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      Q&A: Bettina Stoetzer on envisioning a livable future

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      In an ongoing series, MIT faculty, students, and alumni in the humanistic fields share perspectives that are significant for solving the economic, political, ethical, and cultural dimensions of climate change, as well as mitigating its myriad social and ecological impacts. Bettina Stoetzer is the Class of 1948 Career Development Associate Professor of Anthropology at MIT; her research combines perspectives on ecology and environmental change with an analysis of migration, race, and social justice. In this conversation with SHASS Communications, she shares insights from anthropology and from her forthcoming book, “Ruderal City: Ecologies of Migration and Urban Life in Berlin” (Duke University Press, 2022).Q: You research “ruderal” ecologies — those rising up like weeds in inhospitable locales such as industrial zones. What does your work reveal about the relationship between humans and the environment, particularly as climate change presents ever more challenges to human habitation?A: The term ruderal originates from the Latin word “rudus,” meaning “rubble.” In urban ecology it refers to organisms that spontaneously inhabit inhospitable environments such as rubble spaces, the cracks in sidewalks, or spaces alongside train tracks and roads. As an anthropologist, I find the ruderal to be a useful lens for examining this historical moment when environmental degradation, war, forced migration, economic inequality, and rising nationalism render much of the world inhospitable to so many beings.

      My book, “Ruderal City: Ecologies of Migration and Urban Life in Berlin,” is inspired by the insights of botany, ecology, as well as by social justice struggles. During my fieldwork in Berlin, I engaged with diverse communities — botanists, environmentalists, public officials, and other Berlin residents, such as white German nature enthusiasts, Turkish migrants who cultivate city gardens, and East African refugees who live in the forested edges of the city.The botanists I spoke with researched so-called “ruderal flora” that flourished in the city’s bombed landscapes after the end of World War II. Berlin’s rubble vegetation was abundant with plants that usually grow in much warmer climate zones, and the botanists realized that many of these plants’ seeds had arrived in the city by chance — hitching a ride via imported materials and vehicles, or the boots of refugees. At the same time, the initial appearance of these plants illustrated that Berlin had become hotter, which shed light on the early signs of climate change. But that is only part of the story. Listening to migrants, refugees, and other Berlin residents during my fieldwork, I also learned that it is important to consider the ways in which people who are often not recognized as experts relate to urban lands. White European environmental discourse often frames migrants and communities of color as having an inappropriate relation to “nature” in the city, and racializes them on that basis. For example, Turkish migrants who barbecue in Berlin’s parks are often portrayed as polluting the “green lungs” of Berlin.Yet from working with these communities, as well as with other Berliners who cultivated urban vegetable gardens, built makeshift shelters in abandoned lots, produced informal food economies in Berlin’s parks, or told stories about their experience in the forest edges of the city, I learned that people, while grappling with experiences of racism, actually carved out alternative ways of relating to urban lands that challenged white European and capitalist traditions.Engaging with these practices, I utilize the concept of the ruderal and expand it as an analytic for tracking seemingly disparate worlds — and for attending to the heterogeneous ways in which people build lives out of the ruins of European nationalism and capitalism. My goal in the book is not to equate people with plants, but rather to ask how people, plants, animals, and other living beings are intertwined in projects of capitalist extraction and in nation-making — and how they challenge and rework these projects.Q: In what ways do you think the tools and insights from anthropology can advance efforts to address climate change and its impacts?A: When tackling complex environmental challenges, climate change included, the focus is often on “the social consequences of” climate change and technological solutions to address it. What is exciting about anthropology is that it gives us tools to interrogate environmental challenges through a broader lens.Anthropologists use in-depth fieldwork to examine how people make sense of and relate to the world. Ethnographic fieldwork can help us examine how climate change affects people in their everyday lives, and it can reveal how different stakeholders approach environmental challenges. By providing a deeper understanding of the ways in which people relate to the material world, to land, and to other beings, anthropological analyses also shed light on the root causes of climate change and expand our imagination of how to live otherwise.Through these close-up analyses, ethnography can also illuminate large-scale political phenomena. For instance, by making visible the relation between climate change denial and the erosion of democratic social structures in people’s everyday lives, it can provide insights into the rise of nationalist and authoritarian movements. This is a question I explore in my new research project. (One case study in the new research focuses on the ways in which pigs, people, and viruses have co-evolved during urbanization, industrial agriculture, and the climate crisis, e.g.: the so-called African Swine Fever virus among wild boar — which proliferate in the ruins of industrial agriculture and climate changes — trigger political responses across Europe, including new border fences.)

      Through several case studies, I examine how the changing mobility patterns of wildlife (due to climate change, habitat loss, and urbanization) pose challenges for tackling the climate crisis across national borders and for developing new forms of care for nonhuman lives.Q: You teach MIT’s class 21A.407 (Gender, Race, and Environmental Justice). Broadly speaking, what are goals of this class? What lessons do you hope students will carry with them into the future?A: The key premise of this class is that the environmental challenges facing the world today cannot be adequately addressed without a deeper understanding of racial, gender, and class inequalities, as well as the legacies of colonialism. Our discussion begins with the lands on which we, at MIT, stand. We read about the colonization of New England and how it radically transformed local economies and landscapes, rearranged gender and racial relations, and led to the genocide and dispossession of Indigenous communities and their way of life.From this foundation, the goal is to expand our ideas of what it means to talk about ecology, the “environment,” and justice. There is not one way in which humans relate to land and to nonhuman beings, or one way of (re-)producing the conditions of our livelihoods (capitalism). These relations are all shaped by history, culture, and power.We read anthropological scholarship that explores how climate change, environmental pollution, and habitat destruction are also the consequences of modes of inhabiting the earth inherited from colonial relations to land that construct human and nonhuman beings as extractable “resources.” Considering these perspectives, it becomes clear that pressing environmental challenges can only be solved by also tackling racism and the legacies of colonialism.Throughout the semester, we read about environmental justice struggles that seek to stop the destruction of land, undo the harm of toxic exposures, and mitigate the effects of climate change. I hope that one of the takeaways students gain from this course is that Black, Indigenous, people-of-color, and feminist activists and scholars have been leading the way in shaping more livable futures.

      Q: In confronting an issue as formidable as global climate change, what gives you hope?A: I am really inspired by youth climate justice activists, especially from the Global South, who insist on new solutions to the climate emergency that counter market-driven perspectives, address global economic inequalities, and raise awareness about climate-driven displacement. Confronting climate change will require building more democratic structures and climate justice activists are at the forefront of this.Here at MIT, I also see a growing enthusiasm among our students to develop solutions to the climate crisis and to social injustices. I am particularly excited about Living Climate Futures, an initiative in Anthropology, History, and the Program on Science, Technology, and Society. We will be hosting a symposium at the end of April featuring environmental and climate justice leaders and youth activists from across the country. It will be a unique opportunity to explore how community leaders and research institutions such as MIT can collaborate more closely to tackle the challenges of climate change.

      Interview prepared by MIT SHASS CommunicationsSenior writer: Kathryn O’NeillSeries editor, designer: Emily Hiestand, communications director More

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      MIT ReACT welcomes first Afghan cohort to its largest-yet certificate program

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      Through the championing support of the faculty and leadership of the MIT Afghan Working Group convened last September by Provost Martin Schmidt and chaired by Associate Provost for International Activities Richard Lester, MIT has come together to support displaced Afghan learners and scholars in a time of crisis. The MIT Refugee Action Hub (ReACT) has opened opportunities for 25 talented Afghan learners to participate in the hub’s certificate program in computer and data science (CDS), now in its fourth year, welcoming its largest and most diverse cohort to date — 136 learners from 29 countries.

      ”Even in the face of extreme disruption, education and scholarship must continue, and MIT is committed to providing resources and safe forums for displaced scholars,” says Lester. “We greatly appreciate MIT ReACT’s work to create learning opportunities for Afghan students whose lives have been upended by the crisis in their homeland.”

      Currently, more than 3.5 million Afghans are internally displaced, while 2.5 million are registered refugees residing in other parts of the world. With millions in Afghanistan facing famine, poverty, and civil unrest in what has become the world’s largest humanitarian crisis, the United Nations predicts the number of Afghans forced to flee their homes will continue to rise. 

      “Forced displacement is on the rise, fueled not only by constant political, economical, and social turmoil worldwide, but also by the ongoing climate change crisis, which threatens costly disruptions to society and has potential to create unprecedented displacement internationally,” says associate professor of civil and environmental engineering and ReACT’s faculty founder Admir Masic. During the orientation for the new CDS cohort in January, Masic emphasized the great need for educational programs like ReACT’s that address the specific challenges refugees and displaced learners face.

      A former Bosnian refugee, Masic spent his teenage years in Croatia, where educational opportunities were limited for young people with refugee status. His experience motivated him to found ReACT, which launched in 2017. Housed within Open Learning, ReACT is an MIT-wide effort to deliver global education and professional development programs to underserved communities, including refugees and migrants. ReACT’s signature program, CDS is a year-long, online program that combines MITx courses in programming and data science, personal and professional development workshops including MIT Bootcamps, and opportunities for practical experience.

      ReACT’s group of 25 learners from Afghanistan, 52 percent of whom are women, joins the larger CDS cohort in the program. They will receive support from their new colleagues as well as members of ReACT’s mentor and alumni network. While the majority of the group are residing around the world, including in Europe, North America, and neighboring countries, several still remain in Afghanistan. With the support of the Afghan Working Group, ReACT is working to connect with communities from the region to provide safe and inclusive learning environments for the cohort. ​​

      Building community and confidence

      Selected from more than 1,000 applicants, the new CDS cohort reflected on their personal and professional goals during a weeklong orientation.

      “I am here because I want to change my career and learn basics in this field to then obtain networks that I wouldn’t have got if it weren’t for this program,” said Samiullah Ajmal, who is joining the program from Afghanistan.

      Interactive workshops on topics such as leadership development and virtual networking rounded out the week’s events. Members of ReACT’s greater community — which has grown in recent years to include a network of external collaborators including nonprofits, philanthropic supporters, universities, and alumni — helped facilitate these workshops and other orientation activities.

      For instance, Na’amal, a social enterprise that connects refugees to remote work opportunities, introduced the CDS learners to strategies for making career connections remotely. “We build confidence while doing,” says Susan Mulholland, a leadership and development coach with Na’amal who led the networking workshop.

      Along with the CDS program’s cohort-based model, ReACT also uses platforms that encourage regular communication between participants and with the larger ReACT network — making connections a critical component of the program.

      “I not only want to meet new people and make connections for my professional career, but I also want to test my communication and social skills,” says Pablo Andrés Uribe, a learner who lives in Colombia, describing ReACT’s emphasis on community-building. 

      Over the last two years, ReACT has expanded its geographic presence, growing from a hub in Jordan into a robust global community of many hubs, including in Colombia and Uganda. These regional sites connect talented refugees and displaced learners to internships and employment, startup networks and accelerators, and pathways to formal undergraduate and graduate education.

      This expansion is thanks to the generous support internally from the MIT Office of the Provost and Associate Provost Richard Lester and external organizations including the Western Union Foundation. ReACT will build new hubs this year in Greece, Uruguay, and Afghanistan, as a result of gifts from the Hatsopoulos family and the Pfeffer family.

      Holding space to learn from each other

      In addition to establishing new global hubs, ReACT plans to expand its network of internship and experiential learning opportunities, increasing outreach to new collaborators such as nongovernmental organizations (NGOs), companies, and universities. Jointly with Na’amal and Paper Airplanes, a nonprofit that connects conflict-affected individuals with personal language tutors, ReACT will host the first Migration Summit. Scheduled for April 2022, the month-long global convening invites a broad range of participants, including displaced learners, universities, companies, nonprofits and NGOs, social enterprises, foundations, philanthropists, researchers, policymakers, employers, and governments, to address the key challenges and opportunities for refugee and migrant communities. The theme of the summit is “Education and Workforce Development in Displacement.”

      “The MIT Migration Summit offers a platform to discuss how new educational models, such as those employed in ReACT, can help solve emerging challenges in providing quality education and career opportunities to forcibly displaced and marginalized people around the world,” says Masic. 

      A key goal of the convening is to center the voices of those most directly impacted by displacement, such as ReACT’s learners from Afghanistan and elsewhere, in solution-making. More

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      MIT Center for Real Estate launches the Asia Real Estate Initiative

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      To appreciate the explosive urbanization taking place in Asia, consider this analogy: Every 40 days, a city the equivalent size of Boston is built in Asia. Of the $24.7 trillion real estate investment opportunities predicted by 2030 in emerging cities, $17.8 trillion (72 percent) will be in Asia. While this growth is exciting to the real estate industry, it brings with it the attendant social and environmental issues.

      To promote a sustainable and innovative approach to this growth, leadership at the MIT Center for Real Estate (MIT CRE) recently established the Asia Real Estate Initiative (AREI), which aims to become a platform for industry leaders, entrepreneurs, and the academic community to find solutions to the practical concerns of real estate development across these countries.

      “Behind the creation of this initiative is the understanding that Asia is a living lab for the study of future global urban development,” says Hashim Sarkis, dean of the MIT School of Architecture and Planning.

      An investment in cities of the future

      One of the areas in AREI’s scope of focus is connecting sustainability and technology in real estate.

      “We believe the real estate sector should work cooperatively with the energy, science, and technology sectors to solve the climate challenges,” says Richard Lester, the Institute’s associate provost for international activities. “AREI will engage academics and industry leaders, nongovernment organizations, and civic leaders globally and in Asia, to advance sharing knowledge and research.”

      In its effort to understand how trends and new technologies will impact the future of real estate, AREI has received initial support from a prominent alumnus of MIT CRE who wishes to remain anonymous. The gift will support a cohort of researchers working on innovative technologies applicable to advancing real estate sustainability goals, with a special focus on the global and Asia markets. The call for applications is already under way, with AREI seeking to collaborate with scholars who have backgrounds in economics, finance, urban planning, technology, engineering, and other disciplines.

      “The research on real estate sustainability and technology could transform this industry and help invent global real estate of the future,” says Professor Siqi Zheng, faculty director of MIT CRE and AREI faculty chair. “The pairing of real estate and technology often leads to innovative and differential real estate development strategies such as buildings that are green, smart, and healthy.”

      The initiative arrives at a key time to make a significant impact and cement a leadership role in real estate development across Asia. MIT CRE is positioned to help the industry increase its efficiency and social responsibility, with nearly 40 years of pioneering research in the field. Zheng, an established scholar with expertise on urban growth in fast-urbanizing regions, is the former president of the Asia Real Estate Society and sits on the Board of American Real Estate and Urban Economics Association. Her research has been supported by international institutions including the World Bank, the Asian Development Bank, and the Lincoln Institute of Land Policy.

      “The researchers in AREI are now working on three interrelated themes: the future of real estate and live-work-play dynamics; connecting sustainability and technology in real estate; and innovations in real estate finance and business,” says Zheng.

      The first theme has already yielded a book — “Toward Urban Economic Vibrancy: Patterns and Practices in Asia’s New Cities” — recently published by SA+P Press.

      Engaging thought leaders and global stakeholders

      AREI also plans to collaborate with counterparts in Asia to contribute to research, education, and industry dialogue to meet the challenges of sustainable city-making across the continent and identify areas for innovation. Traditionally, real estate has been a very local business with a lengthy value chain, according to Zhengzhen Tan, director of AREI. Most developers focused their career on one particular product type in one particular regional market. AREI is working to change that dynamic.

      “We want to create a cross-border dialogue within Asia and among Asia, North America, and European leaders to exchange knowledge and practices,” says Tan. “The real estate industry’s learning costs are very high compared to other sectors. Collective learning will reduce the cost of failure and have a significant impact on these global issues.”

      The 2021 United Nations Climate Change Conference in Glasgow shed additional light on environmental commitments being made by governments in Asia. With real estate representing 40 percent of global greenhouse gas emissions, the Asian real estate market is undergoing an urgent transformation to deliver on this commitment.

      “One of the most pressing calls is to get to net-zero emissions for real estate development and operation,” says Tan. “Real estate investors and developers are making short- and long-term choices that are locking in environmental footprints for the ‘decisive decade.’ We hope to inspire developers and investors to think differently and get out of their comfort zone.” More

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      3 Questions: The future of international education

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      Evan Lieberman is the Total Professor of Political Science and Contemporary Africa in the MIT Department of Political Science. He conducts research in the field of comparative politics, with a focus on development and ethnic conflict in sub-Saharan Africa. He directs the Global Diversity Lab (GDL) and was recently named faculty director of the MIT International Science and Technology Initiatives (MISTI), MIT’s global experiential learning program. Here, Lieberman describes international education and its import for solving global problems.

      Q: Why is now an especially important time for international education?

      A: The major challenges we currently face — climate change, the pandemic, supply chain management — are all global problems that require global solutions. We will need to collaborate across borders to a greater extent than ever before. There is no time more pressing for students to gain an international outlook on these challenges; the ideas, thinking, and perspectives from other parts of the world; and to build global networks. And yet, most of us have stayed very close to home for the past couple of years. While remote internships and communications have offered temporary solutions when travel was limited, these have been decidedly inferior to the opportunities for learning and making connections through in-person cultural and collaborative experiences at the heart of MISTI. It is important for students and faculty to be able to thrive in an interconnected world as they navigate their research/careers during this unusual time. The changing landscape of the past few years has left all of us somewhat anxious. Nonetheless, I am buoyed by important examples of global collaboration in problem-solving, with scientists, governments and other organizations working together on the things that unite us all.

      Q: How is MIT uniquely positioned to provide global opportunities for students and faculty?

      A: MISTI is a unique program with a long history of building robust partnerships with industry, universities, and other sectors in countries around the world, establishing opportunities that complement MIT students’ unique skill sets. MIT is fortunate to be the home of some of the top students and faculty in the world, and this is a benefit to partners seeking collaborators. The broad range of disciplines across the entire institute provides opportunities to match in nearly every sector. MISTI’s rigorous, country-specific preparation ensures that students build durable cultural connections while abroad and empowers them to play a role in addressing critical global challenges. The combination of technical and humanistic training that MIT students receive are exactly the profiles necessary to take advantage of opportunities abroad, hopefully with a long-term impact. Student participants have a depth of knowledge in their subject areas as well as MIT’s one-of-a-kind education model that is exceptionally valuable. The diversity of our community offers a wide variety of perspectives and life experiences, on top of academic expertise. Also, MISTI’s donor-funded programs provide the unique ability for all students to be able to participate in international programs, regardless of financial situation. This is a direct contrast with internship programs that often skew toward participants with little-to-no financial need.

      Q: How do these kinds of collaborations help tackle global problems?

      A: Of course, we don’t expect that even intensive internships of a few months are going to generate the global solutions we need. It is our hope that our students — who we anticipate being leaders in a range of sectors — will opt for global careers, and/or bring a global perspective to their work and in their lives. We believe that by building on their MISTI experiences and training, they will be able to forge the types of collaborations that lead to equity-enhancing solutions to universal problems — the climate emergency, ongoing threats to global public health, the liabilities associated with the computing revolution — and are able to improve human development more generally.

      More than anything, at MISTI we are planting the seeds for longer-term collaborations. We literally grant several millions of dollars in seed funds to establish faculty-led collaborations with student involvement in addition to supporting hundreds of internships around the world. The MISTI Global Seed Funds (GSF) program compounds the Institute’s impact by supporting partnerships abroad that often turn into long-standing research relationships addressing the critical challenges that require international solutions. GSF projects often have an impact far beyond their original scope. For example, a number of MISTI GSF projects have utilized their results to jump-start research efforts to combat the pandemic. More

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      J-PAL North America announces five new partnerships with state and local governments

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      J-PAL North America, a research center in MIT’s Department of Economics, has announced five new partnerships with state and local governments across the United States after a call for proposals in early February. Over the next year, these partners will work with J-PAL North America’s State and Local Innovation Initiative to evaluate policy-relevant questions critical to alleviating poverty in the United States.

      J-PAL North America will work with the Colorado Department of Higher Education, Ohio’s Franklin County Department of Job and Family Services, the New Mexico Public Education Department, Puerto Rico’s Department of Economic Development and Commerce, and Oregon’s Jackson County Fire District 3. Each partner will leverage support from J-PAL North America to develop randomized evaluations, which have the potential to reveal widely applicable lessons about which programs and policies are most effective. 

      State and local leaders are vital stakeholders in developing rigorous evidence in order to understand which policies and programs work to reduce poverty, and why. By supporting each government partner in developing these five evaluation projects, the voice of policymakers and practitioners will remain a central part of the research process. Each of this year’s selected projects seeks to address policy concerns that have been identified by state and local governments in J-PAL North America’s State and Local Learning Agenda as key areas for addressing barriers to mobility from poverty, including environment, education, economic security, and housing stability. 

      One project looks to mitigate the emission of carbon co-pollutants, which cause disproportionately high rates of health problems among communities experiencing poverty. 

      Oregon’s Jackson County Fire District 3 will investigate the impact of subsidies on the uptake of wildfire risk reduction activities in a county severely affected by wildfires. “Wildfires have become more prevalent, longer lasting, and more destructive in Oregon and across the western United States. We also know that wildfire is disproportionately impacting our most vulnerable populations,” says Bob Horton, fire chief of Jackson County Fire District 3. “With technical support from JPAL North America’s staff and this grant funding, we will devise the most current and effective strategy, deeply rooted in the evidence, to drive the take-up of home-hardening behaviors — methods to increase a home’s resistance to fire — and lower the risk to homes when faced with wildfire.” 

      This project is in alignment with the priorities of J-PAL’s Environment, Energy, and Climate Change sector and its agenda for catalyzing more policy-relevant research on adaptation strategies. 

      Policymakers and researchers have also identified programs aimed at increasing opportunity within education as a key priority for evaluation. In partnering with J-PAL North America, the Colorado Department of Higher Education will assess the impact of My Colorado Journey, an online platform available to all Coloradans that provides information on education, training, and career pathways. 

      “As Colorado builds back stronger from the pandemic, we know that education and workforce development are at the center of Colorado’s recovery agenda,” shares Executive Director Angie Paccione of the Colorado Department of Education. “Platforms like My Colorado Journey are key to supporting the education, training, and workforce exploration of Coloradans of any age. With support from J-PAL North America, we can better understand how to effectively serve Coloradans, further enhance this vital platform, and continue to build a Colorado for all.”

      Similarly, the New Mexico Public Education Department proposes their intervention within the context of New Mexico’s community school state initiative. They will look at the impact of case management and cash transfers on students at risk of multiple school transfers throughout their education, which include children who are experiencing homelessness, migrant children, children in the foster care system, and military-connected children, among others. “New Mexico is delighted to partner with J-PAL North America to explore visionary pathways to success for highly mobile students,” says New Mexico Public Education Secretary (Designate) Kurt Steinhaus. “We look forward to implementing and testing innovative solutions, such as cash transfers, that can expand our current nationally recognized community schools strategy. Together, we aim to find solutions that meet the needs of highly mobile students and families who lack stable housing.”

      Another key priority for the intersection of policy and research is economic security — fostering upward mobility by providing individuals with resources to promote stable incomes and increase standards of living. By adjusting caseworker employment services to better align with local needs, Puerto Rico’s Department of Economic Development and Commerce (DEDC) looks to understand how individualized services can impact employment and earnings. 

      “The commitment of the government of Puerto Rico is to develop human resources to the highest quality standards,” says DEDC Secretary Cidre Miranda, whose statement was provided in Spanish and translated. “For the DEDC, it is fundamental to contribute to the development of initiatives like this one, because they have the objective of forging the future professionals that Puerto Rico requires and needs.” J-PAL North America’s partnership with DEDC has the potential to provide valuable lessons for other state and local programs also seeking to promote economic security. 

      Finally, Ohio’s Franklin County Department of Job and Family Services seeks to understand the impact of an eviction prevention workshop in a county with eviction rates that are higher than both the state and national average. “Stable housing should not be a luxury, but for far too many Franklin County families it has become one,” Deputy Franklin County Administrator Joy Bivens says. “We need to view our community’s affordable housing crisis through both a social determinants of health and racial equity lens. We are grateful for the opportunity to partner with J-PAL North America to ensure we are pursuing research-based interventions that, yes, address immediate housing needs, but also provide long-term stability so they can climb the economic ladder.”

      Franklin County Department of Job and Family Services’ evaluation aligns with policymaker and researcher interests to ensure safe and affordable housing. This partnership will have great potential to not only improve resources local to Franklin County, but, along with each of the other four agencies, can also provide a useful model for other government agencies facing similar challenges.For more information on state and local policy priorities, see J-PAL North America’s State and Local Learning Agenda. To learn more about the State and Local Innovation Initiative, please visit the Initiative webpage or contact Initiative Manager Louise Geraghty. More

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      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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      Scientists and musicians tackle climate change together

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      Audiences may travel long distances to see their favorite musical acts in concert or to attend large music festivals, which can add to their personal carbon footprint of emissions that are steadily warming the planet. But these same audiences, and the performers they follow, are often quite aware of the dangers of climate change and eager to contribute to ways of curbing those emissions.

      How should the industry reconcile these two perspectives, and how should it harness the enormous influence that musicians have on their fans to help promote action on climate change?

      That was the focus of a wide-ranging discussion on Monday hosted by MIT’s Environmental Solutions Initiative, titled “Artists and scientists together on climate solutions.” The event, which was held live at the Media Lab’s Bartos Theater and streamed online, featured John Fernandez, director of ESI; Dava Newman, director of the Media Lab; Tony McGuinness, a musician with the group Above and Beyond; and Anna Johnson, the sustainability and environment officer at Involved Group, an organization dedicated to embedding sustainability in business operations in the arts and culture fields.

      Fernandez pointed out in opening the discussion that when it comes to influencing people’s attitudes and behavior, changes tend to come about not just through information from a particular field, but rather from a whole culture. “We started thinking about how we might work with artists, how to have scientists and engineers, inventors, and designers working with artists on the challenges that we really need to face,” he said.

      Dealing with the climate change issue, he said, “is not about 2050 or 2100. This is about 2030. This is about this decade. This is about the next two or three years, really shifting that curve” to lowering the world’s greenhouse gas emissions. “It’s not going to be done just with science and engineering,” he added. “It’s got to be done with artists and business and everyone else. It’s not only ‘all of the above’ solutions, it’s ‘all of the above’ people, coming together to solve this problem.”

      Newman, who is also a professor in MIT’s Department of Aeronautics and Astronautics and has served as a NASA deputy administrator, said that while scientists and engineers can produce vast amounts of useful data that clearly demonstrate the dramatic changes the Earth’s climate is undergoing, communicating that information effectively is often a challenge for these specialists. “That data is just the data, but that doesn’t change the hearts and minds,” she said.

      “As scientists, having the data from our satellites, looking down, but also flying airplanes into the atmosphere, … we have the sensors, and then what can we do with it all? … How do we change human behavior? That’s the part I don’t know how to do,” Newman said. “I can have the technology, I can get precision measurements, I can study it, but really at the end of the day, we have to change human behavior, and that is so hard.”

      And that’s where the world of art and music can play a part, she said. “The best way that I know how to do it is with artistic experiences. You can have one moving experience and when you wake up tomorrow, maybe you’re going to do something a little different.” To help generate the compassion and empathy needed to affect behavior positively, she said, “that’s where we turn to the storytellers. We turn to the visionaries.”

      McGuinness, whose electronic music trio has performed for millions of people around the world, said that his own awareness of the urgency of the climate issue came from his passion for scuba diving, and the dramatic changes he has seen over the last two decades. In diving at a coral reef off Palau in the South Pacific, he returned to what had been a lush, brightly colored ecosystem, and found that “immediately when you put your face under the water, you’re looking at the surface of the moon. It was a horrible shock to see this.”

      After this and other similar diving experiences, he said, “I just came away shocked and stunned,” and realizing the kinds of underwater experiences he had enjoyed would no longer exist for his children. After reading more on the subject of global warming,  “that really sort of tipped me over the edge. And I was like, this is probably the most important thing for living beings now. And that’s sort of where I’ve remained ever since.”

      While his group Above and Beyond has performed one song specifically related to global warming, he doesn’t expect that to be the most impactful way of using their influence. Rather, they’re trying to lead by example, he said, by paying more attention to everything from the supply chains of the merchandise sold at concerts to the emissions generated by travel to the concerts. They’re also being selective about concert venues and making an effort to find performance spaces that are making a significant effort to curb their emissions.

      “If people start voting with their wallets,” McGuinness said, “and there are companies that are doing better than others and are doing the right thing, maybe it’ll catch on. I guess that’s what we can hope for.”

      Understanding these kinds of issues, involving supply chains, transportation, and facilities associated within the music industry, has been the focus of much of Johnson’s work, through the organization Involved Group, which has entered into a collaboration with MIT through the Environmental Solutions Initiative. “It’s these kinds of novel partnerships that have so much potential to catalyze the change that we need to see at an incredible pace,” she said. Already, her group has worked with MIT on mapping out where emissions occur throughout the various aspects of the music industry.

      At a recent music festival in London, she said, the group interviewed hundreds of participants, including audience members, band members, and the crew. “We explored people’s level of awareness of the issues around climate change and environmental degradation,” she said. “And what was really interesting was that there was clearly a lot of awareness of the issue across those different stakeholders, and what felt like a real, genuine level of concern and also of motivation, to want to deepen their understanding of what their contribution on a personal level really meant.”

      Working together across the boundaries of different disciplines and areas of expertise could be crucial to winning the battle against global warming, Newman said. “That’s usually how breakthroughs work,” she said. “If we’re really looking to have impact, it’s going to be from teams of people who are trained across the disciplines.” She pointed out that 90 percent of MIT students are also musicians: “It does go together!” she said. “I think going forward, we have to create new academia, new opportunities that are truly multidisciplinary.” 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