visions of what we wanted for the project, and different vocabulary we were using to describe our ideas. Sometimes there would be a misunderstanding … It required a lot of honesty from each campus to be like, ‘OK, I thought we were doing exactly this,’ and obviously in a really respectful way.”It’s not uncommon for students at Diné College and UPRP to experience an initial hurdle that their MIT peers do not. Epstein notes, “There’s a tendency for some folks outside MIT to see MIT students as these brilliant people that they don’t belong in the same room with.” But the other students soon realize not only that they can hold their own intellectually, but also that their backgrounds and experiences are incredibly valuable. “Their life experiences actually put them way ahead of many MIT students in some ways, when you think about design and fabrication, like repairing farm equipment or rebuilding transmissions,” he adds.That’s how Cauy Bia felt when he took the class in 2024. Currently a first-year graduate student in biology at Diné College, Bia questioned whether he’d be on par with the MIT students. “I’ve grown up on a farm, and we do a lot of building, a lot of calculations, a lot of hands-on stuff. But going into this, I was sweating it so hard [wondering], ‘Am I smart enough to work with these students?’ And then, at the end of the day, that was never an issue,” he says.The value of reflectionEvery two weeks, Terrascope students write personal reflections about their experiences in the class, which helps them appreciate their academic and personal development. “I really felt that I had undergone a process that made me grow as an engineer,” says Leon. “I understood the importance of people and engineering more, including teamwork, working with clients, and de-centering the project away from what I wanted to build and design.”When Bia began the semester, he says, he was more of a “make-or-break-type person” and tended to see things in black and white. “But working with all three campuses, it kind of opened up my thought process so I can assess more ideas, more voices and opinions. And I can get broader perspectives and get bigger ideas from that point,” he says. It was also a powerful experience culturally for him, particularly “drawing parallels between Navajo history, Navajo culture, and seeing the similarities between that and Puerto Rican culture, seeing how close we are as two nations.”Rodriguez-Andujar gained an appreciation for the “constant struggle between simplicity and complexity” in engineering. “You have all these engineers trying to over-engineer everything,” he says. “And after you get your client feedback [halfway through the semester], it turns out, ‘Oh, that doesn’t work for me. I’m sorry — you have to scale it down like a hundred times and make it a lot simpler.’”For instructors, the students’ reflections are invaluable as they strive to make improvements every year. In many ways, you might say the class is an iterative design spiral, too. “The past three years have themselves been prototypes,” Epstein says, “and all of the instructional staff are looking forward to continuing these exciting partnerships.” More

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      in Environment

      A journey of resilience, fueled by learning

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      In 2021, Hilal Mohammadzai was set to begin his senior year at the American University of Afghanistan (AUAF), where he was working toward a bachelor’s degree in computer science. However, that August, the Taliban seized control of the Afghani government, and Mohammadzai’s education — along with that of thousands of other students — was put on hold. “It was an uncertain future for all of the students,” says Mohammadzai.Mohammadzai ultimately did receive his undergraduate degree from AUAF in May 2023 after months of disruption, and after transferring and studying for one semester at the American University of Bulgaria. As he was considering where to take his studies next, Mohammadzai heard about the MIT Emerging Talent Certificate in Computer and Data Science. His friend graduated from the program in early 2023 and had only positive things to say about the education, community, and network. Creating opportunities to learn data sciencePart of MIT Open Learning, Emerging Talent develops global education programs for talented individuals from challenging economic and social circumstances, equipping them with the knowledge and tools to advance their education and careers.The Certificate in Computer and Data Science is a year-long online learning program for talented learners including refugees, migrants, and first-generation low-income students from historically marginalized backgrounds and underserved communities worldwide. The curriculum incorporates computer science and data analysis coursework from MITx, professional skill building, capstone projects, mentorship and internship options, and opportunities for networking with MIT’s global community. Throughout his undergraduate coursework, Mohammadzai discovered an affinity for data visualization, and decided that he wanted to pursue a career in data science. The opportunity with the Emerging Talent program presented itself at the perfect time. Mohammadzai applied and was accepted into the 2023-24 cohort, earning a spot out of a pool of over 2,000 applicants. “I thought it would be a great opportunity to learn more data science to build up on my existing knowledge,” he says.Expanding and deepening his data science knowledgeMohammadzai’s acceptance to the Emerging Talent program came around the same time that he began an MBA program at the American University of Central Asia in Kyrgyzstan. For him, the two programs made for a perfect pairing. “When you have data science knowledge, you usually also require domain knowledge — whether it’s in business or economics — to help with interpreting data and making decisions,” he says. “Analyzing the data is one piece, but understanding how to interpret that data and make a decision usually requires domain knowledge.”Although Mohammadzai had some data science experience from his undergraduate coursework, he learned new skills and new approaches to familiar knowledge in the Emerging Talent program.“Data structures were covered at university, but I found it much more in-depth in the MIT courses,” said Mohammadzai. “I liked the way it was explained with real-life examples.” He worked with students from different backgrounds, and used Github for group projects. Mohammadzai also took advantage of personal agency and job-readiness workshops provided by the Emerging Talent team, such as how to pursue freelancing and build a mentorship network — skills that he has taken forward in life.“I found it an exceptional opportunity,” he says. “The courses, the level of education, and the quality of education that was provided by MIT was really inspiring to me.”Applying data skills to real-world situationsAfter graduating with his Certificate in Computer and Data Science, Mohammadzai began a paid internship with TomorrowNow, which was facilitated by introductions from the Emerging Talent team. Mohammadzai’s resume and experience stood out to the hiring team, and he was selected for the internship program.TomorrowNow is a climate-tech nonprofit that works with philanthropic partners, commercial markets, R&D organizations, and local climate adaptation efforts to localize and open source weather data for smallholder farmers in Africa. The organization builds public capacity and facilitates partnerships to deploy and sustain next-generation weather services for vulnerable communities facing climate change, while also enabling equitable access to these services so that African farmers can optimize scarce resources such as water and farm inputs. Leveraging philanthropy as seed capital, TomorrowNow aims to de-risk weather and climate technologies to make high-quality data and products available for the public good, ultimately incentivizing the private sector to develop products that reach last-mile communities often excluded from advancements in weather technology.For his internship, Mohammadzai worked with TomorrowNow climatologist John Corbett to understand the weather data, and ultimately learn how to analyze it to make recommendations on what information to share with customers. “We challenged Hilal to create a library of training materials leveraging his knowledge of Python and targeting utilization of meteorological data,” says Corbett. “For Hilal, the meteorological data was a new type of data and he jumped right in, working to create training materials for Python users that not only manipulated weather data, but also helped make clear patterns and challenges useful for agricultural interpretation of these data. The training tools he built helped to visualize — and quantify — agricultural meteorological thresholds and their risk and potential impact on crops.” Although he had previously worked with real-world data, working with TomorrowNow marked Mohammadzai’s first experience in the domain of climate data. This area presented a unique set of challenges and insights that broadened his perspective. It not only solidified his desire to continue on a data science path, but also sparked a new interest in working with mission-focused organizations. Both TomorrowNow and Mohammadzai would like to continue working together, but he first needs to secure a work visa.Without a visa, Mohammadzai cannot work for more than three to four hours a day, which makes securing a full-time job impossible. Back in 2021, the American University of Afghanistan filed a P-1 (priority one) asylum case for their students to seek resettlement in the United States because of the potential threat posed to them by the Taliban.Mohammadzai’s hearing was scheduled for Feb. 1, but it was postponed after the program was suspended early this year. As Mohammadzai looks to the end of his MBA program, his future feels uncertain. He has lived abroad since 2021 thanks to student visas and scholarships, but until he can secure a work visa he has limited options. He is considering pursuing a PhD program in order to keep his student visa status, while he waits on news about a more permanent option. “I just want to find a place where I can work and contribute to the community.” More

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      in Environment

      David McGee named head of the Department of Earth, Atmospheric and Planetary Sciences

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      David McGee, the William R. Kenan Jr. Professor of Earth and Planetary Sciences at MIT, was recently appointed head of the MIT Department of Earth, Atmospheric and Planetary Sciences (EAPS), effective Jan. 15. He assumes the role from Professor Robert van der Hilst, the Schlumberger Professor of Earth and Planetary Sciences, who led the department for 13 years.McGee specializes in applying isotope geochemistry and geochronology to reconstruct Earth’s climate history, helping to ground-truth our understanding of how the climate system responds during periods of rapid change. He has also been instrumental in the growth of the department’s community and culture, having served as EAPS associate department head since 2020.“David is an amazing researcher who brings crucial, data-based insights to aid our response to climate change,” says dean of the School of Science and the Curtis (1963) and Kathleen Marble Professor of Astrophysics Nergis Mavalvala. “He is also a committed and caring educator, providing extraordinary investment in his students’ learning experiences, and through his direction of Terrascope, one of our unique first-year learning communities focused on generating solutions to sustainability challenges.”   “I am energized by the incredible EAPS community, by Rob’s leadership over the last 13 years, and by President Kornbluth’s call for MIT to innovate effective and wise responses to climate change,” says McGee. “EAPS has a unique role in this time of reckoning with planetary boundaries — our collective path forward needs to be guided by a deep understanding of the Earth system and a clear sense of our place in the universe.”McGee’s research seeks to understand the Earth system’s response to past climate changes. Using geochemical analysis and uranium-series dating, McGee and his group investigate stalagmites, ancient lake deposits, and deep-sea sediments from field sites around the world to trace patterns of wind and precipitation, water availability in drylands, and permafrost stability through space and time. Armed with precise chronologies, he aims to shed light on drivers of historical hydroclimatic shifts and provide quantitative tests of climate model performance.Beyond research, McGee has helped shape numerous Institute initiatives focused on environment, climate, and sustainability, including serving on the MIT Climate and Sustainability Consortium Faculty Steering Committee and the faculty advisory board for the MIT Environment and Sustainability Minor.McGee also co-chaired MIT’s Climate Education Working Group, one of three working groups established under the Institute’s Fast Forward climate action plan. The group identified opportunities to strengthen climate- and sustainability-related education at the Institute, from curricular offerings to experiential learning opportunities and beyond.In April 2023, the working group hosted the MIT Symposium for Advancing Climate Education, featuring talks by McGee and others on how colleges and universities can innovate and help students develop the skills, capacities, and perspectives they’ll need to live, lead, and thrive in a world being remade by the accelerating climate crisis.“David is reimagining MIT undergraduate education to include meaningful collaborations with communities outside of MIT, teaching students that scientific discovery is important, but not always enough to make impact for society,” says van der Hilst. “He will help shape the future of the department with this vital perspective.”From the start of his career, McGee has been dedicated to sharing his love of exploration with students. He earned a master’s degree in teaching and spent seven years as a teacher in middle school and high school classrooms before earning his PhD in Earth and environmental sciences from Columbia University. He joined the MIT faculty in 2012, and in 2018 received the Excellence in Mentoring Award from MIT’s Undergraduate Advising and Academic Programming office. In 2015, he became the director of MIT’s Terrascope first-year learning community.“David’s exemplary teaching in Terrascope comes through his understanding that effective solutions must be found where science intersects with community engagement to forge ethical paths forward,” adds van der Hilst. In 2023, for his work with Terrascope, McGee received the school’s highest award, the School of Science Teaching Prize. In 2022, he was named a Margaret MacVicar Faculty Fellow, the highest teaching honor at MIT.As associate department head, McGee worked alongside van der Hilst and student leaders to promote EAPS community engagement, improve internal supports and reporting structures, and bolster opportunities for students to pursue advanced degrees and STEM careers. More

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      in Security

      Coffee fix: MIT students decode the science behind the perfect cup

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      Elaine Jutamulia ’24 took a sip of coffee with a few drops of anise extract. It was her second try.“What do you think?” asked Omar Orozco, standing at a lab table in MIT’s Breakerspace, surrounded by filters, brewing pots, and other coffee paraphernalia.“I think when I first tried it, it was still pretty bitter,” Jutamulia said thoughtfully. “But I think now that it’s steeped for a little bit — it took out some of the bitterness.”Jutamulia and current MIT senior Orozco were part of class 3.000 (Coffee Matters: Using the Breakerspace to Make the Perfect Cup), a new MIT course that debuted in spring 2024. The class combines lectures on chemistry and the science of coffee with hands-on experimentation and group projects. Their project explored how additives such as anise, salt, and chili oil influence coffee extraction — the process of dissolving flavor compounds from ground coffee into water — to improve taste and correct common brewing errors.Alongside tasting, they used an infrared spectrometer to identify the chemical compounds in their coffee samples that contribute to flavor. Does anise make bitter coffee smoother? Could chili oil balance the taste?“Generally speaking, if we could make a recommendation, that’s what we’re trying to find,” Orozco said.A three-unit “discovery class” designed to help first-year students explore majors, 3.000 was widely popular, enrolling more than 50 students. Its success was driven by the beverage at its core and the class’s hands-on approach, which pushes students to ask and answer questions they might not have otherwise.For aeronautics and astronautics majors Gabi McDonald and McKenzie Dinesen, coffee was the draw, but the class encouraged them to experiment and think in new ways. “It’s easy to drop people like us in, who love coffee, and, ‘Oh my gosh, there’s this class where we can go make coffee half the time and try all different kinds of things?’” McDonald says.Percolating knowledgeThe class pairs weekly lectures on topics such as coffee chemistry, the anatomy and composition of a coffee bean, the effects of roasting, and the brewing process with tasting sessions — students sample coffee brewed from different beans, roasts, and grinds. In the MIT Breakerspace, a new space on campus conceived and managed by the Department of Materials Science and Engineering (DMSE), students use equipment such as a digital optical microscope to examine ground coffee particles and a scanning electron microscope, which shoots beams of electrons at samples to reveal cross-sections of beans in stunning detail.Once students learn to operate instruments for guided tasks, they form groups and design their own projects.“The driver for those projects is some question they have about coffee raised by one of the lectures or the tasting sessions, or just something they’ve always wanted to know,” says DMSE Professor Jeffrey Grossman, who designed and teaches the class. “Then they’ll use one or more of these pieces of equipment to shed some light on it.”Grossman traces the origins of the class to his initial vision for the Breakerspace, a laboratory for materials analysis and lounge for MIT undergraduates. Opened in November 2023, the space gives students hands-on experience with materials science and engineering, an interdisciplinary field combining chemistry, physics, and engineering to probe the composition and structure of materials.“The world is made of stuff, and these are the tools to understand that stuff and bring it to life,” says Grossman. So he envisioned a class that would give students an “exploratory, inspiring nudge.”“Then the question wasn’t the pedagogy, it was, ‘What’s the hook?’ In materials science, there are a lot of directions you could go, but if you have one that inspires people because they know it and maybe like it already, then that’s exciting.”Cup of ambitionThat hook, of course, was coffee, the second-most-consumed beverage after water. It captured students’ imagination and motivated them to push boundaries.Orozco brought a fair amount of coffee knowledge to the class. In 2023, he taught in Mexico through the MISTI Global Teaching Labs program, where he toured several coffee farms and acquired a deeper knowledge of the beverage. He learned, for example, that black coffee, contrary to general American opinion, isn’t naturally bitter; bitterness arises from certain compounds that develop during the roasting process.“If you properly brew it with the right beans, it actually tastes good,” says Orozco, a humanities and engineering major. A year later, in 3.000, he expanded his understanding of making a good brew, particularly through the group project with Jutamulia and other students to fix bad coffee.The group prepared a control sample of “perfectly brewed” coffee — based on taste, coffee-to-water ratio, and other standards covered in class — alongside coffee that was under-extracted and over-extracted. Under-extracted coffee, made with water that isn’t hot enough or brewed for too short a time, tastes sharp or sour. Over-extracted coffee, brewed with too much coffee or for too long, tastes bitter.Those coffee samples got additives and were analyzed using Fourier Transform Infrared (FTIR) spectroscopy, measuring how coffee absorbed infrared light to identify flavor-related compounds. Jutamulia examined FTIR readings taken from a sample with lime juice to see how the citric acid influenced its chemical profile.“Can we find any correlation between what we saw and the existing known measurements of citric acid?” asks Jutamulia, who studied computation and cognition at MIT, graduating last May.Another group dove into coffee storage, questioning why conventional wisdom advises against freezing.“We just wondered why that’s the case,” says electrical engineering and computer science major Noah Wiley, a coffee enthusiast with his own espresso machine.The team compared methods like freezing brewed coffee, frozen coffee grounds, and whole beans ground after freezing, evaluating their impact on flavor and chemical composition.“Then we’re going to see which ones taste good,” says Wiley. The team used a class coffee review sheet to record attributes like acidity, bitterness, sweetness, and overall flavor, pairing the results with FTIR analysis to determine how storage affected taste.Wiley acknowledged that “good” is subjective. “Sometimes there’s a group consensus. I think people like fuller coffee, not watery,” he says.Other student projects compared caffeine levels in different coffee types, analyzed the effect of microwaving coffee on its chemical composition and flavor, and investigated the differences between authentic and counterfeit coffee beans.“We gave the students some papers to look at in case they were interested,” says Justin Lavallee, Breakerspace manager and co-teacher of the class. “But mostly we told them to focus on something they wanted to learn more about.”Drip, drip, dripBeyond answering specific questions about coffee, both students and teachers gained deeper insights into the beverage.“Coffee is a complicated material. There are thousands of molecules in the beans, which change as you roast and extract them,” says Grossman. “The number of ways you can engineer this collection of molecules — it’s profound, ranging from where and how the coffee’s grown to how the cherries are then treated to get the beans to how the beans are roasted and ground to the brewing method you use.”Dinesen learned firsthand, discovering, for example, that darker roasts have less caffeine than lighter roasts, puncturing a common misconception. “You can vary coffee so much — just with the roast of the bean, the size of the ground,” she says. “It’s so easily manipulatable, if that’s a word.”In addition to learning about the science and chemistry behind coffee, Dinesen and McDonald gained new brewing techniques, like using a pour-over cone. The pair even incorporated coffee making and testing into their study routine, brewing coffee while tackling problem sets for another class.“I would put my pour-over cone in my backpack with a Ziploc bag full of grounds, and we would go to the Student Center and pull out the cone, a filter, and the coffee grounds,” McDonald says. “And then we would make pour-overs while doing a P-set. We tested different amounts of water, too. It was fun.”Tony Chen, a materials science and engineering major, reflected on the 3.000’s title — “Using the Breakerspace to Make the Perfect Cup” — and whether making a perfect cup is possible. “I don’t think there’s one perfect cup because each person has their own preferences. I don’t think I’ve gotten to mine yet,” he says.Enthusiasm for coffee’s complexity and the discovery process was exactly what Grossman hoped to inspire in his students. “The best part for me was also just seeing them developing their own sense of curiosity,” he says.He recalled a moment early in the class when students, after being given a demo of the optical microscope, saw the surface texture of a magnified coffee bean, the mottled shades of color, and the honeycomb-like pattern of tiny irregular cells.“They’re like, ‘Wait a second. What if we add hot water to the grounds while it’s under the microscope? Would we see the extraction?’ So, they got hot water and some ground coffee beans, and lo and behold, it looked different. They could see the extraction right there,” Grossman says. “It’s like they have an idea that’s inspired by the learning, and they go and try it. I saw that happen many, many times throughout the semester.” More

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      in Environment

      In a unique research collaboration, students make the case for less e-waste

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      Brought together as part of the Social and Ethical Responsibilities of Computing (SERC) initiative within the MIT Schwarzman College of Computing, a community of students known as SERC Scholars is collaborating to examine the most urgent problems humans face in the digital landscape.Each semester, students from all levels from across MIT are invited to join a different topical working group led by a SERC postdoctoral associate. Each group delves into a specific issue — such as surveillance or data ownership — culminating in a final project presented at the end of the term.Typically, students complete the program with hands-on experience conducting research in a new cross-disciplinary field. However, one group of undergraduate and graduate students recently had the unique opportunity to enhance their resume by becoming published authors of a case study about the environmental and climate justice implications of the electronics hardware life cycle.Although it’s not uncommon for graduate students to co-author case studies, it’s unusual for undergraduates to earn this opportunity — and for their audience to be other undergraduates around the world.“Our team was insanely interdisciplinary,” says Anastasia Dunca, a junior studying computer science and one of the co-authors. “I joined the SERC Scholars Program because I liked the idea of being part of a cohort from across MIT working on a project that utilized all of our skillsets. It also helps [undergraduates] learn the ins and outs of computing ethics research.”Case study co-author Jasmin Liu, an MBA student in the MIT Sloan School of Management, sees the program as a platform to learn about the intersection of technology, society, and ethics: “I met team members spanning computer science, urban planning, to art/culture/technology. I was excited to work with a diverse team because I know complex problems must be approached with many different perspectives. Combining my background in humanities and business with the expertise of others allowed us to be more innovative and comprehensive.”Christopher Rabe, a former SERC postdoc who facilitated the group, says, “I let the students take the lead on identifying the topic and conducting the research.” His goal for the group was to challenge students across disciplines to develop a working definition of climate justice.From mining to e-wasteThe SERC Scholars’ case study, “From Mining to E-waste: The Environmental and Climate Justice Implications of the Electronics Hardware Life Cycle,” was published by the MIT Case Studies in Social and Ethical Responsibilities of Computing.The ongoing case studies series, which releases new issues twice a year on an open-source platform, is enabling undergraduate instructors worldwide to incorporate research-based education materials on computing ethics into their existing class syllabi.This particular case study broke down the electronics life cycle from mining to manufacturing, usage, and disposal. It offered an in-depth look at how this cycle promotes inequity in the Global South. Mining for the average of 60 minerals that power everyday devices lead to illegal deforestation, compromising air quality in the Amazon, and triggering armed conflict in Congo. Manufacturing leads to proven health risks for both formal and informal workers, some of whom are child laborers.Life cycle assessment and circular economy are proposed as mechanisms for analyzing environmental and climate justice issues in the electronics life cycle. Rather than posing solutions, the case study offers readers entry points for further discussion and for assessing their own individual responsibility as producers of e-waste.Crufting and crafting a case studyDunca joined Rabe’s working group, intrigued by the invitation to conduct a rigorous literature review examining issues like data center resource and energy use, manufacturing waste, ethical issues with AI, and climate change. Rabe quickly realized that a common thread among all participants was an interest in understanding and reducing e-waste and its impact on the environment.“I came in with the idea of us co-authoring a case study,” Rabe said. However, the writing-intensive process was initially daunting to those students who were used to conducting applied research. Once Rabe created sub-groups with discrete tasks, the steps for researching, writing, and iterating a case study became more approachable.For Ellie Bultena, an undergraduate student studying linguistics and philosophy and a contributor to the study, that meant conducting field research on the loading dock of MIT’s Stata Center, where students and faculty go “crufting” through piles of clunky printers, broken computers, and used lab equipment discarded by the Institute’s labs, departments, and individual users.Although not a formally sanctioned activity on-campus, “crufting” is the act of gleaning usable parts from these junk piles to be repurposed into new equipment or art. Bultena’s respondents, who opted to be anonymous, said that MIT could do better when it comes to the amount of e-waste generated and suggested that formal strategies could be implemented to encourage community members to repair equipment more easily or recycle more formally.Rabe, now an education program director at the MIT Environmental Solutions Initiative, is hopeful that through the Zero-Carbon Campus Initiative, which commits MIT to eliminating all direct emissions by 2050, MIT will ultimately become a model for other higher education institutions.Although the group lacked the time and resources to travel to communities in the Global South that they profiled in their case study, members leaned into exhaustive secondary research, collecting data on how some countries are irresponsibly dumping e-waste. In contrast, others have developed alternative solutions that can be duplicated elsewhere and scaled.“We source materials, manufacture them, and then throw them away,” Lelia Hampton says. A PhD candidate in electrical engineering and computer science and another co-author, Hampton jumped at the opportunity to serve in a writing role, bringing together the sub-groups research findings. “I’d never written a case study, and it was exciting. Now I want to write 10 more.”The content directly informed Hampton’s dissertation research, which “looks at applying machine learning to climate justice issues such as urban heat islands.” She said that writing a case study that is accessible to general audiences upskilled her for the non-profit organization she’s determined to start. “It’s going to provide communities with free resources and data needed to understand how they are impacted by climate change and begin to advocate against injustice,” Hampton explains.Dunca, Liu, Rabe, Bultena, and Hampton are joined on the case study by fellow authors Mrinalini Singha, a graduate student in the Art, Culture, and Technology program; Sungmoon Lim, a graduate student in urban studies and planning and EECS; Lauren Higgins, an undergraduate majoring in political science; and Madeline Schlegal, a Northeastern University co-op student.Taking the case study to classrooms around the worldAlthough PhD candidates have contributed to previous case studies in the series, this publication is the first to be co-authored with MIT undergraduates. Like any other peer-reviewed journal, before publication, the SERC Scholars’ case study was anonymously reviewed by senior scholars drawn from various fields.The series editor, David Kaiser, also served as one of SERC’s inaugural associate deans and helped shape the program. “The case studies, by design, are short, easy to read, and don’t take up lots of time,” Kaiser explained. “They are gateways for students to explore, and instructors can cover a topic that has likely already been on their mind.” This semester, Kaiser, the Germeshausen Professor of the History of Science and a professor of physics, is teaching STS.004 (Intersections: Science, Technology, and the World), an undergraduate introduction to the field of science, technology, and society. The last month of the semester has been dedicated wholly to SERC case studies, one of which is: “From Mining to E-Waste.”Hampton was visibly moved to hear that the case study is being used at MIT but also by some of the 250,000 visitors to the SERC platform, many of whom are based in the Global South and directly impacted by the issues she and her cohort researched. “Many students are focused on climate, whether through computer science, data science, or mechanical engineering. I hope that this case study educates them on environmental and climate aspects of e-waste and computing.” More